Research Pamphlet

NATIONAL COUNCIL FOR CHILDREN’S TELEVISION
In Partnership With
FAR EASTERN UNIVERSITY—MANILA
THE FILIPINO CHILD AND MEDIA:
MEDIA CONSUMPTION, PARENTAL MEDIATION, AND CLASSROOM PERFORMANCE
TABLE OF CONTENTS
About the Study 3
Definition of Terms 4
Methods 7
Findings 8
Content of Media Use 35
Reasons and Motivations for Media Use 35
Impact of Media Consumption on Children 36
Parental Mediation Styles and Strategies 38
Media Consumption and Classroom Performance 39
2
NATIONAL COUNCIL FOR CHILDREN’S TELEVISION (NCCT)
ABOUT THE STUDY
In the Philippines, television viewing can be considered as a sta-

ple in most households. Majority of Filipino households have access to
at least one television unit and a substantial number have more than
one way to access television programs (cable connection, streaming, or
replays uploaded to the internet or social networking sites).
Based on 2015 NCCT Research Study, children are reported to
spend an average of 3 hours during weekdays and an average of 6
hours during weekends watching television. This may not seem a large
portion of the children’s daily activity, however, with the continuous
development of technology and the increasing curiosity of children in
exploring other media platforms like the internet, which can be used for
online viewing, social media, and video gaming, thus amounting to
increased media consumption.
It is for a fact that media exposure produces different implication

on the child’s development. While there are some positive effects and
benefits for the child’s wellbeing, what is most often noted are the
harmful effects it can cause especially to children undergoing formative
development.
Lack of data on children’s media behavior is what pushed NCCT

to pursue this study. As media platforms continue to diversify, NCCT
intends to explore children’s behavior not only in the television, but with
their social media usage and video gaming too, noting the impact of
these media to their classroom performance, and identify what strate-
gies parents are using in monitoring or mediating their children’s media
usage.
3
DEFINITION OF TERMS
The following terms are conceptually and operationally defined for

better understanding of readers:
Children. Students 6 to 11 years old, ranging from grade levels 1

to 6, enrolled in either public or private school, residing in the
Philippines.
Parents. The term parents is a collective definition for adults

that are in charge of, or those who have a big part in taking care
of the learner respondents (parents, grandparents, other
relatives, caretaker, etc.)
Media Consumption. Viewing hours and the amount of time

spent in watching television and playing digital/video games
and accessing social media accounts; genre and format of the
television program and digital/video game.
Social Media. Refers to the following social networking

platforms that are most popular and most used in the
Philippines: YouTube, Facebook, Twitter, Instagram, Snapchat.
Video Gaming. Engaging in electronically produced games, can

be played online or offline (non-Internet computerized games);
solo or with other players; and played on either of the following
gadgets: mobile phones, computer, laptop, tablet, and game
consoles.
4
Parental Mediation. Strategies used by parents

to control, supervise or interpret the media content consumed
by their children, either by television viewing and video gaming.
1. Active Mediation. Parents actively discuss the
meanings and effects of media content with children.
2. Restrictive Mediation. Parents restricting the amount
or time of exposure and the types of programs viewed
or played by children.
3. Co-viewing/Co-playing. Parents simply watch
television or play video games together with their
children but do not discuss the content or their effects.
Classroom Performance. Refers to the four performance

appraisal dimensions (Aamodt, 2010) namely:
1. Competency-based Performance. Refers to the child’s
knowledge, skills, and abilities (e.g. writing skills, oral
presentation skills, etc.).
2. Task-focused Performance. Includes several
competencies organized by the similarity of tasks that
are performed.
3. Contextual Performance. These are prosocial
organizational behaviours involved in task
performance.
4. Attributes/Trait-focused Performance. An inherent
characteristic of an individual that makes up one’s
personality.
5
The research project focuses on the involvement of parents in

their children’s media consumption and the influence of parental
mediation in their classroom performance. The study aims to answer
the following questions:
1. What are the contents of media consumed by children, their

viewing and gaming schedule and amount of exposure? What
are the reasons and motivations that make children consume
media?
2. What are the Parental Mediation Styles used in monitoring their

children’s media consumption and why do they use such
strategies?
3. How does media consumption influence children’s overall

wellbeing and classroom performance?
4. What are the challenges and risks parents and children face
with regards to media consumption and media content?
6
METHODS
Research Design
• Purposive Sampling
• Mixed method = Quantitative (Questionnaire) Qualitative (Focused
Group Discussions)
Participants
• Total of 2203 respondents of which 1007 were pupils, 1007 were
parents and 189 were teacher-adviser participants
• Grades 1-6 pupils from public and private schools excluding
out-of-school youth and pupils enrolled in the Special Education
curriculum
• Each region of the country: Luzon, Visayas, Mindanao and NCR are
represented by an urban and a rural area with high media
consumption based on the 2015 NCCT research
• Age range: 5-14 years old
Test Constructions
• The survey instruments have undergone pilot testing for its validity
and reliability to 60 children, 38 parents, and 23 teachers.
• Media Consumption was measured by determining the length and
frequency of the kids’ exposure to TV, social media, and video
games.
• Paper and Pencil test of Parental Mediation was crafted with
adaptations from the same test on the study of parents’ mediation
behavior by Valkenburg, Krcmar, Peeters, and Marseille (1999).
• Classroom Performance was measured through a survey
instrument given to the advisers. The constructed scale required
advisers to rate the child’s classroom performance based on their
Competency-based performance, Task-focused performance,
Contextual performance, and Attributes/Trait-focused
performance.
7
FINDINGS
8
TELEVISION VIEWING HOURS OF GRADES 1-3
Monday to Friday
Saturday and Sunday
9
AVERAGE VIEWING HOURS IN TV OF GRADES 1-3

AS REPORTED BY CHILDREN
WEEKDAYS WEEKENDS
0.83 1.89
Grades 1-3 on an average watch television for less than an hour during
weekdays and less than 2 hours during weekends. Contrary to this, parents
believe their children spend at least 2 hours on television viewing during
weekdays while spending more than 3 hours during weekends.
TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 1-3
RANK TV PROGRAM
1 FPJ’S Ang Probinsyano
2 It’s Showtime
3 Meteor Garden
Disney Channel
4
Spongebob Squarepants
Araw Gabi
5
TV Patrol

AS REPORTED BY PARENTS
RANK TV PROGRAM
1 FPJ’s Ang Probinsyano
2 Team Yey
3 Cartoons
4 It’s Showtime
5 Disney Channel
10

WEEKDAYS WEEKENDS
3.02 5.95
Grades 4-6 reported that they watch television for an average of 3

hours during weekdays and almost 6 hours during weekends. Parents on the
other hand, believe their children watch television on an average of 2 hours
during weekdays and almost 4 hours during weekends.
RANK TV PROGRAM
1 It’s Showtime
3 Meteor Garden
4 TV Patrol
5 Victor Magtanggol

RANK TV PROGRAM
2 TV Patrol
3 Meteor Garden
4 It’s Showtime
5 Cartoons
11
LINE GRAPH OF TV VIEWING DAY SCHEDULE FOR GRADES 4-6
LINE GRAPH OF TV VIEWING TIME SCHEDULE FOR GRADES 4-6
Grades 4-6 generally consume more hours watching television on

weekends. However, children still watch television on weekdays and usual
peak time is at 5PM-8PM, the prime time of Philippine television, when
classes are already dismissed, and homeworks have been completed.
12

WEEKDAYS WEEKENDS
1.70 3.50

CO-VIEWED BY THEIR PARENTS, AS REPORTED BY CHILDREN
RANK TV PROGRAM
2 It’s Showtime
Meteor Garden
3
TV Patrol
Araw Gabi
4
Ngayon at Kailanman
5 Goin’ Bulilit

CO-VIEWED BY THEIR PARENTS, AS REPORTED BY PARENTS
RANK TV PROGRAM
2 TV Patrol
3 It’s Showtime
4 Eat Bulaga!
5 Team Yey!
13

WEEKDAYS WEEKENDS
1.72 3.88

CO-VIEWED BY THEIR PARENTS, AS REPORTED BY CHILDREN
RANK TV PROGRAM
2 Sunday Pinasaya
3 It’s Showtime
4 TV Patrol
5 Meteor Garden

CO-VIEWED BY THEIR PARENTS, AS REPORTED BY PARENTS
RANK TV PROGRAM
2 TV Patrol
3 It’s Showtime
4 Meteor Garden
5 News
Majority of the respondents watch television together as a family activi-

ty or a form of bonding, and the most often types of programs they watch are
action, drama and romance, variety shows, and news. Interestingly, majority of
the children have reported to watch cartoons always by themselves, as parents
see cartoons as less harmful than teleseryes or movies.
14
VIDEO GAMING HOURS OF GRADES 1-3,

ALLOWED TO USE GADGET = 488 (77.34%)
Monday to Friday
Saturday and Sunday
15
The gadgets most often used by children include mobile phones, tablets,
computers, and laptops. Grades 1-3 on an average use gadget for less than an
hour per day. Video gaming schedule of grades 4-6 starts to rise during Fridays
continuing to the weekends and at its highest from 5PM to 8PM.
LINE GRAPH OF VIDEO GAME TIME SCHEDULE FOR GRADES 4-6
LINE GRAPH OF VIDEO GAME DAY SCHEDULE FOR GRADES 4-6
16
TOP 10 MOST COMMONLY PLAYED VIDEO GAMES OF GRADES 1-3

RANK VIDEO GAME
1 Roblox
2 Paw Patrol
3 Gacha
4 Candy Crush
Grand Theft Auto

5
(GTA) 5
Angry Birds
6
Vortex
7 Mobile Legends
8 My Talking Angela
Fishdom
Plants vs Zombies
9
Stick Man Legacy
Wordscapes
My Talking Ben
10 Super Mario Bros. 3
Sweet Escapes
17
TOP 10 MOST COMMONLY PLAYED VIDEO GAMES

OF GRADE 1-3 AS REPORTED BY PARENTS
RANK VIDEO GAME
1 Minecraft
2 Roblox
3 Wordscapes
4 Plants vs Zombies
5 Mobile Legends
Candy Crush
6
Granny
Helix Jump
7
My Talking Angela
Barbie
8
Temple Run
9 My Talking Tom
10 Subway Surfers
18

OF GRADES 4-6 AS REPORTED BY CHILDREN
RANK VIDEO GAME
1 Minecraft
2 Roblox
Helix Jump
3
Mobile Legends
4 Rules of Survival (RoS)
5 Fortnite
Player Unknown Battlegrounds

6
(PUBG)
7 Granny
Crossfire
8
Wordscapes
9 Grand Theft Auto (GTA) 5
Candy Crush
10
Temple Run
While the most commonly played video games of grades 1-3 are casual
games, it is an interesting finding that children as young as 6 years old are
already knowledgeable of teen-oriented games such as Minecraft and Roblox,
or adult-oriented games such as Grand Theft Auto (GTA), Player Unknown
Battlegrounds (PUBG), Rules of Survival (ROS), and Mobile Legends (ML).
19

OF GRADE 4-6 AS REPORTED BY PARENTS
RANK VIDEO GAME
1 Minecraft
2 Roblox
3 Mobile Legends
4 Rules of Survival (RoS)
5 Hello Cats
6 Wordscapes
7 Candy Crush Saga
Fortnite
8
Granny
9 Clash of Clans
Plants vs Zombies
Player Unknown Battlegrounds
10
(PUBG)
Puzzle Games
Role-playing Games (RPG) are the most popular type of game for
grades 4-6, often battle games, which can be played online and interactively with
chatrooms that allow for conversations with actual players.
20
YOUTUBE VIEWING HOURS OF GRADES 1-3, N = 568 (89.87%)
Monday to Friday Saturday and Sunday
LINE GRAPH OF YOUTUBE VIEWING GAME DAY SCHEDULE FOR GRADES 4-6
YOUTUBE GRADES 4 – 6 VIEWERS, N = 531 (96.20%)
21
TOP 5 MOST VIEWED YOUTUBE VIDEOS OF GRADES 1-3

RANK YOUTUBE VIDEO
1 Barbie
Frozen
2
Minecraft
3 Cartoons
4 DanTDM
5 My Little Pony

RANK YOUTUBE VIDEO
1 Cartoons
2 Minecraft
3 Barbie
4 Funny videos
5 Music videos
22

RANK YOUTUBE VIDEO
1 5-Minute Crafts
DIY Crafts
2
Minecraft
3 Roblox
4 Sis Versus Bro
Dance videos
5
Gameplays

RANK YOUTUBE VIDEO
1 Music videos
2 Minecraft
3 Cartoons
4 Funny videos
5 DIY videos
Respondents as young as 6 years old are reported to be able to navigate

through the social network site YouTube with or without the assistance of their
parents. While parents report that majority of the videos watched by grades 1-3
are cartoons, movies, and tutorials, children are gaining more interest on
popular vloggers and gamers, who produce content like pranks, challenge
videos, tutorials on gaming hacks and cheats, and game reviews and
walkthroughs exposing children to zero censorship.
23
FACEBOOK USE (IN HOURS) OF GRADES 1-3,

N = 281 (44.53%)
Monday to Friday
Saturday and Sunday
Children generally use social media for communication and socializa-

tion, most commonly with relatives and classmates. Teachers in both public
and private schools encourage their students to use social media where group
chats are common, and where the teachers would usually post special an-
nouncements like assignments, projects, school events, and group activities.
24
LINE GRAPH OF FACEBOOK USE DAY SCHEDULE FOR GRADES 4-6

FACEBOOK GRADES 4 – 6 USERS, N = 452 (81.88%)
The respondents are all underage, and understandably restricted from

using social media. In which cases where teachers use social media in
announcing classroom activities, children use their parents’ social media
accounts. For children who have their own social media accounts, more often
grades 4-6, know how to pass through the age restriction especially on
Facebook by changing their birth year during account registration.
25
TWITTER USE (IN HOURS) OF GRADES 1-3,

N = 41 (6.49%)
LINE GRAPH OF TWITTER USE DAY SCHEDULE FOR GRADES 4-6

TWITTER GRADES 4 – 6 USERS, N = 88 (15.94%)
26
INSTAGRAM USE (IN HOURS) OF GRADES 1-3,

N = 72 (11.39%)
LINE GRAPH OF INSTAGRAM USE DAY SCHEDULE FOR GRADES 4-6

INSTAGRAM GRADES 4 – 6 USERS, N = 452 (81.88%)
27
SNAPCHAT USE (IN HOURS) OF GRADES 1-3,

N = 126 (19.97%)
LINE GRAPH OF SNAPCHAT USE DAY SCHEDULE FOR GRADES 4-6

SNAPCHAT GRADES 4 – 6 USERS, N = 153 (27.72%)
28
PARENTAL MEDIATION AS REPORTED BY GRADES 1-3
Television Viewing
Video Gaming
29
PARENTAL MEDIATION AS REPORTED BY GRADES 1-3 PARENTS
Television Viewing
Video Gaming
Grades 1-6 perceive that their parents would often watch television with
them, rather than explaining what they are watching or restrict their children’s
media consumption. However, parents believe that they are more restrictive to
their children’s television viewing rather than co-viewing with them. On the oth-
er hand, both children and parents perceive the children’s gaming activities are
most oftentimes restricted by their parents.
30
PARENTAL MEDIATION AS REPORTED BY GRADES 4-6
Television Viewing
Video Gaming
31
PARENTAL MEDIATION AS REPORTED BY GRADES 4-6 PARENTS
Television Viewing
Video Gaming
Parents of grades 4-6 often use restrictive mediation in their children

viewing and gaming habits. This comes in forms of restricting the number of
hours watched or played or the types of programs that they can watch and vid-
eo games that they can play.
32
DECISION ON TV CHANNEL, PERMITTED TO WATCH TV = 540 (75.00%)

GRADES 1 – 3
TV Channel Choice
DECISION ON TV CHANNEL, PERMITTED TO WATCH TV = 429 (77.72%)

GRADES 4-6
TV Channel Choice
When it comes to choosing the channels or programs to watch, mothers

would often have the authority in choosing programs for grades 1-3. On the
other hand, grades 4-6 have more freedom in choosing the programs they will
watch. As children grow older, parents exhibit more trust on their children’s
media choices, thus giving them the authority to choose programs for them-
selves.
33
CO-VIEWING WITH THE CHILD

GRADES 1-3
Watches with child
CO-VIEWING WITH THE CHILD

GRADES 4-6
Watches with child
Mothers are still the most common companion of children when they are
watching television, mainly because many of the mother respondents are not
working, and if they are employed, they would often voice their concern in being
hands-on in taking care of their children.
34
Content of Media Use
The types of programs parents and children usually view

together contain heavy themes on violence, death, sex, extramarital
affairs, drugs, and revenge. Majority of the shows portray glamorized
death and sex.
Parents understand that children are now being drawn to online

media and video gaming. There is also an increased interest in popular
YouTubers or Vloggers, which children idolize and imitate. Most of the
content of the famous vloggers include challenge videos, pranks, game
and product reviews and tutorials. Cheat tutorials are also popular
among child gamers.
Majority of the popular video games intended for children and

young adults are battle or shooting games, and with the continuous
improvement of graphics, scenes where there is blood or killing become
more realistic than ever. While parents are aware of the dangers and
risks of media, majority do not orient their children, least set up online
security on social networking sites.
Reasons and Motivations for Media Use

Younger children primarily use media for entertainment and
keeping up with family members and friends. When children grow older,
their range of interest in using social media widens, and many would
use media as an avenue for finding new friends, keeping up to date
with personalities, and even searching for potential partners.
Parents, on the other hand, would let their children use media as
a form of early “teacher” and oftentimes as distraction especially for
working parents or housewives. Some parents see media as a reward
for achievement, when children do well in school or in extracurricular
activities. Thus, children would see gadgets and media almost always
in a positive light because it is associated with achievement.
35
Impact of Media Consumption on Children
Five major domains are affected by media consumption:
Cognitive Domain
Among the respondents, the most prominent impact of media

can be seen on children’s academic performance. Media is found to
have helped enriched learning (e.g. DIY tutorials, curriculum-based
programs or games) and improved life skills (e.g. life hacks) among
the participants, while some reported that overexposure leads to
lower academic scores. Media also play a great role in the
development of language and expressions among children,
although both positive and negative expressions can be learned
through media (e.g. curse words, jargons, misuse of medical terms).
Psychological Domain
Virtual images were associated with reality, thus inducing

conditioned fear and trauma-related symptoms (e.g. as if seeing
the images in real life) and emotions (e.g. nightmares, tantrums).
Overexposure to gaming, especially to violent games leads to

less empathy and desensitization towards violent images or
scenarios. Furthermore, perceived moral trends arise, which in
some cases children would often refer to violence as something
normal and that it happens in daily life.
36
Behavioral Domain
Children easily learn new behaviors from the television, social

media, and video games. Even without reinforcement, children can
easily copy behaviors whether it be positive or negative.
Additionally, children are also influenced by popular personalities in
shaping their attitudes and reactions through simple observation.
On the other hand, overexposure to media especially video
games may lead to addiction. On instances where children are
restricted from playing video games, certain negative behaviors are
accumulated, such as moodiness, destructive reactions and
unresponsiveness.
Social Domain
When children become disengaged with the real world, children

become loners in real life, and disintegrating with their
relationships. They become trapped in their own virtual world, and
often they would not join family discussions, meals or activities.
Health Domain
Impaired senses (e.g. sight, hearing) are greatly associated

with gaming addiction. When one becomes too focused on gaming,
a child may become sleep deprived, and forget to eat or stay clean,
leading to malnutrition and non-hygienic patterns. If intervention
was not done early, this may lead to psychosomatic symptoms
(e.g. tics, dizziness, and seizures).
37
Parental Mediation Styles and Strategies

Parents are aware of the non-child-friendly content in media,
thus they use co-viewing strategy to monitor their children’s television
viewing. For example, when a violent or erotic scene appears in a
program, parents would usually tell their children to avert their gazes.
However, not all parents would state the reason why they avoid their
child to be exposed to such scenes.
Parents have a divided opinion on the safety and risks of video

games. While some fathers are not bothered with battle or violent
games, mothers are more meticulous in choosing the games their
children are playing. However, because of lack of digital literacy, or lack
of interest in trying out the games their children enjoy, they would resort
to restricting them instead. This may also be attributed with working
parents or housewives who have less time in educating themselves
about the popular video games.
There were also nuances in the Parental Mediation styles

manifested from the focus group discussions. A common practice
among Filipino households is the “Grandma’s rule”, in which media
consumption is used as an incentive after following a correct behavior.
Parents on the other hand, would often use punishment and threats as
an effect of media consumption.
38
Media Consumption and Classroom Performance
The content of the media has a vital role in the school

performance of children. This could produce different implications on
children’s behavior towards school and learning. Childhood is the most
critical stage in learning new skills that are relevant in the development
of their literacy.
Multi-tasking can bring positive and negative things to children.

However, for children, this may bring more of a negative effect rather
than a positive one because their attention is divided between different
tasks, this may cause distraction and grasping much lesser information
from their learning material. As reflected from the study, media
consumption has displayed negative effects in the children’s
task-focused performance in school. Children explained difficulty
finishing their school works because of watching television, playing
video games or using their social media accounts simultaneously.
Furthermore, television viewing and video gaming have

significant effects on the children’s development of prosocial behavior.
Prosocial behavior refers to the acts intended to mutually benefit such
as sharing, comforting, cooperating, and helping others. However,
results from the study signified that children who have higher levels of
media consumption specifically television and video games, have
reported to portray negative behaviors such as using derogative
language, bullying, and causing physical harm to their classmates.
39
NATIONAL COUNCIL
FOR CHILDREN’S TELEVISION (NCCT)
An attached agency of the Department of Education
Rooms 214-215, 2nd Floor, Mabini Building,

Department of Education Complex,
Meralco Avenue, Pasig City 1600
Telefax Number: (+632) 634-7156
Telephone Number: (+632) 637 -2306

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NATIONAL COUNCIL FOR CHILDREN’S TELEVISION

About the Study 3

Content of Media Use 35

Reasons and Motivations for Media Use 35

Impact of Media Consumption on Children 36

Parental Mediation Styles and Strategies 38

Media Consumption and Classroom Performance 39

ABOUT THE STUDY

In the Philippines, television viewing can be considered as a sta-

It is for a fact that media exposure produces different implication

Lack of data on children’s media behavior is what pushed NCCT

The following terms are conceptually and operationally defined for

Children. Students 6 to 11 years old, ranging from grade levels 1

Parents. The term parents is a collective definition for adults

Media Consumption. Viewing hours and the amount of time

Social Media. Refers to the following social networking

Video Gaming. Engaging in electronically produced games, can

Parental Mediation. Strategies used by parents

Classroom Performance. Refers to the four performance

The research project focuses on the involvement of parents in

1. What are the contents of media consumed by children, their

2. What are the Parental Mediation Styles used in monitoring their

3. How does media consumption influence children’s overall

TELEVISION VIEWING HOURS OF GRADES 1-3

Saturday and Sunday

AVERAGE VIEWING HOURS IN TV OF GRADES 1-3

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 1-3

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 1-3

AVERAGE VIEWING HOURS IN TV OF GRADES 4-6

Grades 4-6 reported that they watch television for an average of 3

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 4-6

2 FPJ’s Ang Probinsyano

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 4-6

LINE GRAPH OF TV VIEWING DAY SCHEDULE FOR GRADES 4-6

LINE GRAPH OF TV VIEWING TIME SCHEDULE FOR GRADES 4-6

Grades 4-6 generally consume more hours watching television on

AVERAGE VIEWING HOURS IN TV OF GRADES 1-3

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 1-3

1 FPJ’s Ang Probinsyano

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 1-3

1 FPJ’s Ang Probinsyano

AVERAGE VIEWING HOURS IN TV OF GRADES 4-6

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 4-6

TOP 5 MOST VIEWED TV PROGRAMS OF GRADES 4-6

Majority of the respondents watch television together as a family activi-

VIDEO GAMING HOURS OF GRADES 1-3,

Saturday and Sunday

LINE GRAPH OF VIDEO GAME TIME SCHEDULE FOR GRADES 4-6

LINE GRAPH OF VIDEO GAME DAY SCHEDULE FOR GRADES 4-6

TOP 10 MOST COMMONLY PLAYED VIDEO GAMES OF GRADES 1-3

RANK VIDEO GAME

Grand Theft Auto

TOP 10 MOST COMMONLY PLAYED VIDEO GAMES

RANK VIDEO GAME

TOP 10 MOST COMMONLY PLAYED VIDEO GAMES

RANK VIDEO GAME

4 Rules of Survival (RoS)

Player Unknown Battlegrounds

9 Grand Theft Auto (GTA) 5

TOP 10 MOST COMMONLY PLAYED VIDEO GAMES

RANK VIDEO GAME

4 Rules of Survival (RoS)

7 Candy Crush Saga

YOUTUBE VIEWING HOURS OF GRADES 1-3, N = 568 (89.87%)