A PHENOMENOLOGICAL STUDY ON THE INFLUENCE OF ONLINE GAMES ON

ACADEMIC BEHAVIOUR THROUGH THE LENS OF COLLEGE STUDENTS IN TAGUM CITY

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A Research Presented to the Faculty and Administration of the

Basic Education Department – Senior High School Program
St. Mary’s College of Tagum, Inc.
Tagum City, Davao del Norte

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In Partial Fulfillment of the Requirements for the Subject

Practical Research 1

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Michael James Mangaron

Niquole Christian Eve Ado
Bless Grace Marie Rotoni
Nikki Chelze Nemenzo
Franzene Lou Gimeno
Zarah Jessica Mulit
Justine Kirby Cruda
Liz Sofea Azeri
Arcelie Bengil

April 2023
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TABLE OF CONTENTS

Page

TITLE PAGE

TABLE OF CONTENTS

CHAPTER

1 INTRODUCTION

Purpose of the Study 5

Research Question 6

Theoretical Lens 6

Scope and Limitation of the Study 8

Importance of the Study 8

Definition of Terms 9

Organization of the Study 10

2 REVIEW OF RELATED LITERATURE

Experiences of College Students While Playing 11

Online Games

Effects of Online Games on College Education 15

Insights of Students and College Teachers in Online 20

Gaming Addiction

REFERENCES 24
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Chapter 1

INTRODUCTION

Technology has become an integral part of people's daily lives as it continues to evolve

for the advancement of humanity. It has become a social and economic necessity; however,

although it is a productive tactical strategy to empower people to contend with rapidly advancing

technology, the impact of computers on students is highly disputable. The development of online

games has led to addiction and a loss of focus on academic responsibilities due to a lack of self-

control. Hence, people must understand how to use and regulate this recreational activity, as the

development of attitudes can lead to addictive behaviors. It is necessary to take imperative

precautions while utilizing computers and observe the impacts of using them regularly.

In Malaysia, Usman et al. (2014) revealed that excessive expenditure on online games

leads many students to lag academically. Students ran into difficulties with their studies, sleeping,

and notably finishing their academic tasks, which harmed their academic performance. They

asserted that students who engage in Internet use compulsively could negatively impact people,

including educational issues and a detrimental change in their habits, social conduct, and

cognitive capacities.

Moreover, in China, internet addiction has evolved from a psychiatric curiosity to a widely

recognized health problem, particularly among young people. The occupational variable of social

standing was found to be highly related to internet addiction and academic performance. Internet

addiction has produced a variety of academic-related issues, including school suspension or

dropout. Furthermore, students unable to maintain their normal social position may engage in

excessive internet use as a pastime or for mood management (Jiang, 2014).

In the Philippines, depression is a severe problem that must be handled in the context of

online game addiction. The high degree of online game addiction, which is strongly connected

with the risk of depression among adolescents in Manila, could be attributable to the country's

burgeoning internet economy and a lack of adequate mental health interventions (Labana et al.
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2020). According to the study by Aquino (2019), they sacrifice their allowances to save for their

bets on online gaming. Students already fail to remember their commitment to school and their

homes. Accordingly, video games have an immense impact on the lives of their family, it also

distracts students and compromises one’s jobs.

Research conducted at Central Mindanao University located in Mindanao Island, province

of Bukidnon, Philippines Villamor et al. (2020) stated that some individuals become so invested

in playing online games that they lose interest in more important things, such as school-related

activities. Sometimes, students adopt unhealthy behaviors while playing that lead them down the

wrong path. When online games became more popular, students' grades suffered as they focused

more on playing them than their school responsibilities. Several students were ill due to their

inability to balance their time between playing and eating. They also don't have enough money to

spend on schoolwork if necessary because they already spend it on online games.

A study by Baetiong et al. (2019), entitled "The Effects of Online Games on the Academic

Behaviour of Performing Arts Students of Bestlink College of the Philippines," revealed that online

games influence students' academic behavior in terms of time management and educational

efficiency. Online games consume time for schoolwork, limiting students from engaging in

educational group responsibilities and activities. Furthermore, a study by Rodica and Talania

(2019) entitled "Effects of Online Games in Academic Performance Among Senior High School

in Mount Carmel School of Maria Aurora, Inc." revealed that online games have a

disadvantageous influence on academic performance. The study also explained that engaging in

online games significantly affects students' academic performance and health, which can lead to

mediocre or unsatisfactory grades and physical discomfort. Students struggle to focus on their

studies, assignments, formative assessments, and projects, leading to low academic outcomes.

Based on our evaluation of related literature, we found problems, questions, and gaps that

needed to be addressed in this study. Most research focuses on Secondary Education,

Adolescence, and Engineering dealing with the Phenomenological Study of the Impact of Online
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Gaming on their Academic Performances, which prompted us to investigate specifically College

students, especially since they are freshmen in college exploring new environments and new

beginnings. We sought to know if online games significantly impact College students' academic

achievement, communication skills, and school performance.

Given the prevalence of online gaming among students and the importance of using the

Internet daily, this challenge merits our attention. Students today spend far too much time playing

Internet games. By the conclusion of this study, we shall understand what internet games do to

students' academic behavior. This study tries to comprehend how Tagum City College students

interact with internet gaming while balancing their academic obligations. This study seeks to shed

new light on online gaming while also examining the impact of internet gaming on College

students in Tagum City. This research aims to answer the implications of their academic

performance from playing online games.

Purpose of the Study

This phenomenological study's purpose is to discover and understand the unraveling

reasons for College students’ gaming addiction and how Mobile Gaming affected their academic

performances. This study will uncover the reasons and truths regarding whether online gaming

has a significant impact on a student's academic achievement. Furthermore, this will benefit

particular groups and organizations, such as College students, because student engagement in

mobile gaming is expanding in today's society and mobile addiction is increasing not only in the

Philippines but also worldwide. This study will assist College students to evaluate themselves and

to be aware of the significant effect of Mobile Gaming on their academic performances.

At this stage in the study, the experiences of college students with online gaming in their

academic performances are broadly defined as how online gaming affects their academic

behavior. Specifically, this study focuses on the lived experiences, effects, and insights that can

be shared by participants as they start their college classes.

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Research Question

1. What are the lived experiences of College students on the influence of online games in

their academic performance?

2. How does online gaming affects the academic behavior of College students?

3. What are the insights that can be shared by the selected College students regarding

with the impact of online games in their academic performance?

Theoretical Lens

The study is anchored on the Self-determination theory by Deci and Ryan (1985), which

states that all humans have three basic psychological needs; autonomy refers to feeling one has

a choice and is willingly endorsing one’s behavior, competence, which refers to the experience of

mastery and being effective in one’s activity, and relatedness which refers to the need to feel

connected and a sense of belongingness with others.

As with the context of this study, the absence of physical contact due to the pandemic has

forced students to connect digitally, particularly through online games. The younger generation

embraced internet gaming as a pastime to partake in with loved ones when apart. This caused

students to use online games to satisfy these psychological needs, however, online gaming

frequently resulted in risky and bad academic behavior. Consequently, this theory will be applied

to comprehend the motivation and determination of students in playing online games.

Moreover, this study is founded on the theory of flow theory by Csikszentmihalyi (1975),

which states that people who engage in an activity with the abilities at hand balanced to the

challenge of the action can get close to the ideal state of experience known as the flow. Flow, as

stated in theory, is the mental state in which a person engaged in a particular task feels entirely

immersed in the sense of energized concentration, full participation, and pleasure of the action.

The state of flow can be easily achieved when the activity does not result in boredom and anxiety.

Despite it being seen as a positive trait as it brings out the creative thinking process of human
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beings, it also has its downsides, namely losing track of time, neglecting personal care, and

avoiding other responsibilities that could disrupt the state of flow.

Furthermore, students who engage in online gaming can be too engaged in the game and

distracting them from their academic responsibilities, which results in bad academic behavior.

Moreover, students who associate online gaming with pleasure might associate academic tasks

and responsibilities with displeasure. Furthermore, the flow state within an online game is draining

and restricts students to follow up on tasks after playing. Therefore, this study will be viewed as

how online games, directly and indirectly, affect a student's academic behavior.

In addition, another theoretical underpinning of this study is the emotion-regulation theory

studied by Gross (1998) which states that people regulate the emotions they find aversive

because it is unpleasant in some other way, boring, annoying, puzzling, or confusing, by doing

activities that grant them positive feelings (mood repair), which often lead to procrastination.

Additionally, this can also occur when people put off activities to avoid negative feelings (such as

when a task is tedious) or to initiate, amplify, or extend happy emotions (e.g., when a more

comfortable alternative is available, like digital entertainment). This theory's behavior is seen as

a maladaptive coping mechanism since it obstructs long-term development and ironically lowers

people's overall emotional well-being.

Consequently, students may find academic responsibilities stressful and copes with stress

by playing online games, however, this often leads to procrastination and addiction. Additionally,

in online gaming losing is also probable, and if a coping mechanism fails, a student might feel

more stressed and depressed. Thus, this theory will be viewed as insights into regulating

academic stress productively.

To sum it all up, the Self-determination theory will help us pinpoint the reasons why

students are motivated to play online games. The flow theory will help us understand the effects

on the academic behavior of students when playing online games. Lastly, the emotion-regulation

theory will provide insights into how students can regulate positive and negative emotions in
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academic responsibilities better. Consequently, the theories will guide us throughout our research

and help us predict incoming results.

Scope and Limitation of The Study

The grounds of this study cover the influence of online games on the academic behavior

of College students. The study participants will be College students playing online games. Since

it is qualitative, only the selected College students around the district of Davao del Norte, Division

of Tagum City, for the school year 2022-2023 were subjected to this study.

This research will not cover other matters not considered part of the researcher’s study.

This study will be conducted by using questionnaires and interviews as research instruments of

this inquiry. Thus, the overall objective of this phenomenological inquiry is to uncloak how online

games negatively influence the academic behavior of College students.

Importance of the Study

This research work is beneficial to the following entities:

For the College Students to be aware of the notable influence of online games on their

academic behavior. Consequently, enabling them to alleviate and curtail the time spent on online

gaming.

For the teachers to decipher the significance of constant consultation concerning the

students’ academic behavior. Thus, they must further assess the strategies for providing activities

to develop ideas that will give proper guidance and enhance the theoretical behavior of the

students.

For the school administrators, this study will enable them to develop a framework

program and to perceive their pivotal role in boosting the educational behavior of students for

keeping conscious and well-versed in the influence of online games on their academic efficiency.

For the Department of Education officials, this will provide sanguine cognizance and

chasm awareness of the myriad causes that would affect the academic behavior of students who

engage in online gaming. This research will serve as a basis and a paramount help for their further
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awareness of what they should implement in every school and what binding actions they will take

on modern-generation students who are engaged in it.

For future researchers, this study will serve as reference material and a guide for those

who intend to conduct related studies. This research will also provide them with supplementary

information and ideas about the influence of games on academic behavior.

Definition of Terms

To comprehend the investigation better, the following words which are important in the

study will be defined conceptually and operationally.

Online Games. In this study, these online games are popular among students and considered

recreational activities or stimulants that may lead to addiction.

Academic Behavior. In this study, this term can be a source of both positive and negative effects.

This term can be defined by the results of the student's academic tasks.

College Students. In this study, this term refers to students who are currently taking college

courses that play games.

Organization of the Study

This study is organized and arranged in such a way that readers can easily identify and

comprehend it. The following is a comprehensive presentation and discussion of the study's

organization:

Chapter 1 introduces the significant problem and phenomenon that will be investigated. It

contains information about the study's purpose, theoretical lens, significance, scope, and

limitations. Furthermore, research questions will be posed, and significant and technical terms will

be operationally identified.

Chapter 3 will present a review of relevant literature and research to support the need for

the phenomenon. The relevant literature for the study was obtained through internet articles and

other publications, and the year of publication will be ten years before the year of conduct.

Chapter 3 will go over the study's design and methodology. It discusses research design,
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the role of the researcher, research participants, data collection, data analysis, trustworthiness

and credibility, and ethical considerations.

Chapter 4 will reveal the results, along with data analysis on the research questions. It will

also present the findings in a textual and tabular format, with the major themes and core ideas

highlighted.

Chapter 5 will conclude the research by debating the results to be extracted from the

participants, as well as supporting statements from various authors. This chapter will go over the

summary and its implications.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter reviews related literature that bears significance to this study. It is also divided

into various subheadings: Experiences of College Students While Playing Online Games, Effects

of Online Games in College Education, and, the Insights of Students and College Teachers in

Online Gaming Addiction.

Experiences of College Students While Playing Online Games

Online gaming has grown in popularity among college students in recent years, with many

students regularly playing games in their spare time. According to research, online gaming can

have both positive and negative effects on the academic and social lives of college students.

According to one study, Liu et al. (2017), online gaming can improve cognitive skills such as

attention, memory, and problem-solving abilities, which can improve college students' academic

performance. Another study, conducted by Hu et al. (2017), discovered that online gaming has a

significant impact on the social lives of college students because it allows them to connect with

others who share similar interests. It can, however, lead to social isolation and a decrease in face-

to-face interactions. Interactions with others. In terms of gender differences, research has

discovered that male college students are more likely than female college students to engage in

online gaming (Wang et al., 2018).

The growth of online gaming has been a major source of concern for future educators, as

excessive gaming often harms their academic performance. According to a study conducted by

Blinka (2015), students in college who play online games for more than two hours a day have

poorer GPAs than those who do not. Furthermore, the study found that students who play online

games throughout the week are more likely to miss lectures and disregard their academic duties.

One of the most serious problems connected with online games is addiction. People

become obsessed with the virtual world for some reasons which lead to a loss of sense of reality

and spending all their time playing. Most often it concerns gambling online casinos but simulations
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and other games may be dangerous too. If a person is susceptible, they are more likely to become

dependent. Addiction is a serious psychological problem that requires treatment. Many college

students are so influenced by the games they play online that they transfer their virtual characters

into reality. They get used to solving problems as destructive heroes and this aggressive behavior

becomes customary thing for them. Recursion is also one of the effects of online games on college

students the online world is an opportunity to get away from real problems and students facing

many troubles in studying find this sense of freedom in games they become so involved in playing

that lose their sense of reality and become isolated, as a result, they are unable to form

friendships, deal with actual issues, communicate, or participate in society.

Detrimental influence on health sitting in front of a computer, tablet, or mobile screen is

incredibly detrimental to students’ health. First of all, there is a detrimental effect on eyesight

which is constant tension sometimes it’s necessary to use headphones or ear gears constantly,

which puts strain on the ears as well. Secondly, it is the body position. A sitting or lying position

influences negatively your back, and neck and if you do not change it regularly it may result in

health troubles among the college students (Anonymous, 2017).

Computer games show potential not just for engaging and entertaining users but also for

promoting learning (Dinaro, 2018). A study conducted by Lehenbauer (2019) found that online

gaming users indicate more problematic gaming behaviors, depressive tendencies, and lower

self-esteem compared to students who don’t engage in online gaming. Students are playing

seriously more often to run from real-life problems, which might be a valuable survival strategy

but might also lead to problematic gaming behavior.

Online game players had an average academic performance, while non-players had a

high academic performance. Their primary motivation for playing was entertainment. There was

an average negative effect of playing online games on their academic performance in

assignments, quizzes, class recitations, papers, and examinations. As per Paragas (2018), he

suggested that parents should do something to limit their children’s liking for online games and
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that computer shop owners should forbid students from playing online games during class hours.

Online games are a form of media that is often associated with negative health results. When

games are played in moderation and with awareness, they are a source of stress relief as well as

motivation for mental health improvement and the development of social skills (Durkin, 2018).

With the proliferation of technology, online games have become more accessible, leading

to an increase in the number of people who engage in online gaming. As the popularity of online

games grows, it is important to examine the experiences of college students with online games.

According to Pina and Bordonaba-Juste (2018), that students may experience anxiety while using

a computer, and that this anxiety may vary depending on how much control they feel they have

over the situation, how important they think the activities are, and what information they have

already. The analysis of the relationship between computer anxiety, locus of control, and

perceived relevance of computer activities is the first goal of this study.

A study by De Pasquale and Dinaro (2018) emphasizes how internet gaming can change

how students view their own actions. The researchers discovered, in particular, that students who

play online games frequently regard it as a fundamental aspect of their lives, even though it is

merely a sort of hobby or leisure activity. This misconception can have several detrimental effects,

including a person's tendency to neglect other crucial pursuits like learning, interacting with friends

and family, and exercising. Further issues with internet access and poor performance of other

online operations can result from the excessive usage of network bandwidth for online gaming.

Students must grasp the importance of online gaming in their lives and take precautions to avoid

having a detrimental impact on other areas of their lives. To do this, one may need to prioritize

other activities, set time limitations on how much time can be spent playing online games, and

ask friends, family, or professionals for help if necessary. Students can prevent their online

gaming habits from negatively affecting their general well-being and success in other aspects of

their lives by taking these actions.

Online gaming is a common pastime for college students, according to a study by Singh
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and Dahiya (2019). Low to moderate levels of online gaming can offer amusement and chances

for social engagement with other gamers online. However, playing online excessively can result

in addiction, which can cause several issues like melancholy and anxiety. The hallmark of online

gaming addiction is the compulsive use of the games, even when it negatively impacts other

facets of life, such as relationships, jobs, or academic achievement. Also, it may cause physical

issues including poor sleep and eye strain. According to the study, college students in China

should be made aware of the potential dangers of playing video games too often and encouraged

to adopt sensible gaming practices. Limiting the amount of time spent playing online games,

taking pauses, and doing other things besides gaming are all part of this. Universities and

instructors can also help spread the word about online gaming addiction and offer resources to

students who may be experiencing problems.

Online game addiction affects the quality of college students' sleep, according to Kharisma

and Fitryasari (2020). Gaming addiction among college students has a physical effect, particularly

on the body's sensory system of sight, which results in exhaustion and makes it difficult to fall

asleep and get excellent quality sleep. Gamers in college can manage their leisure time to play

online games so they don't become addicted and have restful sleep. According to Lin and Lee

(2019), College students with moderate to severe online addiction, as measured by the PSQI

(Pittsburgh Sleep Quality Index), had lower sleep quality than those with mild or no internet

addiction. The PSQI is a questionnaire that evaluates sleep quality over one month, and the study

discovered that students with moderate to severe internet addiction had considerably higher PSQI

scores. According to the study, college students who have internet addictions need to be aware

of the detrimental effects it may have on the quality of their sleep. To improve the quality of their

sleep, they must take action to control their internet usage and develop healthy sleep habits. This

entails establishing a regular sleep routine, abstaining from using technology right before bed,

and creating a peaceful sleeping environment.

However, not all research points to the negative impact of online gaming on academic
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behavior. For instance, a study by Holtz and Appel (2017) found that Moderate online game

players had better levels of academic engagement and are more likely to complete their tasks on

time. The study also revealed that online gaming might be used as a coping method for students

who are experiencing academic stress. To summarize, while online gaming has become a

popular leisure among first-year college students, excessive gaming might harm academic

performance. Future educators must collaborate to ensure that students understand the risks of

excessive gaming and are encouraged to participate in academic activities that promote academic

performance.

The incorporation of game-based student response systems (such as Kahoot and

quizzes) into the teaching process, according to Campillo-Ferrer (2020), enhanced students'

understanding of specific social science concepts, increased their active participation in the

lesson and inspired them to learn in a more engaging environment. To boost motivation and

improve students' learning experiences in institutions of higher learning, it is advised to take

gamification to a whole new level with engaging digital participation platforms. According to Wang

et al. (2021), psychological control of the virtual world is predicted by their goals for achievement

and escapism.

Effects of Online Games on College Education

In the 21st century, the breadth of online gaming has broadened as a result of the

proliferation of gaming PCs and devices, growing internet bandwidths, and the exponential

development of smartphones throughout the decade preceding (Sunuwar, 2018). College

students that spend excessive time playing online games typically have impaired learning abilities,

cognitive problems, subpar academic proficiency, and less social interaction. Thus, as time spent

on online games increases, sleep time decreases, resulting in bad academic behavior. Moreover,

Students became heavy users, which may substantially challenge current and future educational

opportunities (Lin et al., 2013).

Mobile games provide students with fun and relaxation when they are played in
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moderation, but extreme video game reliance might have detrimental effects on students’

development. When a person becomes compulsively and uncontrollably dependent on a specific

action, they are said to be behaviorally addicted (Feng et al., 2022).

According to Alakrishnan (2017), "addiction" is a medical model that stresses a person's

psychological or physical dependence on a substance. In recent years, researchers have

discovered that addiction involves being particular about things or activities and that both

obsessive behaviors may be classified as forms of addiction that came about as a result of

reliance. In fact, Aksoy (2017) identified the general term "technology addiction" as a subtype of

behavioral addiction. Addiction to mobile devices increases the risk to the user's physical and

mental health. A solid connection to mobile gaming could interfere with family duties and

obligations related to work and education.

According to Olipas (2020), online games provide benefits. They discovered that online

games entertained the students' abilities, like decision-making capabilities, hand-eye

coordination, and collaboration. However, negative consequences were also noticed, including

aggressive behavior, which makes a person deviant, develops incorrect values, has a detrimental

impact on health, and may result in poor academic achievement.

Accordingly, there are various benefits of playing games, but some students struggle to

prioritize studying above other responsibilities, which exhibits poor time management. Many

students waste their time on pursuits that might not advance their academic performance or

personal growth. A student might, for example, spend the entire day on Facebook, Twitter, or

Instagram. Some students also waste valuable study time on online games and gambling. There

is no connection between these activities and students' strong academic performance. In contrast,

they waste students' valuable time that they could spend learning. Poor study habits can have

disastrous effects and result in educational failure. Hence, to manage education, students must

be mindful of their time (Okesina, 2019).

Smartphone addiction has negative influences on how students spend their time. Most
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students experience sleep disturbances, a lack of motivation to exercise, poor eating habits, and

obesity. Smartphones severely harm young people. Youth have been seen to spend a lot of time

on their smartphones. Youths' lack of time management and attention span issues them with

losing their grade point average due to their attitude toward studies (Khan, 2020).

As Nolan (2023) explained, excessive gaming can inevitably lead to sleep deprivation.

Hence, students cannot give their entire focus, hampering their performance at school. He further

emphasized that online gaming may not only make it difficult to make decisions but it may also

impede students' ability to manage their time. As they spend more time gaming, they will become

less concerned with other aspects of life. These often include socialization, schoolwork, studying,

and attending classes regularly.

Picaza (2019) pointed out that numerous college students failed in school due to

neglecting their academic responsibilities due to Defense of the Ancients (DOTA), one of the most

prominent online games. She asserted that playing online games leads students to have low

competence and cognitive efficiency. Hence, with these impacts, it has been determined that

playing online games invariably decreases learners' assessments and could induce students to

drop out of school. Similarly, Adair (nd) stated that college students usually have less parental

supervision, more independence, increased academic responsibilities, and a change in the social

environment, all leading to increased stress levels. Instead of doing their college work, students

often turn to online games to escape and cope with their anxiety. Consequently, they get further

behind in class, causing more stress and creating a cycle of academic self-destruction.

Moreover, a study conducted on college students found that those who indicated they

played online games had significantly lower GPAs than students who did not play. Lack of time

for more important activities like studying or outdoor games is one of the negative consequences

of playing online games (Wright, nd). He added that while some studies suggest that specific

types of games enable problem-solving and teamwork skills, excessive gaming can negatively

affect academic performance due to a lack of time management, procrastination decreased

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motivation, and falling behind in class.

According to Sayed et al. (2021), it is worth noting that gaming addiction can be defined

as intensive game playing to the extent that it affects health, academic life, and daily life.

Therefore, individuals must monitor their gaming habits and ensure they are not interfering with

their academic or personal lives.

As Hope (2015), he pointed out that balancing online gaming and academic

responsibilities can be challenging, but some strategies can help. Embracing the waste of time is

another strategy that can help balance gaming and studying, and it requires discipline and

purposeful planning. Removing distractions, playing with intention, taking breaks as needed, and

embracing the waste of time are all strategies that can help achieve this balance.

Online gaming has grown in popularity among students in recent years. While internet

gaming was long thought to be a waste of time and a distraction from academic endeavors, a new

study has revealed that it can have several beneficial effects on students. The capacity of online

gaming to increase cognitive skills is one of its significant positive benefits. According to a study

by Green and Bavelier (2013), action video games have been shown to improve cognitive

processes like attention, spatial reasoning, and decision-making. This enhancement in cognitive

capabilities can be advantageous for engineering students who need to solve problems quickly.

It promotes socialization and teamwork among engineering students. As stated in a study

by Cole and Griffiths (2017), playing online games can help establish community and

communication skills. These social skills are critical for engineers, who frequently work in groups

to finish tasks. Furthermore, online gaming can boost engineering students' creativity and

inventiveness. A study by Lee et al. (2019) found that playing video games can help you increase

your creativity and problem-solving abilities. This inventiveness can be used to problems,

resulting in novel ideas and designs. Moreover, online gaming can have a positive impact on

mental health.
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According to a study by Kuss and Griffiths (2013), online games can reduce stress and

improve mood. This is especially important for engineering students who often experience high-

stress levels due to academic demands. Additionally, online gaming can have several positive

effects on engineering students. It can improve cognitive skills, promote socialization and

teamwork, enhance creativity and innovation, and positively impact mental health. As such,

educators and policymakers need to recognize the potential benefits of online gaming and

incorporate it into educational programs.

While college students, notably engineering students, are increasingly interested in online

gaming. Some studies have found that gaming positively impacts academic achievement, mental

health, and social connections. At the same time, other research suggests that online gaming

might hurt academic performance, mental health, and social relationships. One of the most severe

negative impacts of online gaming is the possibility of harming academic achievement. According

to a study by Young (2015), excessive gaming among students might result in low marks, dropped

motivation, and decreased attention span.

Besides, Blackburn and Kwak (2014) explained that toxicity has appeared in various

contexts and is characterized by negative behaviors and effects on college students who are

exposed to online games. Students are exposed to the bad behavior present in online games,

which includes cheating, harassment, and grieving, which could potentially damage the

community involved.

Furthermore, Liu et al. (2016) found that academic achievement was inversely connected

with online gaming addiction among college students. Addiction to online gaming can also hurt

one's mental health. A study by Hussain and Griffiths (2018) found that College students' online

gaming addiction was linked to despair, anxiety, and tension. Furthermore, internet gaming

addiction can cause sleep problems, aggressiveness, and impulsivity (Kardefelt-Winther, 2014).

Relatively, Beres et al. (2021) stated that one results of playing online games for college

students is a changed attitude or toxicity where represents a pervasive and complex problem.
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Antisocial behaviors in online play that directly harm player wellbeing, enjoyment and retention. It

shows that some players normalize toxicity as an inextricable and acceptable element of the

competitive experience and considered as players traits. Similarly, Zsila (2022) found that players

opt not to report toxic content because they believe it to be acceptable, typical of online games,

banter or as not their concern. This shows that these are traits and themes represent contributing

factors in natures of toxicity in online games.

Addiction to online gaming can also hurt social interactions. According to a study by Taş

(2015), college students addicted to internet gaming had lower social competence, weaker

communication skills, and decreased social support. Furthermore, excessive gaming might result

in social isolation and less engagement in offline activities (Hussain et al., 2017). In conclusion,

online gaming can harm engineering students' academic achievement, mental health, and social

interactions. It is essential for educators, parents, and students to understand the risks involved

with online gaming and to develop measures to promote good gaming habits. Limiting gaming

time, seeking professional help for addiction, and encouraging offline engagement can all be

helpful ways to mitigate the negative consequences of online gaming.

Insights of Students and College Teachers in Online Gaming Addiction

Computer games have significantly influenced how university students spend their free

time and have grown to be a vital source of entertainment. Internet games can improve college

education's educational experience. Complex concepts, critical thinking, problem-solving,

teamwork, and communication skills can all be taught through games. Additionally, they can offer

an immersive and engaging learning environment that captivates students and improves their

ability to retain information. The impact of games and simulations on different aspects, such as

student performance, engagement, and learning motivation, is mixed, according to Vlachopoulos

and Makri (2017). However, as these studies mainly focus on a small number of distinct topics,

there is still a need for a clear framework of applicability across academic disciplines. As a result,

the choice of how well to include games and simulations in the learning process is typically left up
 21

to the instructor.

Despite being widely thought to harm the academic behavior of College students, study

shows that students can gain benefit through game-based learning. The effect of technology is

felt quite dynamically, and the usage of mobile devices for learning has become popular. A study

conducted by Wardoyo et al. (2020) states that using mobile games in the learning process can

provide experiential learning and develop students' cognitive abilities compared to non-gaming

learning. This significantly helps educators create a 21st-century classroom by taking learning to

the next level. Furthermore, according to Coffey (2017), digital game-based learning can also be

defined as an instructional method that incorporates educational content or learning principles

into computer or video games intending to engage learners, which hooks College students,

especially those who are gamers and get them interested in learning.

Using online games as an alternative to traditional exercises can make the learning

process more collaborative and exciting for students. Games can provide a more hands-on

experience with the material, allowing students to engage with the language in a more immersive

way. Additionally, online games often provide immediate feedback on success, which can help

reinforce learning and build confidence. Research conducted by Nur et al. (2020) emphasized

that online games can enhance students' performance in classes, particularly in studying

grammar. By providing a fun and interactive way for students to practice and consolidate their

grammatical knowledge, online games can help students build their skills and confidence in the

language.

Wannapiroon and Pimdee (2022) argue that various forms of multimedia content,

including short films, animations, audio, video games, applications, and other media types, can

positively impact education. Specifically, these types of multimedia content can help develop

critical and creative thinking skills, as well as problem-solving abilities in individuals who engage

with them. Furthermore, multimedia applications can provide learners with interactive experiences

that help them develop problem-solving skills. For example, educational applications that utilize
 22

gamification can help students learn through trial and error, promoting a growth mindset and

enhancing problem-solving skills.

However, the addictive nature of online gaming can have negative consequences on a

student's academic performance, social life, and overall well-being. Kuss et al. (2012) examined

the relationship between online gaming addiction and academic performance among college

education students. The study found that students who were addicted to online gaming had lower

academic performance compared to those who were not addicted.

College dropout is a significant issue that should be viewed as a failure of the higher

education system to produce outcomes or graduates despite investing substantial resources,

which are often subsidized by the public (Grau-Valldosera & Minguillon, 2014). Jiang (2014)

discovered that access to online resources significantly predicted the development of internet

addiction and academic performance deterioration. She found that engaging in online gaming for

a prolonged period causes students to become engrossed in virtual worlds and subsequently

neglect their studies, potentially leading to dropouts. Students struggled to retain their specific

social position, thus causing them to dabble with excessive internet use to eliminate time or cope

with their emotions.

Similarly, Novrialdy et al. (2019) stress that addiction to online gaming causes the

compulsive behavior, apathy toward other activities, and peculiar signs such as discomfort when

not playing games. These factors impeded interaction and made students disinterested in school,

potentially leading to dropouts. Furthermore, Tas (2017) pointed out that harmful elements of

technological addictions can impact students' educational lives. Students playing interactive

online games affect academics adversely, resulting in missed assignments, failing grades, and

expulsion.

Baturay and Toker (2019) claim that if college students are not informed about online

gaming addiction, professors or institutions should offer the appropriate educational seminars or

trainings to enhance awareness of problematic internet use. Also, professors should encourage
 23

students to use the internet for educational purposes and other activities. This would furthermore

educate College students on how to use the internet effectively. Similar to peers, instructors

should watch out for any poor behaviour in the students. Also, policymakers and regulators must

keep up with these initiatives and support efforts to combat internet addiction. They may designate

centers to educate and mentor kids on the negative effects of technology, like addiction, the

primary issue with online gaming.

Even after controlling for frequency of playtime and other unhealthy coping techniques,

Plante et al. (2019) found that undergraduates who used video games to cope with stress or

setbacks had a unique ability to predict the symptoms of video game addiction. Serial mediation

study revealed evidence that mental illness-related anxiety may increase the usage of video

games as a coping technique, which is then linked to increased video game addiction.
 24

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