PRACTICAL RESEARCH TITLE

THE EFFECTS OF VIDEO GAMES AND SOCIAL MEDIA

ON STUDENTS IN THE SAVERS COLLEGE INC

Submitted to:
Julie Ann Candones

Submitted by:
Rayner Dave Aposaga
Banban Alberca Morie
Leigh Emmanuel Balbin
 INTRODUCTION
The present study aimed to examine the effects of online game addiction on reduced academic
achievement motivation, and the mediating role of learning engagement among college
students to investigate the relationships between the three variables.

INTERNATIONAL
Online games, along with improvements in technology, have entered the daily life of
college students through the popularity of computers, smartphones, PSPs (PlayStation
Portable), and other gaming devices. Online game addiction has recently become a
critical problem affecting college students’ studies and lives. As early as 2018, online
game addiction was officially included in the category of “addictive mental disorders” by
the World Health Organization (WHO), and the International Classification of Diseases
(ICD) was updated specifically to include the category of “Internet Gaming Disorder”
(IGD). Prior research investigating Chinese college students’ online game addiction
status mostly comprised regional small-scale studies. For example, a study on 394
college students in Chengde City, Hebei province, China showed that the rate of online
game addiction was about 9% (Cui et al., 2021). According to the results of an online
game survey conducted by China Youth Network (2019) on 682 Chinese college
students who played online games, nearly 60% of participants played games for more
than 1 h a day, over 30% stayed up late because of playing games, over 40% thought
that playing games had affected their physical health, over 70% claimed that games did
not affect their studies, and over 60% had spent money on online games. This
phenomenon has been exacerbated by the fact that smartphones and various portable
gaming devices have become new vehicles for gaming with the development of
technology. The increase in the frequency or time spent on daily gaming among
adolescents implies a growth in the probability of gaming addiction, while an increase in
the level of education decreases the probability of gaming addiction (Esposito et al.,
2020; Kesici, 2020). Moreover, during the COVID-19 pandemic, adolescents’ video
game use and the severity of online gaming disorders increased significantly (Teng et
al., 2021).

A large body of literature on the relationship between problematic smartphone use and
academic performance has illustrated the varying adverse effects of excessive
smartphone obsession (Durak, 2018; Mendoza et al., 2018; Rozgonjuk et al., 2018).
These effects are manifested in three critical ways: first, the more frequently cell phones
are used during study, the greater the negative impact on academic performance and
achievement; second, students are required to master the basic skills and cognitive
abilities to succeed academically, which are negatively affected by excessive cell phone
use and addiction (Sunday et al., 2021); third, online game addiction negatively affects
students’ learning motivation (Demir and Kutlu, 2018; Eliyani and Sari, 2021). However,
there is currently a lack of scientifically objective means of effective data collection
regarding online game addiction among college students in China, such as big
data. Hong R. Z. et al. (2021) and Nong et al. (2023) suggested that the impact of
addiction on students’ learning should be explored more deeply.
Since the 1990s, learning engagement has been regarded as a positive behavioral
practice in learning in Europe and the United States, and plays an important role in the
field of higher education research (Axelson and Flick, 2010). Recently, studies on
learning engagement among college students have also been a hot topic in various
countries (Guo et al., 2021). According to Fredricks et al. (2004), learning engagement
includes three dimensions: behavioral, emotional, and cognitive.

The concept of behavioral engagement encompasses three aspects: first, positive

behavior in the classroom, such as following school rules and regulations and
classroom norms; second, engagement in learning; and third, active participation in
school activities (Finn et al., 1995). Emotional engagement refers to students’
responses to their academic content and learning environment. The emotional
responses to academic content include students’ emotional responses such as interest
or disinterest in learning during academic activities (Kahu and Nelson, 2018), while the
emotional responses to the learning environment refer to students’ identification with
their peers, teachers, and the school environment (Stipek, 2002). Cognitive
engagement is often associated with internal processes such as deep processing, using
cognitive strategies, self-regulation, investment in learning, the ability to think
reflectively, and making connections in daily life (Khan et al., 2017). Cognitive
engagement emphasizes the student’s investment in learning and self-regulation or
strategies.

According to Yang X. et al. (2021), learning engagement refers to students’

socialization, behavioral intensity, affective qualities, and use of cognitive strategies in
performing learning activities. Besides, Kuh et al. (2007) argued that learning
engagement was “the amount of time and effort students devote to instructional goals
and meaningful educational practices.” Learning engagement is not only an important
indicator of students’ learning process, but also a significant predictor of students’
academic achievement (Zhang, 2012). It is also an essential factor in promoting college
students’ academic success and improving education quality.

LINK SOURCE:
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1185353/
full#ref16
 NATIONAL

Online Gaming: Impact on the Academic Performance and Social Behavior of the
Students in Senior High School

This study was conducted to assess and find out the impact of on-line gaming on the academic
performance and social behavior of the students in the Polytechnic University of the Philippines-
Laboratory High School. Furthermore, this study sought answers on the significant relationship
between playing on-line games and academic performance and to social behavior of the students.
The study revealed that boys are more of a player compared to girls who often play games that
require three or more players like League of Legends, Clash of Clans, Crossfire and many more to
mention. It is also stated that those who play online games are around 14-15 years old who are
believed to be in the Grade 8 level. These students who often play games have an average weekly
allowance of 101 pesos to 500 pesos. Playing online games do not affect their grades badly for they
know how to limit themselves. They know that they need to control themselves in order to function
well in their class that is why they only play games during vacation and weekends with a lot of time
compared when they have classes. Even though they play online games; they know how to socialize
well and they can perform very well when it comes to academic performance. However, it is
inevitable not to play even for half an hour especially when they are accustomed to it. Therefore, it is
just a matter of discipline.
 LINK SOURCE:
https://kneopen.com/Kne-Social/article/view/2447/

LOCAL

The Social Media Usage and Its Impact on the Filipino Learners' Academic Performance

Amidst the Online Education

Abstract
Social media use has become prevalent and nearly inevitable, changing the way
students
interact, connect, and socialize; it has become an integral part of their social and
cultural
fabric. As a result, students spend a significant amount of time on social media. Thus,
this study investigates the impact of social media usage on students' academic
performance amidst the new normal of education, specifically during the COVID-19
pandemic. Based on the statistical finding, the respondents' perception of their social
media
usage significantly affects their academic performance (p=.000) with an associated
probability value of 0.05 alpha level of significance.
Keywords: Social media usage, Academic performance, Filipino learners,
Online education

INTRODUCTION
Social media have infiltrated the everyday life of Internet users, and the rising
pervasiveness of cellphones is justifying this situation. Nowadays, these two
technologies
are interwoven, as smartphones are becoming more and more prevalent, especially
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99 The Social Media Usage and Academic Performance of Filipino Learners
Jhoselle Tus et al.
among the student population. Thus, it has grown pervasive and virtually unavoidable,
altering the way students communicate, connect and socialize; it has become an
essential
part of their social and cultural fabric. Consequently, students are spending a large
percentage of their time on social media.
Between students, social media is used to communicate with their classmates. It is
also used when academic performances are conducted. The social media platforms
help
improve the students' academic performance and increase their knowledge through
gathering data and information. Students visit various online platforms to gather
information to solve their assignments (De La Cruz, 2017). Students primarily use these
social media platforms: Messenger (for communicating), Wikipedia (for references),
Facebook (for updates), Instagram (for photo sharing), YouTube (for video tutorials),
and
many more.
Furthermore, the Department of Education (DepEd) is banning "like-based"
outputs on social media sites wherein students are asked to post their works on social
media, and their grades will be based on the likes that they will receive (Mercado,
2019).
Likewise, the Department of Information and Communications Technology (DICT,
2019) said that students are more likely to be bullied (cyberbullying) when asked to post
their works on their social media sites. Students will feel more pressure because of the
likes they are achieving. They added that comparing their results with others who will
not
be satisfied with the outcome will be more likely to cause depression among young
people. They also suggest the productivity of the students: teachers should engage
their
students in doing performance tasks that include their interests and likes; teachers
should
also avoid using social media sites on spreading information, e.g., assignments and
school updates.

LINK SOURCE:
https://kneopen.com/Kne-Social/article/view/2447/

REFERENCE SOURCES
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1185353/
full#ref16
https://kneopen.com/Kne-Social/article/view/2447/