Perception on The Effects of Online Gaming to Their Academic Performance Among Moncast Marketing Management Students

This study examined the perception of students regarding the effects of online gaming on their academic performance among Marketing Management students at the Monkayo College of Arts, Sciences and Technology (MONCAST). The study employed a quantitative descriptive research design using a survey questionnaire based on a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Descriptive statistics, particularly the mean and standard deviation, were utilized to analyze the data collected from the respondents.
The findings revealed an overall mean score of 3.53 with a standard deviation of 0.60, indicating that students generally agree that online gaming has noticeable effects on their academic performance. The relatively low standard deviation suggests that the responses of the participants were fairly consistent, reflecting a similar perception among students regarding the influence of online gaming on their academic-related activities. The results imply that while online gaming is a common leisure activity among students, its impact on academic performance depends largely on how students manage their gaming time and academic responsibilities.
The study concludes that online gaming is perceived by Marketing Management students as a factor that may influence their academic performance, both positively and negatively. Therefore, students are encouraged to practice responsible gaming habits and effective time management to maintain a balance between entertainment and academic responsibilities. Educational institutions may also promote awareness programs on digital well-being and responsible gaming. Future researchers are encouraged to explore additional variables such as gaming frequency, types of games played, and self-regulation skills to further understand the relationship between online gaming and academic performance.

Online games, academic performance, Moncast

1. Barr, M. (2023). Video games and education: Benefits, challenges, and future directions. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104742 [Google Scholar] [Crossref]

2. Griffiths, M. D., & Nuyens, F. (2023). An overview of structural characteristics in problematic video game playing. Current Addiction Reports. https://doi.org/10.1007/s40429-023-00465-9 [Google Scholar] [Crossref]

3. Sánchez-Mena, A., & Martí-Parreño, J. (2023). Drivers and barriers to adopting gamification in education: A systematic review. Education and Information Technologies, 28, 5485–5510. https://doi.org/10.1007/s10639-022-11345-9 [Google Scholar] [Crossref]

4. Teng, Z., & Chu, X. (2023). Problematic online gaming, self-regulation, and academic performance among adolescents. International Journal of Environmental Research and Public Health, 20(4). https://doi.org/10.3390/ijerph20043125 [Google Scholar] [Crossref]

• The Impact of Ownership Structure on Dividend Payout Policy of Listed Plantation Companies in Sri Lanka
• Urban Sustainability in North-East India: A Study through the lens of NER-SDG index
• Performance Assessment of Predictive Forecasting Techniques for Enhancing Hospital Supply Chain Efficiency in Healthcare Logistics
• The Fractured Self in Julian Barnes' Postmodern Fiction: Identity Crisis and Deflation in Metroland and the Sense of an Ending
• Impact of Flood on the Employment, Labour Productivity and Migration of Agricultural Labour in North Bihar