Abstract: Objective: To investigate the associations of recreational screen time, internet gaming disorder, and social network addiction with academic performance among college students, and to analyze the potential interactions among these three factors. Methods: A total of 572 college students from a science and engineering university in Shanghai were enrolled between November and December 2025. Recreational screen time(video watching, online gaming, and social networking) was assessed using a questionnaire, while internet gaming disorder and social network addiction were evaluated using validated scales. Weighted average academic performance over the most recent academic year was obtained. Multivariable linear regression and multiplicative interaction models were used for data analysis. Results: Recreational screen time, particularly online gaming time, was negatively associated with lower academic performance. For each 1-hour/day increase in total recreational screen time and online gaming time, academic performance decreased by 0.258 points(β=-0.258, 95% CI:-0.427 to -0.088, P=0.003) and 0.952 points(β=-0.952, 95% CI:-1.397 to -0.507, P<0.001), respectively. Internet gaming disorder scores were negatively associated with lower academic performance(β=-0.329, 95% CI:-0.620 to -0.039, P=0.026). A negative multiplicative interaction was observed between recreational screen time and internet gaming disorder(β=-0.135, 95% CI:-0.209 to -0.061, P<0.001); video-watching time and social networking time also showed interactions with internet gaming disorder. No interactions involving social network addiction were observed. Conclusion: Recreational screen time, and internet gaming disorder are associated with lower academic performance among college students. Internet gaming disorder may strengthen the negative associations of certain types of recreational screen time with academic performance; however, causality cannot yet be established.