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RESEARCH PAPERS
INTRODUCTION
The use of technological devices such as smartphones,
computers, tablets, etc. has increased among the
people, especially in children and adolescents. This rapid
growth of technology and high-speed internet has made
the internet game more accessible and become
popular among the children and adolescents, leading to
an increase in videogame players throughout the world
(Wang et al., 2014; Oliveira, 2017). The UNICEF (2017)
report explained that one-third of adolescents in the world
have used the internet regularly, and 75% of teenagers
from developed countries such as the US, Europe, and
Australia play electronic games on a daily basis (Farillon et
al., 2022). It has been reported by studies that the rate of
prevalence of gaming addiction in European countries
and North American countries is about 1% to 5% (Amin et
al., 2022; Barke et al., 2012; Demetrovics et al., 2008; Kuss
et al., 2013; Lopez-Fernandez et al., 2013; Morrison &
Gore, 2010; Poli & Argrimi, 2012; Liu et al., 2011; Yates et
al., 2012). India is not an exception to it, but the results vary
across different studies and across different states. For
instance, 3.5% of students are from Andhra Pradesh
(Undavalli et al., 2020), 3.6% from New Delhi (Singh et al.,
2019), and 4.25% from Tamil Nadu (Karthikeyan et al.,
2021).
Academicians have used the term videogame addiction
in many ways. For example, it is known as 'videogame
dependence' (Griffiths & Hunt, 1995, 1998), 'problematic
game playing' (Seay & Kraut, 2007), and 'pathological
RELATIONSHIP BETWEEN VIDEOGAME ADDICTION AND
ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS
By
ABSTRACT
Video game addiction is a global phenomenon. A high level of addiction leads to detrimental effects on the social,
educational, and psychological aspects of the students. The objective of this study is to examine the relationship
between videogame addiction and the academic performance of senior secondar y students. For this, the study has
used the descriptive sur vey-correlational method, and 160 participants were selected using the snowball sampling
technique. A standardized tool was adopted to collect the data from the participants. The results of this study
demonstrated that 16% of students have a very high level of addiction, 26.66% have a have a high level, 33.33% have an
have an average level, 16% have a have a low level, and 8% have a videogame addiction. Correlational analysis
explains the negative association that occurs between videogame addiction and academic performance of senior
secondary students, and gender, living area, and academic streams were significant predictors of videogame
addiction.
Keywords: Videogame Addiction, Academic Performance, Students, Social, Educational, Psychological Aspects,
Correlational Analysis.
* Gangadhar Meher University, Sambalpur, Odisha, India.
** Panchayat College, Bargarh, Odisha, India.
***Government Autonomous College, Rourkela, Odisha, India.
https://doi.org/10.26634/jsch.20.1.21039
RANJIT KUMAR BEHERA *
Date Received: 26/07/2024 Date Revised: 03/08/2024 Date Accepted: 12/08/2024
ROSHAN CHANDRA ** SUBHANKITA RATH ***
29
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i-manager’s Journal on School Educational Technology, Vol. 20 No. 1 September 2024
(Potkewitz, 2005; Park & Ahn, 2010). Chrlton and Danforth
(2007) conducted an online survey on 400 game users
and found that more than 40% of players have faced
problems in their social lives, 30% in their daily work
activities, and 40% said videogames lead to conflict at
home.
Studies have shown the negative effect of excessive
smartphone use on academic achievement (Durak,
2019; Mendoza et al., 2018; Rozgonjuk et al., 2018). The
negative effect of smartphones can be explained in
three different ways: more use of smartphones leads to
decreased academic performance, students with basic
abilities and cognitive skills get academic success, and
internet videogame addiction can have a negative
effect on the achievement motivation of the students
(Sunday et al., 2021; Demir & Kutlu, 2020; Eliyani & Sari,
2021). Other studies have shown that more time spent
playing videogames is negatively associated with the
academic performance of the students (Farillon et al.,
2022; Polat & Topal, 2022).
Gender differences have a significant role in videogame
addiction. Studies have shown that male students
spending more time playing internet games leads to
decreased academic performance as compared to
female students who study more in their exam time (Adzic
et al., 2023). Other studies have explained that men tend
to show more addictive behavior than females because
of the game's competitiveness, interactive, and
teamwork aspects (Barnett & Coulson, 2010; Laconi et al.,
2017; Liu & Peng, 2009).
2. Need of the Study
Academic success in the secondary stage is crucial for all
students for their future opportunities. By conducting this
study, it can be possible to know how videogame
addiction relates to the academic performance of senior
secondary students and how it affects the academic
outcome of the students. The understanding of
videogame addiction can provide valuable insight to
educators, parents, and policymakers to provide
necessary interventions and support systems for
promoting better educational achievement and overall
gaming' (Amin et al., 2022; Johansson & Gotestam,
2004). It is primarily related to the psychosocial aspects of
an individual, which are associated with playing
videogames by using computers or mobile phones. The
term game addiction is related to excessive, compulsive,
obsessive, and problematic use of videogames (Charlton
& Danforth, 2007; Chou & Ting, 2003).
At the time of video games, students might forget about
their responsibilities and duties and get strongly attached
to the game. It has the potential to keep the students
away from other activities, including educational study.
Similarly, excessive use of videogames can reduce
interest in attaining the class and doing homework and
negatively affect the academic performance of the
students. This rapid growth of playing videogames among
the students can increase interest in researchers
investigating the relationship between game addiction
and the academic performance of senior secondary
students.
1. Literature Review
Though playing online videogames by students has some
positive implications, such as increasing hand-eye
coordination and problem-solving skills, studies have
explained its adverse effect on the educational, social,
physical, and mental health of the students (Mahmud et
al., 2023). Studies indicate that videogame addiction
can decrease the level of learning motivation, well-
being, and communication skills of students (Ye et al.,
2022). Studies have shown that excessive use or
compulsive use of computers or video games may lead
to a decrease in the capacity of attention (Swing et al.,
2010), increase psychological morbidities such as
depression and anxiety (Mentzoni et al., 2011), and
create psychosocial problems that may result in
decreasing the motivation of an individual to interact,
communicate, and make relationships with others (Kuss &
Griffiths, 2012). It has also been found that internet game
addiction promotes the students to commit suicide. For
instance, in December 2005, a 13-year-old boy from
China died after jumping out of an apartment. It is thought
that he was mimicking a scene from the game 'Warcraft 3'
where a character jumped, which led to his death
RESEARCH PAPERS
30 i-manager’s Journal on School Educational Technology, Vol. l l
20 No. 1 September 2024
Boys Girls Total
Boys (90) Girls (60) Total (150)
Number of Students
Addiction
Level
Percentage
Very High
High
Average
Low
Very Low
18
31
26
08
07
06
09
24
16
05
24
40
50
24
12
20
34.44
28.88
8.88
7.77
10
15
40
26.66
8.33
16
26.66
33.33
16
08
Different statistical methods have been used to analyze
the collected data from the participants. Descriptive
statistics such as simple percentages and frequencies
were used to explain the characteristics of the
participants. Apart from this, Pearson's correlation, F-test,
and regression analysis were also used to evaluate the
relationship, effect, and prediction of videogame
addiction on the academic performance of the students.
SPSS 27 was used for performing these statistics.
6. Results
One of the objectives of this study is to assess the level of
videogame addiction among senior secondary students.
As shown in Table 1, it can be said that 16% of students
were having a ver y high level of videogame addiction,
whereas 26.66% of students were showing a high level of
addiction. Additionally, 33.33% of students were having
an average level of addiction. Oppositely, 16% of
students showed low levels of addiction, whereas 8% of
students demonstrated ver y low levels of addiction.
Figure 1 shows the percentage of videogame addiction.
well-being.
3. Objectives of the Study
To study the level of videogame addiction of senior
secondary students.
To study the relationship between videogame
addiction and academic performance of senior
secondary students.
To study whether videogame addiction can be
predicted by gender, living area and academic
streams.
4. Hypotheses of the Study
H 1: Academic performance cannot be significantly
0
related to academic performance of adolescent
students.
H 2: Videogame addiction of senior secondary
0
students cannot be significantly predicted by
gender, living area and academic streams.
5. Methodology
A descriptive survey method has been used to assess the
relationship between videogame addiction and the
academic performance of senior secondary students.
The snowball sampling technique was used to select the
150 participants, among which 90 participants were boys
and 60 participants were girls from different higher
secondary schools in Bargarh district, Odisha, India. The
maximum number of participants (100) were from urban
backgrounds and 50 students from each academic
stream, i.e., arts, commerce, and science.
A standardized questionnaire was used to collect primar y
data from the participants. This scale was developed by
Lemmens et al. (2009), having 7 dimensions such as
silence, toler ance, mood mo dification, re lapse,
withdrawal, conflict, and problems. A 5-point Likert scale
was used to collect the response, which ranged from
never, rarely, sometimes, often, and very often. The
demographi c pr ofiles such as gender, locality,
academic achievement, etc. were included in the
questionnaire. Videogame addiction was considered an
independent variable, and the academic performance
of the students was considered a dependent variable.
·
·
·
·
·
RESEARCH PAPERS
Table 1. Percentage Analysis of Videogame Addiction
Figure 1. Percentage of Videogame Addiction
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i-manager’s Journal on School Educational Technology, Vol. 20 No. 1 September 2024
Gender
Living Area
Academic Stream
Male
Female(ref.)
Rural(ref.)
Urban
Arts(ref.)
Commerce
Science
1
2
3
5.540
7.264
7.513
6.124
0.216
0.194
0.241
10.954
11.654
12.012
<0.01
<0.01
<0.01
6.352
5.124
2.245
4.156
<0.01
<0.01
<0.05
<0.01
Model Regression Weight β2
Rf-value p-value t-value p-value
Videogame
Addiction
Silence
Tolerance
Mood Modification
Relapse
Withdrawal
Conflict
Problems
Overall
-0.41
-0.25
-0.34
-0.49
-0.37
-0.52
-0.24
-0.36
0.01
0.05
0.01
0.01
0.01
0.01
0.05
0.01
Variables Academic
Achievement
Significance
Level
for the third model.
As shown in Table 3, it can be said that gender was a
significant predictor of videogame addiction (f = 10.954,
p<0.01), (t = 6.352, p<0.01), and explained 21.6%
variation in videogame addiction. The beta coefficient
between male and female students significantly explains
that male students were predicted to have a 5.54 higher
score in videogame addiction as compared to female
students.
The second model, i.e., living area, is also a significant
predictor of videogame addiction (f = 11.654, p<0.01),
(t = 5.124, p<0.01), and explains 19.4% variation as R2 =
0.194. The beta coefficient explains the significant
difference between rural and urban students, where
urban students were predicted to have 7.264 more scores
in videogame addiction as compared to rural students.
The third model explains that academic streams were
significant predictors of videogame addiction, where f =
12.012 p<0.01 and explains 24.1% variation as R2 =
0.241. The beta coefficient between arts and commerce
is significantly explained that commerce students were
predicted to have a 7.513 higher score in videogame
addiction as compared to arts students, as t = 2.245
p<0.05. Similarly, the beta coefficient between arts and
science students is significantly explained that science
students were predicted to have 6.124 more scores in
videogame addiction as compared to arts students, as t
= 4.156, p<0.01.
7. Discussion
Videogame addiction is related to excessive and
compulsive use of videogames, which has detrimental
effects on socio-educational and psycho-social aspects
of students. Excessive play of videogames can decrease
the attention capacity and learning motivation and
6.1 Relationship between Videogame Addiction and
Academic Performance of Senior Secondary Students
A coefficient of correlation was used to determine the
relationship between videogame ad diction and
academic achievement of senior secondary students. As
shown in Table 2, it can be said that there is a negative
association between academic achievement and
silence (r = -0.41, p<0.01), tolerance (r = -0.25, p<0.05),
mood modification (r = -0.34, p<0.01), relapse (r = -0.49,
p<0.01), withdrawal (r = -0.37), conflict (r = -0.52,
p<0.01), and problems (r = -0.24, p<0.05). Overall, there
is a significant negative relationship between videogame
addiction and academic performance of the students (r
= -0.36 p<0.01).
6.2 To Study Whether Videogame Addiction can be
Predicted by Gender, Living Area, and Academic
Stream
In order to evaluate the prediction of gender, living area,
and academic streams in relation to videogame
addiction, the study has used simple linear regression by
converting the categorical variables into dummy
variables, where female students were considered a
reference group for the first model, rural students were
considered a reference group for the second model, and
arts stream students were considered a reference group
RESEARCH PAPERS
Table 2. Correlation Analysis
Table 3. Regression Analysis
32 i-manager’s Journal on School Educational Technology, Vol. l l
20 No. 1 September 2024
excessive play of video games among the students.
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The first objective of this study explains that 16% of
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RESEARCH PAPERS
ABOUT THE AUTHORS
Ranjit Kumar Behera has completed his MA in Education from Gangadhar Meher University, Sambalpur, Odisha, in 2022 and his
MA in Psychology from Indira Gandhi National Open University (IGNOU), New Delhi, India, in 2024. He has qualified UGC-NET-JRF
in Education. He had attended two national seminars and presented a paper in one national seminar. He has published 4
articles in international journals. His research interest area includes ICT in Education, Educational Psychology and Educational
Sociology.
Roshan Chandra is a Student of Panchayat Degree College, Bargarh, Odisha, India. He is pursuing an M.A. in Education at
S.C.S. Autonomous College, Puri, Odisha, India, through IGNOU. His areas of interest include Educational Philosophy,
Educational Psychology and Educational Sociology.
Subhankita Rath has completed her Master's degree in Education from Government Autonomous College Rourkela, Odisha,
India, affiliated to Sambalpur University in 2022. She qualified NTA-UGC-NET in Education and OSSTET. She had attended one
national seminar and published one research article in an international journal. Her interest area of research includes
Educational Psychology.
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