Title
Experience Of Students While Playing Online Games
Authors
Swati Sinha, Vanshita Uchil , Priyanka Jadhav
Introduction
Many students today are experiencing a problem that’s become quite common:
In today’s digital landscape, students engage extensively with online games. This topic explores the multifaceted experiences of students in the realm of online gaming, encompassing their social, psychological, and educational well-being. As the popularity of online gaming platforms continues to surge, understanding how these experiences influence students is crucial. This introduction offers a glimpse into the impact of online gaming on students’ interactions, learning, and overall virtual well-being.
Objectives:
To understand the underlying phenomena of “Experience Of Students While Playing Online Games”
Literature Review:
- The study investigates the link between motivation to play and loneliness among university students, focusing on the moderating role of online gaming addiction. A sample of 304 students from Islamabad’s universities was selected. Results showed a positive relationship between motivation to play and loneliness, with online gaming addiction strengthening this relationship. Male students had higher motivation to play and spent more time playing online games. Key motivations for online gaming addiction include escapism, virtual relationships, leisure, and social interaction. The findings can help parents, educators, and academicians understand the relationship between motivation to play, online gaming addiction, and loneliness among university students.
- Chang and Lin’s study explores the development of personas of gamers with problematic gaming behaviour among college students. They used qualitative data to study 20 students diagnosed with problematic gaming behaviours and four personas with the most rich coding data of internet addiction and depression. The study found that gaming motives and push-pull-mooring effects changed over time, with push effects indicating loss of purpose in life and desperate escape from stress or boredom. Mooring effects revealed addiction or depression symptoms. The study suggests that dealing with depression and finding real-life goals could help change these dynamics and develop interventions for gamers with problematic gaming behaviours.
Data collection:
- I experience headaches when playing online games.
- I feel relaxed when I play online games.
- I keep a balance between studies and online gaming
- I lose interest in other activities when I indulge in online games.
- My academic performance was affected badly due to online gaming.
Data analysis:
After getting the responses on google form the mean ,SD,SE, were calculated ; Which are reflected in the below table . And Z value calculated with the hypothesized mean as 3.
Question Number Question 1 Question 2 Question 3
Question4 Question 5
| Mean (X) | 2.85 | 3.34 | 3.53 | 3.17 | 2.64 |
| S.D | 1.22 | 1.19 | 1.24 | 1.36 | 1.43 |
| SE | 0.96 | 0.95 | 0.99 | 1.08 | 1.14 |
| Z | -0.24 | 0.18 | 0.51 | 0.40 | 0.02 |
| Result | Neutral | Neutral | Neutral | Neutral | Neutral |
Conclusion:
- The study explores the impact of online gaming on students’ social, psychological, and educational well-being.
- It found that gaming motivation is positively related to loneliness, with addiction exacerbating this, particularly among male university students. Key motivations for gaming addiction include escapism, virtual relationships, leisure, and social interaction.
- The study also explored the development of personas for college students with problematic gaming behaviour, highlighting the evolving dynamics of gaming motives and their impact on issues like loss of purpose, stress escape, addiction, and depression symptoms.
- The data showed that students reported neutral responses to questions about their experiences with online gaming, suggesting that it may not significantly impact their well-being or academic performance.
References: