“Psychosocial Impact of Mobile Games on Tertiary

Learners; An Assessment”

GROUP 6
Victosa, Angelo Jone G.
Marfil, Lielyn Rose
Salcedo, John Dale Ryan A.
Divinagracia, Joshua G.
Joc-son, Jay R

ADVISER
Romero, Purisima
 Chapter I
Introduction
Background of the Study
As mobile gaming continues to dominate leisure time for millions of tertiary learners
globally, understanding its multifaceted psycho-social impacts has never been more critical.
In today’s digital age, the impact of mobile gaming on the psychological and social well-
being of tertiary learners is a major concern, given the widespread appeal of mobile games to
students worldwide. Mobile games can be both beneficial and harmful. They help users
relieve stress, engage cognitively, and socialize, but excessive use is associated with
addiction, weakened social skills, and reduced motivation for academic pursuits. Evidence
suggests that while multiplayer games enhance collaboration and prosocial behavior, overuse
may lead to negative consequences like isolation and a decline in real-world social
interactions (Reyes et al., 2023; Wiederhold, 2021).

Globally, the rise of mobile gaming has raised significant concerns regarding its
psycho-social effects. A systematic review published in Frontiers highlights that while mobile
games can enhance social connections, they also contribute to issues like addiction and
aggression among players (Kurt et al., 2022). Excessive engagement with violent mobile
games has been linked to increased aggression and decreased empathy, particularly among
adolescents and young adult demographics that include many tertiary learners. Furthermore,
(Anderson et al. 2021) found that prolonged gaming correlates with mental health issues such
as anxiety and depression, underscoring the need for targeted studies on this population.
Statistics from a 2021 survey indicated that approximately 54% of University students
in Bangladesh reported severe addiction to mobile games, with loneliness and peer influence
cited as significant factors (Hossain et al., 2021). The effects of this reliance extend beyond
affecting academic performance and can lead to physical health issues like headaches and eye
strain. The outcomes are substantial; as students increasingly turn to gaming as a means of
dealing with real-life stress, they may inadvertently exacerbate their mental health challenges.
The rapid rise of mobile gaming significantly impacts tertiary learners in Asia, where it is
integrated into social and academic environments. As of 2023, mobile games account for
nearly 60% of the global gaming market, with many university students among the players.
Research in Bangladesh found that 54.3% of university students face severe mobile game
addiction, often driven by peer pressure, leading to physical issues like headaches and eye
strain (Hossain et al., 2022).
In Malaysia, while mobile games can aid language learning, they also pose addiction
risks that negatively affect academic performance (Zainal et al., 2020). Additionally, about
9% of college students in China are addicted to online games, harming their academic
motivation (Liu et al., 2021). Despite these findings, comprehensive research on the
psychosocial effects of mobile gaming among tertiary learners in Asia is lacking. This study
aims to fill this gap by exploring the impact of mobile gaming on academic performance,
social relationships, and mental health in this demographic.
 Moreover, research conducted in the United States indicates that 70% of College
students engage in mobile gaming, with many using it as a coping mechanism for academic
pressures (Gentile et al., 2020). While some studies suggest that mobile gaming can enhance
social skills and provide emotional relief, they also warn about the potential for addiction and
its negative consequences on academic success.
In Asia, the impact of mobile gaming on Tertiary Learners has been similarly
alarming. A study conducted in Indonesia found that mobile game addiction significantly
affects both intrinsic and extrinsic motivations for learning among youth (Li et al., 2024). The
findings suggest that excessive gaming can lead to diminished academic engagement and
increased negative emotional states, complicating the educational experience for these
learners.
Research from Malaysia highlights that nearly 60% of university students report high
levels of gaming-related stress and anxiety (Mohamad et al., 2023). Excessive involvement in
mobile gaming can lead to emotional difficulties for students, which can be exacerbated by
the resulting social isolation. This isolation can impede their ability to establish meaningful
connections during a crucial stage of personal growth and development.
A comprehensive review across several Asian countries indicates that mobile game
addiction is prevalent among tertiary learners, with varying degrees of impact on their mental
health and academic performance (Wang et al., 2022). The study emphasizes the need for
culturally relevant interventions to mitigate the adverse effects of mobile gaming among this
demographic.
In the Philippines, recent research has shown that Tertiary Students spend an average
of 7.7 hours per week playing mobile games. This high level of engagement raises concerns
about its impact on academic responsibilities and social interactions. A study focused on
university students found a significant correlation between mobile game dependency and
poor academic performance, suggesting that heavy gaming detracts from educational pursuits
(Reyes et al., 2023).
Local studies further reveal that Filipino Tertiary Learners often use mobile games as
a coping mechanism for stress related to academic pressures. However, this reliance can lead
to negative outcomes such as social withdrawal and decreased academic motivation (Cabral
et al., 2024). The findings indicate a complex relationship between gaming habits and
psychosocial well-being among students.
Despite the increasing interest in understanding the psychosocial effects of mobile
gaming, there is a shortage of research that specifically focuses on tertiary learners. Many
studies currently available tend to ignore how mobile gaming may influence the mental well-
being, social interactions, and academic outcomes of university and college students.
Moreover, there’s a distinct lack of longitudinal studies examining the long-term effects of
mobile gaming on the psychosocial welfare of these learners. While some research highlights
the potential advantages of educational mobile games, comparative analysis between various
types of games within higher education contexts is notably insufficient. As mobile gaming
becomes more ingrained in both leisure and academic contexts, it is vital to gain a deeper
understanding of its effects on tertiary learners. This study intends to address these research
deficiencies by exploring the psychosocial results of mobile gaming in this population and
proposing future studies that focus on leveraging its positive impacts while reducing any
harmful effects.

Statement of the Problem

This research aims to evaluate the psychosocial implications of mobile gaming on
tertiary education students. Specifically, the study aims to address the following inquiries:
1. What is the demographic profile of the respondents when taken as a whole and grouped
according to age, sex, year level college, and length of exposure?
2. What is the level of psychosocial impact of online gaming when the demographics are
considered in terms of social benefits, cognitive benefits, and physical health concerns?
3. Is there a significant difference in the level of psychosocial impact of online gaming when
the demographics are considered and in terms of social benefits, cognitive benefits, and
physical health concerns?

Hypothesis
Based on the identified problems, the researcher formulated this hypothesis:
The use of mobile games has a significant psychosocial impact on tertiary learners,
influencing their academic performance, mental health and social interaction.

Theoretical framework
This research is built upon several interconnected theories that elucidate the
psychosocial effects of mobile gaming on college students. These encompass the Uses and
Gratifications Theory, the Social Learning Theory, and the Addiction Model, collectively
offering a comprehensive understanding of how mobile gaming influences the psychological
well-being, social interactions, and academic performance of tertiary learners.
The Uses and Gratifications Theory suggests that individuals actively seek out media
to fulfill specific needs, such as entertainment, social interaction, and escapism (Kurt et al.,
2022). In the context of mobile gaming, tertiary learners may turn to games to relieve stress,
enhance social connections, or attain a sense of achievement. However, seeking these
gratifications can lead to excessive gaming behaviors that may have a detrimental impact on
their academic responsibilities and mental well-being. Studies indicate that students
frequently opt for mobile games as their primary form of entertainment, which has been
linked to increased levels of addiction (Wan & Chiou, 2021).
 Albert Bandura's Social Learning Theory emphasizes the role of observational
learning and imitation in shaping behaviors (Anderson et al., 2022). It suggests that the
content of mobile games can significantly influence players' attitudes and behaviors in real
life. For example, violent mobile games may desensitize players to aggression and reduce
pro-social (Elsherbiny & Al Maamari, 2021), potentially leading to increased aggression or
social withdrawal.
The Addiction Model provides valuable insights into how excessive involvement with
mobile games can lead to symptoms resembling dependency among users. Research has
indicated that addiction to mobile games is associated with adverse mental health outcomes,
such as anxiety and depression (Fabito et al., 2018). The model emphasizes factors such as
the amount of time spent gaming, peer influence, and the desire for immediate gratification as
contributors to addictive behaviors (Kurt et al., 2022). This framework helps to elucidate why
some individuals may prioritize gaming over academic pursuits or social interactions.
From a psychological standpoint, Flow Theory, introduced by Csikszentmihalyi
(1990), describes how mobile games can induce a state of deep immersion and focus,
allowing learners to experience moments of intense enjoyment and stress relief. However,
prolonged engagement in such states can disrupt academic priorities, leading to time
mismanagement and neglect of responsibilities (Rahim et al., 2020).
Behavioral Addiction Frameworks provide critical insights into how mobile games
exploit reward systems to sustain player engagement. The repetitive cycle of rewards and
challenges may lead to addictive behaviors, with adverse effects such as increased anxiety,
diminished academic focus, and strained social relationships (Lemmens et al., 2009; Sayeed
et al., 2021).

Conceptual Framework
The conceptual framework of this study outlines the connections between engagement
in mobile gaming and its psychosocial impacts on tertiary learners. It focuses on how factors
such as play duration and game types influence addiction, social interaction, mental health,
and academic performance.

Demographic Psychosocial Effects on Tertiary

Profile of the Impact of Online Learners
Respondents Gaming for
1. Academic
Respondents
Performance
1. Age
2. Sex 1. Social Benefits 2. Mental Health
3. Year Level 2. Cognitive Implication
College Benefits
3. Social
4. Length of 3. Physical Health
Interaction
Exposure Concern
Patterns
Figure 1. The visual representation above shows the analysis of the psychosocial influence of
mobile gaming on college students by exploring the relationships between gaming
involvement, psychosocial outcomes, and mental health implications.

Scope of the Study

The scope of this study is designed to comprehensively investigate the psychosocial
impacts of mobile gaming on tertiary learners, focusing on various dimensions such as
addiction, social interaction, mental health, and academic performance. The study aims to
provide a nuanced understanding of how mobile gaming influences the lives of college
students in contemporary educational settings. The study will focus on tertiary learners,
specifically undergraduate students from various disciplines enrolled in Universities. This
Study will use a Quantitative Research Design. The respondents to the study were 200
students from different programs of the College of Criminal Justice System of Kabankalan
City College. The Gathering of data will be done through a survey.

Significance of the Study

This study is beneficial to the following:
Tertiary Learners
By understanding the psychosocial impact of Mobile games, on the other hand,
learners become more aware of the several benefits and risks associated with gaming habits.
It will further help them in making informed decisions toward wise management of time to
keep a good balance between gaming, academics, and social life.
Parents and Guardians
It also helps the parents understand how the mobile game affects their children's
emotional and social development. By understanding them, they can develop a channel for
better communication and guidance in establishing healthy gaming habits.
Educational institution
This study can help educators and administrators understand patterns in students'
behaviors that may be influenced by mobile gaming. This, in turn, may drive the formulation
of strategies or interventions that reduce the potential impact on academic performance and
nurture supportive learning.
Future Researchers
This study serves as a foundation for future research on the relationship between
mobile gaming and psychosocial well-being, particularly among young adults in higher
education. It highlights areas for further exploration, such as the long-term effects of gaming
or the role of cultural and economic factors.
Definition of Terms
Age
Refers to the chronological measure of time since birth, influencing cognitive and
social development, particularly in mobile gaming contexts (Li et al., 2022). In this study this
term refers as the time elapsed from a person's date of birth to a specific point in time,
typically measured in completed years.
Cognitive Benefits
Encompass improvements in problem-solving and critical thinking skills linked to
mobile gaming experiences (Attiea & Hassan, 2024). In this study it refers as an includes
enhancements in mental processes like problem-solving and memory attributed to gameplay.
Length of Exposure
Relates to the duration of engagement with mobile games, significantly affecting
cognitive skills and emotional well-being (Hussein Attiea & Hassan, 2024). In this study it
refers to the duration an individual has engaged with mobile games, measured in hours or
days.
Mobile Gaming
Mobile gaming refers to video games played on devices like smartphones and tablets.
These games range in complexity and genre, encompassing casual games, role-playing games
(RPGs), and massively multiplayer online role-playing games (MMORPGs) (Bowman et al.,
2015). Mobile gaming refers to video games played on devices like smartphones and tablets.
Physical Health Concerns
Address issues like sedentary behavior and mental health challenges arising from
excessive gaming (Hussein Attiea & Hassan, 2024). In this study it refers as encompasses
potential negative impacts on physical well-being due to prolonged gaming, such as obesity
or eye strain.
Psychosocial Impact
An individual’s experiences can significantly affect their psychological well-being
and social interactions. This includes mental health outcomes like anxiety and depression, as
well as social behaviors, such as communication patterns and relationship dynamics, which
can be shaped by mobile gaming habits (Kuss et al., 2012. An individual’s experiences can
significantly affect their psychological well-being and social interactions.
Sex
Denotes the biological classification of individuals, affecting gaming preferences and
psychosocial outcomes, such as addiction levels (Attiea & Hassan, 2024). In this study this
term refers as the biological classification of individuals as male or female, often based on
reproductive anatomy and genetics.
Social Benefits
Include enhanced social interaction and community building through gaming, which can
foster friendships among peers (Li et al., 2022). In this study it refers to the positive outcomes
from social interactions facilitated by mobile gaming, such as improved relationships and
community engagement.
Tertiary Learners
Individuals studying at post-secondary institutions, like universities and colleges,
usually seek undergraduate or graduate degrees. This group generally consists of people who
are 18 years old and above (Li & Xu, 2022). Individuals studying at post-secondary
institutions, like universities and colleges, usually seek undergraduate or graduate degrees.
Year Level College
Indicates a student's academic standing, which can influence their gaming habits and
associated psychosocial impacts (Salvado Con-El, 2023). In this study this term refers to
indicates the academic standing of a student, typically categorized as freshman, sophomore,
junior, or senior based on the number of completed credit hours.