Use of Internet and Electronic Games by Adolescents at High Social Risk

Oliveira, Maria Paula Magalhães T.; Cintra, Leticcia Antunes D.; Bedoian, Graziela; Nascimento, Rosimeire do; Ferré, Rodrigo R.; Silva, Maria Teresa A.

doi:10.9788/tp2017.3-13en

Cited by 6 publications

(9 citation statements)

References 4 publications

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“…Over the past two decades, with the proliferation of high-tech devices (e.g. Smartphone, tablets and computers), both the internet and electronic games have become increasingly popular with people of all ages, but particularly with children and adolescents 1 – 3 . Recent estimates have shown that one in three under-18-year-olds across the world uses the Internet, and 75% of adolescents play electronic games daily in developed countries 4 – 6 .…”

Section: Introductionmentioning

confidence: 99%

“…In recent times, the Internet and electronic games have been regarded as important, not just for better results at school, but also for self-expression, sociability, creativity and entertainment for children and adolescents 13 , 14 . For instance, 88% of 12–17 year-olds in the USA considered the Internet as a useful mechanism for making progress in school 15 , and similarly, electronic gaming in children and adolescents may assist in developing skills such as decision-making, smart-thinking and coordination 3 , 15 .…”

Section: Introductionmentioning

confidence: 99%

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Effect of internet use and electronic game-play on academic performance of Australian children

Islam

Biswas

Khanam

2020

Sci Rep

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This study examined the association of internet use, and electronic game-play with academic performance respectively on weekdays and weekends in Australian children. It also assessed whether addiction tendency to internet and game-play is associated with academic performance. Overall, 1704 children of 11–17-year-olds from young minds matter (YMM), a cross-sectional nationwide survey, were analysed. The generalized linear regression models adjusted for survey weights were applied to investigate the association between internet use, and electronic-gaming with academic performance (measured by NAPLAN–National standard score). About 70% of the sample spent > 2 h/day using the internet and nearly 30% played electronic-games for > 2 h/day. Internet users during weekdays (> 4 h/day) were less likely to get higher scores in reading and numeracy, and internet use on weekends (> 2–4 h/day) was positively associated with academic performance. In contrast, 16% of electronic gamers were more likely to get better reading scores on weekdays compared to those who did not. Addiction tendency to internet and electronic-gaming is found to be adversely associated with academic achievement. Further, results indicated the need for parental monitoring and/or self-regulation to limit the timing and duration of internet use/electronic-gaming to overcome the detrimental effects of internet use and electronic game-play on academic achievement.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of internet use and electronic game-play on academic performance of Australian children

Islam

Biswas

Khanam

2020

Sci Rep

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“…Yu and Baxter (2015) have even said that the Internet and electronic games are regarded as important, not just for better results at school, but also for self-expression, sociability, creativity and entertainment for children and adolescents. For instance, 88 percent of 12-17 year olds in the United States of America have considered the Internet as a useful mechanism for making progress in school, and similarly, electronic gaming in children and adolescents may assist in developing skills such as decision-making, smart-thinking and coordination (Oliveira et al, 2017). Further, according to Kuss & Griffiths (2012), teens that play online games are just having fun and excitement.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Since the emergence of technology in the past two decades, such as the large number of usage of devices like smart phones, tablets and computers, both the internet and electronic games have become increasingly popular with people of all ages, particularly with children and adolescents (Wang et al, 2014;Anderson, Steen, & Stavropoulos, 2017;Oliveira, 2017).…”

Section: Introductionmentioning

confidence: 99%

Computer Games Addiction and Class Performance of Selected Philippine Senior High School Students

Farillon¹,

Farillon²,

Farillon

2022

Utamax

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This study was conducted to determine the relationship of computer games addiction, and class performance of Adventist Academy Iloilo Senior High School students in online classes enrolled in School Year 2021-2022. The study employed a descriptive-correlational analysis utilizing 16 student-respondents by answering a researchers-made Google form survey as the research instrument and measured using the following statistical tools: standard deviation, mean, and Pearson's r correlation coefficient. The inferential tests were set at 0.05 alpha level. The findings of the study showed that the level of computer games addiction of the respondents when taken as a whole is “average” and when grouped according to gender, the male is “high” and the female is “low” ; their level of class performance when taken as a whole is “average” and when grouped according to gender, the male has “average” and the female has “high” level of class performance; and a significant relationship of computer games addiction, and class performance when taken as a whole and when grouped according to gender is noted. The correlation coefficient is negative meaning that if there is a higher level of computer games addiction, there will be a lower level of class performance. This study implies that learners are encouraged to control their time spent in playing computer games since it affects their class performance. Parents and teachers are asked to form a partnership and use different strategies to help in improving the students’ class performance.

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“…

With advancement of high-tech devices (e.g. Smartphone, tablets and computers), internet and electronic games have become increasingly widespread among people of all ages especially among children and adolescents [1,2,3]. Current estimations have revealed that one in three children under the age of 18 uses Background and objectives: Playing video games is associated with poor academic achievement, Student who got their game systems directly spent less time on homework and, four months later, they got lower reading and writing scores, their teachers were more likely to report academic difficulties.

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mentioning

confidence: 99%

Effect of Video Game on School Achievement in School Age Children in Erbil/City

Othman

Khedir

Azeez

et al. 2021

Erbil j. nurs. midwifery

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Background and objectives: Playing video games is associated with poor academic achievement, Student who got their game systems directly spent less time on homework and, four months later, they got lower reading and writing scores, their teachers were more likely to report academic difficulties. The aim of study is to identify the effect of play video game on school achievement. Methods: A cross sectional descriptive study was carried out at five primary school in Erbil city 50 students was taken as a case group compared with 200 students as control group started from 15 September to 15 November 2020. A Questionnaire format was used as a tool for data collection and consists, demographic information of the students, parents and some Items about students game, Official permission has been obtained from College of Nursing / Hawler Medical University, Ministry of Education and primary schools. Data was analyzed through using frequency, percentage and chi-square by using SPSS, 22. Results: The study reveal that 58% of participants were age group between 12-14 years old, 74% of them were boys among playing group, 18% of father were graduated from college, 60% of played children were from middle socioeconomic status, 16% of game players have missed school, 66% of played students were missed homework, about 10% of the students have a good school achievement among who played video games and more than half (58%) among non-play students. There is highly significant association between parent educational levels with their children school achievement. Conclusions: Playing video game was negatively associated with poor school achievement. The study recommended the parent to limit the time of playing less than one hour daily, also limit the number and type of game especially fighting game and replaced with educational game.

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Use of Internet and Electronic Games by Adolescents at High Social Risk

Cited by 6 publications

References 4 publications

Effect of internet use and electronic game-play on academic performance of Australian children

Effect of internet use and electronic game-play on academic performance of Australian children

Computer Games Addiction and Class Performance of Selected Philippine Senior High School Students

Effect of Video Game on School Achievement in School Age Children in Erbil/City

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