EXPLORING MOBILE GAME DEPENDENCY AND

ITS EFFECTS ON SOCIALIZATION OF HIGH

SCHOOL STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 1393-1412
Document ID: 2023PEMJ826
DOI: 10.5281/zenodo.8086098
Manuscript Accepted: 2023-25-6
Psych Educ, 2023, 9: 1393-1412, Document ID:2023 PEMJ826, doi:10.5281/zenodo.8086098, ISSN 2822-4353
Research Article

Exploring Mobile Game Dependency and Its Effects on

Socialization of High School Students
Joseph D. Reyes*, Justine Micko G. Regidor, Adriane L. Cabunas, Zylene S. Balana, Erica Mae C. Caparas,
Mariella M. Gamboa, Joyce Ann L. Lapuz, Krissel B. Mangune, Rence Daniel P. Quinto,
Erica S. Salunga, Daniel D. Tiglao
For affiliations and correspondence, see the last page.
Abstract
A descriptive cross-sectional study enabled the researchers to explore the level of mobile game
dependency among the students enrolled in Telesforo and Natividad Alfonso High School (TNAHS)
for the school year 2022-2023. This method also allowed the assessment of the social effects of
mobile game dependency, which was also the objective of this study. This study employed a
quantitative research design with the purposive sampling procedure applied as the sampling technique
for data selection and printed self-questionnaires that were provided by the researchers as the
research instrument. A total of 123 respondents participated in this study, comprising both junior
high and senior high school students. The findings show that the respondents agreed with mobile
game dependency. Thus, it shows that the level of mobile game dependency among TNAHS students
was found to be quite high. Finally, the relationship between the level of mobile dependency and
socialization of high school students was found to be significant and positive.

Keywords: mobile game dependency, socialization

Introduction games which can be played online or offline.

According to Taylor (2023), the total number of

Mobile games are popular nowadays. Its popularity
continues to rise because alongside with the
advancement of technology, is the evolution of video
games. As the popularity continues to rise, the number
of people who are addicted to mobile games are also
rising. Newzoo (2017) said that more than two billion
individuals spend their leisure-time activity by playing
online games which includes mobile games. This is
due to the fact that the players are given amusement
and fun, which might induce addiction. According to
Heng-Li Yang et al. (2019), mobile gaming
dependency is linked to a variety of negative effects,
including poor academic performance, poor social
skills, increased anxiety and despair, and poor physical
health.
Video games that are generally played on portable
devices such as mobile phones and tablets are called
mobile games. There are various genres in the world of
mobile gaming market which can give any game a
person wants that’s why mobile games have a wide
range to choose from. Mobile games can be classed as
multiplayer games, action, puzzle-solving, arcade,
puzzle, racing, simulation, role playing, strategy, card
games like poker, easy-to-play or friendly,
competition, minutiae, word search, battle royale
games and multiplayer online battle arena (MOBA)
games (Britn ey Ihrig, 2020). Also, these
electronically-supported devices are termed as digital
mobile subscribers has surpassed 8 billion for the first
time since 2019 at 8.3 billion subscriptions. Its amount
climbed to 8.6 billion in 2021. These electronics
miniaturization or mobile phones has been a big factor
and the chance to execute or make mobile video
games. In this modern era, mobile games are the one
who dominates and it is the world of game business
and culture that rapidly growing. An increasing size
and growing number of video games are being made
and publicized for portable devices such as small,
portable self-contained video game consoles, tablets
and cellphones.
Dependency is a persistent malfunction of the reward,
motivation, and memory systems in the brain. It has to
do with how a person body needs a substance or habit,
especially if it leads to an obsessional or compulsive
desire for the “reward” and a lack of regard for the
repercussions. Someone with obsession will struggle
to refrain from using the substance or quit engaging in
the addictive activity, show a lack of self-control,
develop a stronger craving for the substance or
behavior, ignore the potential consequences of their
actions, and lack an emotional response (Legg &
Tyler, 2018).
Addictions can drastically disrupt a person's daily life
over time. Relapse and remission cycles are common
in those who are struggling with addiction. This

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Research Article
implies that they might alternate between heavy and
light use. Even with these cycles, addictions usually
get worse over time. These may result in severe
repercussions like bankruptcy as well as long-term
health issues (Legg & Tyler, 2018).
A person’s socialization or social aspect is made up of
the many connections they make with people,
including their family, friends, neighbors, strangers,
and other members of their community. It can be
gauged by the quantity and caliber of their regular
social engagements, both offline and online
(Psychology Today Staff, 2023).
Mobile game dependency, also known as smartphone
game dependency, is a behavioral obsession defined
by compulsive and excessive use of mobile games,
which can result in negative effects such as social,
vocational, and academic impairment (World Health
Organization, 2018).
Heng-Li Yang and colleagues’ study “Mobile Gaming
and Dependency” looked into the topic of mobile
game dependency (2019). The researchers conducted a
systematic evaluation of 46 papers on the association
between mobile gaming and dependency published
between 2007 and 2017. They discovered that mobile
dependency is linked to a variety of negative effects,
including poor academic performance, poor social
skills, increased anxiety and despair, and poor physical
health. In addition, the scientists found various
characteristics that contribute to mobile gaming
dependency, such as game design features (e.g.,
rewards, social interaction), individual characteristics
(e.g., age, gender), and environmental factors (e.g.,
availability of smartphones).
Addiction to mobile games is on the rise in the
Philippines, especially among young people.
According to the Philippine National Police Anti-
Cybercrime Group’s 2019 survey, mobile game
dependency was named as one of the country’s top
cybercrime problems, with an estimated 200 cases
reported in the first half of the year alone (Gonzales,
2019).
Another research done by the Department of
Education in 2018 discovered that 14% of public-
school students were attracted to mobile games, with
the most of them spending a minimum of 5 hours per
day playing (GMA News Online, 2018).
Furthermore, according to a 2020 study published in
the Journal of Addictive Disorders, 36.7% of 300
Filipino mobile gamers assessed exhibited addiction
symptoms such as cravings, tolerance, withdrawal, and
Reyes et al.
negative effects in their daily life (Montehermoso et
al., 2020).
Despite the fact that playing online games or mobile
games has become popular, little is understood about
the variables that lead to online gaming dependency.
The notion of planned behavior, social engagement,
and human computer interaction have all been found to
have an impact on students' continued intention to play
online games, which can lead to gaming dependency,
according to limited studies. The study of Alzahrani et
al. (2016) explores the impact of the theory of planned
behavior, social connection, and human computer
interface on students' addiction to playing video games
by reformulating the Facebook addiction scale to an
online game dependency scale. This study focused on
201 students from two separate institutions that play
"Clash of Clan," one of the most well-liked online
games. To assess the data, structural equation
modeling (SEM) was employed. The results show that
students' purpose to continue playing games has the
greatest impact on game dependency, while social
contact has the greatest influence on students' attitudes
toward online games. The findings were then
discussed, and pertinent recommendations for
academic institutions, students, and additional research
were made.
Online game addiction is recognized as a mental health
disorder by the World Health Organization. With 29.9
million gamers registered in the Philippines, excessive
internet gaming is on the increase. The prevalence of
depression is rising across the nation as well. The
current correlational analysis assessed the relationship
between depression and online game addiction in
Filipino teenagers (Labana et al., 2020).
The study of Garnada (2020) also sought to ascertain
the impact of online game dependency on students'
views on their academic performance in Salug Valley's
tertiary institutions in Zamboanga del Sur, the
Philippines. It determined the degree of online game
dependency, how online games affected students'
academic attitudes, and the importance of the
association between students' addiction to online
computer games and their academic views. 365 pupils
in all were used as research respondents. It used
descriptive surveys and analysis, and it utilized
Conrad's questionnaire on mobile game addiction and
the impact of online games on the researcher's
questionnaire on academic attitudes. Frequency
counts, percentages, ranks, weighted average means,
and the Pearson correlation coefficient were used to
determine the responses. The study found that the
respondents' risk of developing an online gaming
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dependency is moderate and that online games had a
moderately negative impact on their academic
attitudes. Also, there was no connection between
online game dependency and students' attitudes toward
academic responsibility, goal-setting, or study habits,
although there was a connection between their
engagement in extracurricular activities. According to
the report, school officials should help organize
entertaining and interactive activities that will divert
students' attention and encourage widespread
participation.
Students’ academic performance is determined by their
behavioral patterns and other student-related factors
such as involving in a variety of personal activities
outside of the school which specifically includes their
engagement in mobile gaming activities. Due to the
closure of educational institutions because of the
pandemic, students’ mobile gaming habits were
amplified. This explains the enormous expansion of
the gaming industry throughout the implementation of
distance online learning. Thus, this research paper
investigates how mobile games influence students’
academic performance particularly during the
prevalence of online learning. In this study of Milante
et al (2020), academic performance does not only
pertain to the grades that a student acquires, but the
overall performance he/she exhibits in school,
Additionally, an exploratory single-case study design
was used where the main participant was chosen
through purposeful sampling. The research utilized a
semi-structured interview with the main participant
along with other secondary participants including the
student’s parent, teacher, and a friend. Duta were
presented and analyzed through an inductive approach
to thematic analysis. Research findings show that there
are three causes or reasons why a student is playing
mobile games; such reasons include boredom, desire to
relieve and escape from stress, and to satisfy the need
for social interaction.
The study further asserted that playing mobile games
can either reinforce academic behavior or undermine
students’ academic drive. Given the limited number of
investigations conducted to examine the influence of
mobile games to a student’s academic performance
during the conduct of online learning, this study
certainly provides significant knowledge on the topic.
This will urge academic institutions and other
education personnel to undertake measures to ensure
that mobile games and other personal activities done
by students outside of the school do not come at the
expense of their academic performance.
One of the reasons why people are addicted to these
Reyes et al.
games is smartphone game can give an escape from
reality as well as a way to reduce stress. Individuals
who are going through unpleasant conditions, such as
work-related stress, relationship issues, or financial
difficulties, may turn to mobile games to help them
escape and deal (Griffiths et al., 2016).
Furthermore, this mobile game can also create a sense
of belonging and social connection. Many mobile
games enable players to communicate with other
players via chat or multiplayer modes, allowing them
to meet new people and form relationships (Liu & Li,
2018).
Also, the reason why people are addicted to this is
because mobile games can also create a sense of
accomplishment and fulfillment. Many mobile games
feature leaderboards or rankings that allow players to
compete and try to be the best (Kwon et al., 2017).
Research on mobile game dependency has been
conducted extensively over the years. Multiple studies
have demonstrated that dependency to mobile games
can have detrimental impacts on the social well-being
of individuals, including those in high school.
According to Adair (2022), due to the lack of face-to-
face interaction, the addictive nature of gaming, and
the withdrawal from other social activities, excessive
gaming can have a negative impact on social skills.
Similarly, Kim et al. (2018) found that dependency to
mobile games can be linked to lower social
competence, social self-efficacy, and empathy among
adolescents.
Video game dependency can cause people to lose
interest in their social skills. One of the most crucial
things a person can do in life is learn social skills, but
when they spend their entire day in front of a screen,
they have very little opportunity to practice them. This
may cause social skills to decline, which lowers one’s
quality of life. Compared to those who don’t play
video games excessively, those who struggle with
video game addiction are more likely to have social
anxiety. This is due to the tight relationship and
frequent interaction between social anxiety and
gaming disorder. Video game dependency can precede
the onset of social anxiety, or it might occur the other
way around (Adair, 2022).
Furthermore, according to research by Winter et al.
(2016), those who are lonely, lack social skills, have
low self-esteem in real life, and are less successful in
real life likely to spend more time playing video
games. Conversely, Wiederhold (2021) claims that
mobile games has social benefits. According to his
research, playing video games, particularly those that
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are social and collaborative, can encourage children to
engage in more prosocial behaviors (behavior that is
helpful, positive, and intended to foster friendship and
social acceptance). The shared experiences that social
games offer can make teenagers, kids or students more
likely to assist one another, both online and in real-
world settings. Additionally, social video games can
broaden a player’s exposure to individuals from
various backgrounds and cultures, which is crucial for
fostering empathy and identity formation. This is
especially important when children, students or
teenagers are unable to travel or socialize in school.
The major goal of this study was to determine the
prevalence of mobile game dependency among high
school students. The researchers also aimed to identify
the factors that contribute to mobile game addiction
among high school students. Furthermore, the main
goal of this study was to explore the effects of mobile
game dependency on high school students. Thus, this
study helped students realize the potential costs of
mobile game dependency. How it impacts their
judgments as well as their daily lives, social abilities,
or socialization. This might help them be better
equipped to deal with the issue.
Research Questions
The main objective of this study was to determine the
effects of mobile game dependency on the
socialization of high school students of Telesforo and
Natividad Alfonso High School. Also, this study
aimed to determine the prevalence of mobile game
dependency among high school students. Specifically,
this study sought answers to the following questions:
1. What is the level of mobile game dependency of the
respondents?
2. How may the socialization of the selected
respondents who considered to be mobile game
dependent be described?
3. Is there a significant relationship between the level
of mobile game dependency and socialization of the
high school students?
4. What recommendation could be suggested from the
result of the study?
Literature Review
Mobile Game Dependency
Due to the popularity and advancement of 4G/5G
networks, mobile games have already currently
become profitable tools for major internet platforms.
Reyes et al.
These games are even refined to cover almost all age
groups of the population rather than the young people.
Yet in the perception of the public, mobile games have
always seemed to be associated with various
derogatory terms such as interfering with learning,
addiction, and violence. K12 students usually have less
self-control capability, and they are undoubtedly the
biggest advocates of mobile games. This paper
summarizes the technological development of mobile
games from the aspects of hardware and software in
chronological order. The psychological and social
problems that mobile games have brought to K12
students are analyzed from a neutral perspective.
Mobile games have already evolved into profitable
tools for major internet platforms due to the
acceptance and development of 4G/5G networks.
Instead of being targeted only at children, these games
have even been improved to practically cover every
age group in the population. But, in the public’s
opinion, mobile games have long been linked to a
variety of negative concepts, including disrupting
learning, addiction, and violence. K12 pupils are
without a doubt the largest fans of mobile games and
typically have lower levels of self-control. This essay
provides a chronological summary of the hardware and
software aspects of the technological advancement of
mobile games. A unbiased analysis is done of the
psychological and social issues that mobile games
have caused in K–12 children (Li et al., 2022).
One of the reasons why people are addicted to these
games is smartphone game can give an escape from
reality as well as a way to reduce stress. Individuals
who are going through unpleasant conditions, such as
work-related stress, relationship issues, or financial
difficulties, may turn to mobile games to help them
escape and deal (Griffiths et al., 2016).
In order to investigate the variations in mobile game
dependency tendencies among universities (i.e., double
first-class universities, regular colleges and
universities, and higher vocational colleges), this study
used hierarchical linear modeling (HLM). It also
looked at the factors that influence mobile game
obsession tendency at both the individual and
university levels. 4,024 college students who
participated in the study completed the UCLA
Loneliness Scale, the Chinese Mobile Phone Gaming
Dependency Scale, and the Positive and Negative
Affect Scale. Significantly predicting mobile gaming
obsession tendencies were loneliness, pleasant
emotions, negative emotions, and double first-class
universities. Double first-class institutions were found
to significantly interact across levels with other
variables, such as pleasant emotions, negative
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emotions, and addiction to mobile games. The
uniqueness of this study is that it makes a distinction
between. This study is novel because it distinguishes
between the varied effects of the tendency toward
mobile phone dependency at the individual and
collegiate levels (Gan et al., 2022).
Another study aimed at determining the prevalence,
underlying causes, and effects of mobile gaming
dependency, but this one was in school-age children.
120 kids between the ages of 6 and 12 who were using
the outpatient services at the Kanyakumari
Government Medical College Hospital were included
in this cross-sectional study, which was carried out
between July 1 and December 31, 2021 by Prasath
(2022). Male pupils had more addictive behavior,
according to their research. Loneliness, the amount of
time spent playing mobile games, and utilizing them as
their main form of amusement are the main
contributors to mobile game dependency. Headaches,
eye and ear discomfort, insomnia, anxiety, sadness,
and family arguments were all side effects of this
addiction. Researchers discovered a link between
psychological and physical impairments and video
game dependency. To pinpoint gaming behaviors that
can lead to addiction and negative health effects, in-
depth research is required. Prevalence, underlying
causes, and effects of mobile gaming dependency
among school-going children aged six to twelve in the
Kanyakumari district.
The study of Mung et al. (2019) aims to investigate the
relationship of game engagement and game motivation
on game dependency among young adult Multiplayer
Online Battle Arena (MOBA) players in Malaysia.
Self-administered survey was distributed online
through social media and online forums. A total of 319
participants consisting of young adult MOBA players
in Malaysia from 18 to 35 years old participated in this
study. The survey includes demographic data, Game
Engagement Questionnaire (GEQ), Gaming
Motivation Scale (GAMS) and Internet Gaming
Disorder Scale – Short-Form (IGDS9-SF). Results
from correlation showed that game engagement and all
six subscales of game motivation: intrinsic motivation,
integrated regulation, identified regulation, introjected
regulation, external regulation and amotivation were
significantly correlated to game dependency. Result
from the multiple regression showed that game
engagement, integrated regulation, introjected
regulation and amotivation significantly predicted
game dependency. The outcome of the factors, such as
game engagement, integrated regulation, introjected
regulation and amotivation, in predicting game
dependency can be explored in future researches. The
Reyes et al.
outcome of this study can give awareness to the young
adults and general public regarding their gaming
behaviors. Alternative prevention and intervention can
be done based on the variables studied in relation to
game dependency.
Video games undoubtedly have benefits for teenagers
since they provide a way out of reality for those who
are having mental or physical problems. Video games,
however, have a number of negative effects on
teenagers, who often find themselves losing the ability
of s e l f - c o n t r o l, tim e m a n a g e m e n t , and
concentration—skills necessary for success in their
scholastic careers and in making adjustments to adult
life. There are many causes for it, but social influences
have a particularly strong impact on teenagers. Family
has a significant impact on a teen’s ability to study and
understand the world. The influence of stressful life
events on video game dependency may be lessened by
school climate and school ties. Other factors
contributing to the obsession include peer gaming
behavior and another people’s happiness. This work
provides theoretical underpinning for the forthcoming
studies in this subject based on the analysis of earlier
studies from the aforementioned perspectives (Jin et
al., 2021).
The goal of the study of Karaca et al. (2020) was also
to examine middle school students' levels of online
game addiction (OGA) and the risk variables related to
OGA. In the province of Istanbul, the descriptive
cross-sectional study was carried out at seven middle
schools. 1174 students who played online video games
were included in the study, and data were gathered
using a questionnaire, the Computer Game Addiction
Scale for Children (CGASC), and the Social Anxiety
Scale for Children (SASC). It was discovered that
older age, a higher level of social anxiety (SA), having
a mother who is employed, having parents who
completed high school or a higher level of education,
and the amount of time spent on computers are risk
factors for OGA. It was also discovered that 5.7% of
the sample group were addictive users and that 44%
were problematic users.
A research model of Tabiola et al. (2019) is created to
look at the predisposing factors for mobile game
dependency based on prior studies and two key
characteristics of mobile games, such as hedonic and
sociality. Teenagers are intended to be drawn in for
hours on end by video games or mobile apps. By
playing video games, most teenagers experience a
sense of empowerment and success. They are stuck in
the difficult transition between childhood and
adulthood because they lack financial independence in
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the real world. This study tries to understand the
reasons behind student dependency to mobile games
and how it may impact academic performance.
Knowing the potential causes and avoiding or reducing
the usage of mobile games may be made easier with
the aid of parents, instructors, and students. Qualitative
research was the method employed in this
investigation. Collecting non-numerical data through
observation is a scientific method. Descriptive design,
a sort of qualitative study employed, tries to
characterize the existing status of the variable or
phenomena. The survey questionnaire was the tool
used by the researchers to collect the data required for
the study. Variable 1: Frequent causes of headaches
from playing mobile games include strong
concentration or eye strain. Excessive use of a
computer mouse or game controller results in carpal
tunnel syndrome. But the fact that video games are
made to be addictive is one of the key reasons why
they can be so difficult to stop playing. Like anybody
else seeking to turn a profit, video game developers are
constantly looking for strategies to increase player
engagement.
The study of Reyes (2021) also aimed to investigate
the prevalence and correlates of mobile game
dependency among Filipino adolescents. A total of 500
high school students from Metro Manila participated
in the study. They completed a self-administered
questionnaire that assessed their mobile game
dependency, gaming motives, psychological distress,
and academic performance. Results showed that 31.6%
of the participants were classified as addicted to
mobile games. Mobile game dependency was
significantly associated with higher levels of gaming
motives, psychological distress, and lower academic
performance. Among the gaming motives, the need for
escape and socialization were found to be the strongest
predictors of mobile game dependency. These findings
suggest the need for interventions that target the
underlying motivations for playing mobile games and
provide support for adolescents who may be
experiencing psychological distress due to excessive
gaming.
A growing number of empirical research look at the
small fraction of people who seem to experience
problems as a result of excessive gaming. Video
gaming has become a common leisure activity around
the world. The study of Wittek et al. (2015) examined
the prevalence rates and risk factors for video game
dependency in a sample of players who were randomly
chosen from the Norwegian National Population
Registry (N = 3389). According to the findings, there
were 87.4% regular players, 1.4% addicted players,
Reyes et al.
7.3% problem players, and 3.9% engaged players.
Male gender and young age were positively correlated
with being an addicted, problematic, and active gamer.
Also, birthplace (Africa, Asia, South, and Middle
America) was positively correlated with problem and
addicted gaming. Dependency to video games was
found to be favorably correlated with neuroticism and
negatively correlated with conscientiousness. Problem-
and engaged gaming were positively correlated with
poor psychosomatic health.
A growing body of research is being done on gaming
dependency. The past ten years have seen a notable
rise in the quantity of empirical studies looking at
different facets of problematic video game play and
gaming dependency. This essay begins with a quick
overview of the history of video game dependency
research. The past three decades have changed (i.e.,
the 1980s, 1990s and 2000s). Then, it looks into the
situation more closely. By examining (i) the
prevalence of problematic video game use and video
game dependency, harmful effects of excessive video
game use, variables linked to problematic video game
use, and Video game dependency, problematic video
game use, and (iv) treatment for these issues. The
document last section examines industry trends and
offers a somewhat theoretical analysis of what the
future of video games might hold. It might be
addiction (Griffiths et al., 2017).
The study of Vicpher Garnada (2020) sought to
ascertain the impact of online game dependency on
students’ views on their academic performance in
Salug Valley’s tertiary institutions in Zamboanga del
Sur, the Philippines. It determined the degree of game
dependency, how online computer games affected
students’ academic attitudes, and the importance of the
association between students’ addiction to online
computer games and their academic views. 365 pupils
in all were used as research respondents. It used
descriptive surveys and analysis, and it utilized
Conrad’s questionnaire on game dependency and the
impact of online games on the researcher’s
questionnaire on academic attitudes. Frequency
counts, percentages, ranks, weighted average means,
and the Pearson correlation coefficient were used to
determine the responses. The study found that the
respondents’ risk of developing an online gaming
dependency is moderate and that online computer
games had a moderately negative impact on their
academic attitudes. Additionally, there was no
connection between online game addiction and
students’ attitudes to Chun ward academic
responsibility, goal-setting, or study habits, although
there was a connection between their engagement in
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extracurricular activities.
Most studies on gaming dependency have targeted
adolescents in schools, while studies on gaming
dependency among out-of-school adolescents remain
scarce. Therefore, this study investigated the influence
of parental and peer attachment on gaming addiction,
mediated by social stigma among Korean out-of-
school adolescents. The Dropout Youth Panel Survey
was used for a sample of 437 dropout adolescents. The
results showed that out-of-school adolescents' social
stigma fully mediated the relationship between
parental and peer attachment and gaming addiction.
Parental attachment significantly predicted out-of-
school adolescents' gaming addiction by decreasing
their social stigma. Peer attachment also influenced
gaming addiction in out-of-school adolescents via the
mediated effects of social stigma. No direct effect of
parental and peer attachment on gaming obsession was
found. Social stigma played an important role in
decreasing levels of gaming dependency. In addition,
our study revealed that the direct and total effects of
parental attachment on gaming addiction were greater
than the effect of peer attachment. This study
empirically verified the importance of social stigma
based on modified labeling theory and provides a valid
mechanism to describe how Korean out-of-school
adolescents develop gaming addictions. The findings
suggest effective strategies for prevention and
treatment for dropout adolescents in South Korea
(Chun & Kim 2022).
Some factors associated with video game dependency
of Filipinos found during the COVID-19 pandemic. In
reaction to the growing worry over the popularity of
video games, due to the potential danger and
especially now that Internet Gaming Disorder (IGD) is
so prevalent discussed by the American Medical
Association since its addition in 2013, along with its
recommended criteria (Barbon, 2021).
An analysis of the causes of mobile game dependency
is based on prior research and two key characteristics
of mobile games (such as hedonic and sociality). 234
users of mobile games participated in a survey to test
our proposed model, and the findings largely support
our expectations. Particularly, perceived enjoyment
and visibility are discovered to be favorably related to
flow, which in turn influences addiction. In addition to
its direct impact on addiction via flow, perceived
visibility is discovered to also have a direct impact on
addiction. Furthermore, highlighted are the
ramifications for theory and practice. (Sun et al.,2015).
It is important to distinguish between the internet’s
Reyes et al.
general platform and its particular applications in light
of growing research on internet addiction. The 2007
(N = 4920) and 2008 (N = 4753) samples of a
longitudinal survey study among adolescents were
used, as well as the 2007-2008 cohort subsample (N =
1421). This study of Van and Rooij (2011) examines
the relationship between time spent on various internet
applications (including online gaming) and compulsive
internet use in a large sample of adolescents. In two
cross-sectional multiple linear regression models and
one longitudinal regression model, compulsive internet
use was predicted from the amount of time spent on
various internet applications. Changes in behavior (i.e.,
the amount of time spent on various applications) were
related to changes in compulsive internet use. Both
samples revealed an association between compulsive
internet use and downloading, social networking, MSN
use, Habbo Hotel, talking, blogging, online gaming,
and casual games. Online gaming was found to have
the highest correlation with compulsive internet use
out of all of them. Also, for the longitudinal cohort,
variations in online gaming were most closely related
to variations in compulsive internet use. Online
gaming and compulsive internet use have been found
to be closely related. It is further maintained that
obsessive online gamers should be considered a
subtype of compulsive internet users.
As far as the present study is concerned, no studies
have been conducted which determines whether
mobile game dependency and cyberbullying are causal
factors for the academic performance of students. It is
now the objective of the present study to determine
whether both can negatively affect the academic
performance of students. This study employed a
quantitative approach to determine a possible
correlation between mobile game dependency and
cyberbullying with student academic performance. A
total of eighty-five (85) respondents from National
University – Philippines answered two questionnaires
through Google Forms, namely, the Game Addiction
Questionnaire and Cyberbullying Questionnaire.
Convenience Sampling was used to gather the
respondents of the two surveys. Both cyberbullying
and mobile game dependency (constructs) were
neglected as causal factors for the students’ academic
performance. However, it can be concluded that those
who have been a victim of cyberbullying are most
likely to perpetrate or initiate cyberbullying. Previous
research on traditional bullying and cyberbullying
shown that both can have a significant negative
influence on students' academic performance, among
other things. As far as the current study is concerned,
no research has been done to determine whether
cyberbullying and mobile gaming dependency are
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causes of kids' poor academic performance. The
current study's goal is to ascertain whether either can
have a detrimental impact on students' academic
performance. To ascertain a potential relationship
between cyberbullying and student academic
performance and mobile gaming dependency, this
study used a quantitative methodology. Eighty-five
(85) individuals from National University - Philippines
completed the Game Addiction Questionnaire and the
Cyberbullying Questionnaire using Google Forms. The
two surveys' respondents were gathered via
convenience sampling. Cyberbullying and mobile
gaming dependency (constructs) were not taken into
consideration as contributing variables to the students'
academic success (Fabito et al., 2018).
Games online is one of the technologies that caught
attention over the last decade. Despite the positive
effects, parents frowned because of the potential on the
overuse of this technology which leads to addiction by
students. The dark side of playing online games
becomes an issue of debate in society. Thus, the study
of Verecio (2018) is also conducted to determine the
associations of playing online games towards
academic performance. The descriptive survey method
which involved a questionnaire, interviews, and
observations were employed. One hundred thirty-nine
(139) students currently enrolled during the first
semester of the school year 2017-2018 served as
respondents. The findings showed that the majority of
the students expressed that playing online games has
adverse effects in their academic performance such as
“I cannot focus on my studies” having (49.61%;
n=69).
The study of Islam (2022) 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
analyzed. 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
Reyes et al.
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.
The study of Reyes (2019) also looks into how mobile
game dependency affects high school students’
academic performance. The findings demonstrate how
mobile game dependency significantly lowers
academic performance, including grades and test
scores. Both media and scientific studies have looked
into the potential risks of digital games for the
emergence of game addiction among their users.
Research has so far identified several potential risk
variables, including social situations, personality traits,
and playing incentives. The current study provides
preliminary insights into the perceptions of risk factors
held by 32 (non-addicted) gamers and 9 (counselors)
counselors. The study found that players, in particular,
recognized social setting as the most significant role in
the onset of problematic playing behavior, whereas
counselors placed a greater emphasis on progressing
already established psychological disorders through
one-on-one interviews with members of both groups.
Online gaming dependency is defined as a person’s
continued and frequent usage of the internet to play
games, which significantly impairs or distresses their
lives. According to media sources, the present
epidemic has made online gaming dependency more
severe due to children and young adults having
increased access to online devices. However, the topic
of online gaming dependency is still a recent one, with
numerous researches looking at different aspects of it
(Rios et al. 2022).
The modern youth are more active due to their more
sophisticated cellphones with top-notch gaming
features. The literature that is currently available,
however, indicates that adolescents experience a
variety of psychological issues, such as low self-
control brought on by a dependency to mobile games,
mental illness, despair, loneliness, and insomnia.
Therefore, the purpose of this study is to determine the
incidence of and driving forces behind mobile game
dependency among Bangladeshi university students.
To gather the necessary data, a cross-sectional survey
of 1125 students from three universities in Bangladesh
was conducted. To achieve this study’s goal,
descriptive statistics, the 2 tests, and an ordinal
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regression model were used. The results demonstrate
that when it comes to mobile game dependency, male
students are more prone than female students to exhibit
addicted behaviors. According to the findings, the
primary factors contributing to mobile game
dependency are boredom, the length of time spent
using cellphones and playing mobile games, and
sources of entertainment. Additionally, more than half
of those polled (54.3%) had a serious game addiction
after being persuaded to play by their friends and
YouTube gamers. Furthermore, students are
experiencing a variety of physical issues, including
headaches, eye discomfort, hazy vision, and ear
discomfort (Sayeed et al., 2021).
Kiss and. Griffiths (2021) suggests that excessive
online gaming may lead to symptoms commonly
experienced by substance addicts. Since games are
particularly appealing to children and adolescents,
these groups may be more at risk than other groups
of developing gaming dependency. Given these
potential concerns, a literature review was undertaken
in order (i) to present the classification basis of online
gaming dependency using official mental disorder
frameworks, (ii) to identify empirical studies that
assess online gaming dependency in children and
adolescents, and (iii) to present and evaluate the
findings against the background of related and
established mental disorder criteria. Empirical
evidence comprising 30 studies indicates that for
some adolescents, gaming addiction exists and that as
the addiction develops, online gaming addicts spend
increasing amounts of time preparing for, organizing,
and actually gaming. Further evidence suggests that
problematic online gaming can be conceptualized as a
behavioral addiction rather than a disorder of impulse
control.
Similarly, Schmitz et al. (2012) found that mobile
games have benefits. Their study says that an
increasing number of educational experts have begun
to recognize the extensive potential of mobile learning
games as a teaching and learning aid. In order to
comprehend game mechanics with reference to
learning outcomes, their study reviews recent research
in the area. Their essay has two goals in mind. First,
they present a methodology for analysis that is based
on earlier research on mobile game design patterns and
learning results. The framework concentrates on two
elements: learning motivation. Second, they outline a
series of patterns that they found in the literature and
that have a favorable impact on these two factors.
(Schmitz et al., 2012).
Reyes et al.
Socialization
The interaction of people is the foundation of society.
It is also the era of technology and computers. Digital
games fill the void left by physical games as they
become less valuable in the modern world. Bangladesh
was affected by modernity many years ago because it
is a developing nation. As community-based labor is
also prevalent here and digital games are well-known,
Bangladesh was chosen as the subject of this study
since it met all the criteria. Even if the researchers
encountered certain difficulties, it is not a major deal
to execute this job because digital games are currently
so well-known in their nation. The majority of the
younger generation is addicted to this type of online
game and plays it for hours on end. Family and
societal ties are therefore becoming less valuable.
Social interaction is important to us, but when young
people spend a lot of time in virtual worlds, they are
unable to communicate correctly with others in
society, including their own families. Due to digital
gaming, they are unable to see earlier cultural activity
in society. They faced numerous challenges in
achieving the goal of the study. Despite the difficulty,
they collect information from 150 online gamers.
Researchers collect information using a Google form.
The opinions of the gamers' families, as well as others
in their immediate surroundings, are Important to our
research. Therefore, the researcher gathered the
testimony from their family members and friends’
other members of society. By this poll, their study
shows that many gamers are now so addicted and that
their minds and brains are so strongly wired that they
occasionally avoid talking to their family members and
skipping out on social events, even as numerous
crimes are occurring (Rahman, 2022).
The study of Fuertes and King (2021) was also focus
on the mobile game dependency affecting students’
socialization. They intend to investigate how mobile
game dependency affects high school students’ social
behaviors in the Philippines. 200 high school students
in all took part in the study. Data were gathered using
a self-made survey questionnaire and the Mobile
Gaming Addiction Scale (M-GAS). The findings
demonstrated that high school kids are frequently
addicted to mobile games, with more than half of the
participants expressing moderate to high degrees of
dependency. The most addicting aspects of mobile
games were found to be cooperative play and rivalry
with other players. The study also showed that high
school students’ interpersonal connections, academic
performance, and physical health are negatively
impacted by dependency to mobile games. The study
also found that high school students’ relationships with
others, academic performance, and physical health all
suffer as a result of their dependency to mobile games
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(Fuertes & King, 2021).
In today’s environment, when progress is happening
more quickly, technology enables us to advance and
innovate. With technology, we innovate from
traditional to digital existence. The progress of
technology has resulted in a number of technological
advancements, including mobile gaming. Technology
has made gaming, a leisure activity, accessible through
the advent of apps for mobile devices. Although
technology is useful, it also has a drawback: addiction.
Data from 513 college students from various Filipino
colleges were used for the study. Their study shows
that there is any correlation between a student’s time
spent playing mobile games and their social contacts
(Costales et al., 2022).
Many online game players spend inordinate amounts
of time in their favorite virtual worlds. A large
percentage of these players are teenagers who show
behaviors normally associated with physical addiction.
Parents, educators, and social scientists are therefore
saying that online games are sources of social
problems. The authors surveyed 174 Taiwanese
college-age online players to collect data on the
potential effects of online games on the quality of
interpersonal relationships and levels of social anxiety.
According to the results, the quality of interpersonal
relationships decreased and the amount of social
anxiety increased as the amount of time spent playing
online games increased. Online gamers frequently
squander a lot of time in their preferred virtual worlds.
Teenagers make up a sizable portion of these players,
and they frequently exhibit behaviors that are
indicative of physical addiction. As a result, internet
games are said to be a cause of social issues by
parents, teachers, and social scientists. In order to
gather information about the effects of online gaming
on the caliber of interpersonal relationships and
degrees of social anxiety, the authors polled 174
Taiwanese college-aged online gamers. The results
showed that as the amount of time spent playing online
games rose, the quality of interpersonal interactions
dropped and the level of social anxiety increased (Lo
et al., 2005).
The study of Vanzoelen and Caltabiano (2016) looked
into whether persons with social anxiety disorder
(SAD) or depressive symptoms or a temperamental
tendency toward having a high behavioral inhibition
system (BIS) would be more likely to become addicted
to online gaming. A total of 186 individuals (147
university students and 39 Second Life (SL) users)
participated in the two-month data collection process,
with 66 men (M=34.6, SD=14.15) and 120 women
Reyes et al.
(M=33.32, SD=12.8) completing all online surveys.
According to the results of a hierarchical multiple
linear regression analysis, social anxiety accounted for
the majority of the variation in the model, which
explained 9.9% of the variance in gaming addiction,
along with a high BIS and depression.
Kanat’s study (2019) show that the definitions of
addiction now include addiction to digital games. The
cognitive, psychological, and social lives of the
individual are significantly impacted by game
addiction or dependency. It is clear that such
addictions, which are gaining ground across the globe
quickly, are also common among Turkish children and
teenagers. Turkey has a sizable young population;
thus, it is important to look at the issues associated
with digital games and find the best solution. The
purpose of this study is to examine how university
students perceive their levels of communication,
addiction to online games, and loneliness in relation to
various demographic factors. 646 students enrolled in
the 2018–2019 academic year at nönü University made
up the study’s sample. Data were gathered via a survey
that included a personal information form, the UCLA
Loneliness Scale, the Digital Game Addiction Scale,
and the Communication Skills Scale. The independent
t-test, one-way analysis of variance test (ANOVA),
and Pearson’s Product-Moment Correlation Analysis
were used to assess the study’s data. The findings
show that the participants’ digital gaming addictions
vary by gender, grade, parental education level, daily
playing duration, and sibling count. However, the
addiction to online gaming is unaffected by financial
level. While communication skills are influenced by
gender, grade level, mother’s education, length of
play, and the number of siblings, they are unaffected
by the father’s education or wealth. The perception of
loneliness among students is significantly correlated
with gender, the educational level of the parents, and
the amount of time spent playing. One of the study’s
key findings is that there is a substantial association
between addiction to video games and communication
abilities but not a statistically significant relationship
between addiction to video games and loneliness.
Recent research has shown that at least a small
proportion of players struggle to regulate their online
video game usage. Spending too much time playing
online video games can have a negative impact on
social interactions in “real life,” at work, and in school.
Online games, particularly multiplayer role-playing
games, appear to be more frequently linked to video
game dependency. The topic of the video game
industry’s social responsibility is investigated by
drawing comparisons to other sectors, such gambling,
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that are subject to stringent regulation. At the moment,
online video game publishers don’t offer either
customer support or referral services in relation to
video game dependency. In our view, a dual strategy is
required. First and foremost, consumers need to be
aware of any potential addiction hazards associated
with playing online video games. Second, legitimate
referral services should be implemented by game
publishers. At this juncture, the video game industry
may benefit most from offering customer support and
referral services as it may very well avoid government
interference that would limit sales. Hence, acting on
the subject of social responsibility will be
advantageous for both the game industry and the
client, who will be informed and correctly referred
(Antonius et al., 2010).
The Problem Video Game Playing (PVP) survey,
which was created in Spain, was used in the current
study to compare a sample of teenagers from the
United States with a sample from Spain. The study
also looked at reported distress in social life, work
activities, and school among high school students,
college students, and adults, as well as excessive video
game playing. An instrument created by the authors
and the PVP was used to survey samples from a big
Eastern university, two suburban high schools, and an
online survey. The PVP is supported by the results,
and the Spanish and American samples are similar,
however there are no associations between the PVP
and ratings of distress in areas of daily functioning
(Hart et al., 2009).
Both media and academic study have addressed the
possible risks of digital games for the emergence of
game addiction among their users. In terms of social
contexts, personality qualities, and playing
motivations, research has so far identified a number of
possible risk factors. The current study offers the first
insights into how (non-addicted) players (N = 28) and
counselors (N = 7) perceive danger variables. By
conducting one-on-one interviews with members of
both groups, they discovered that players, in particular,
identified social context as the most significant factor
in the emergence of problematic playing behavior,
whereas counselors placed a greater emphasis on
advancing already present psychological issues. They
contend that the creation of preventative and
intervention programs must be informed by the
experiences of both groups (Kneer et al., 2014).
The study of Zorbaz (2015) examines whether or not
the following four factors— “Discouraging Family
Relations,” “Supportive Family Relations,” “Total
Time Spent on the Computer and Gadgets,” and
Reyes et al.
“Grade Point Average (GPA)”—predict the prevalence
of video game dependency among elementary school
students. It also examines whether there is a significant
difference in the prevalence of video game
dependency among students based on gender or the
educational attainment of their parents. The study
group, which consists of 396 kids in grades 4 and 6, is
a descriptive survey model. The Scale of Game
Addiction for Children (SGAC), The Family
Relationship Scale for Children (FRSC), and the
Personal Information Form were developed by the
researchers to collect data for this study (PIF).
Stepwise regression, one-way variance analysis, and
an independent sample t-test were used in SPSS to
evaluate the study’s data. The study’s results show that
while the variables “Discouraging Family Relations,”
“Time Spent on the Computer or Gadgets,” and
“GPA” meaningfully predict the rates of video game
addiction in 4th and 5 th grade pupils, the variable
“Supportive Family Relations” did not. Also, it was
discovered that male students had higher rates of video
game addiction than female students. According to the
findings of a one-way variance analysis, the
educational level of parents has no appreciable impact
on the prevalence of video game addiction among
adolescents.
Mobile game dependeny has caught the attention of
academics as a new sort of addictive behavior that
differs from typical internet game dependency on
desktop computers due to its potential detrimental
impact on mental health issues. However, due to a lack
of a specific instrument for detecting this new type of
behavioral addiction, only a small number of studies
have specifically studied the association between
mobile gaming dependency and mental health
outcomes. In this study, social anxiety, sadness, and
loneliness among adolescents were evaluated in
relation to the use of mobile games. We discovered
that social anxiety, despair, and loneliness were all
positively correlated with mobile game dependency.
When gender differences in the pathways from mobile
game dependency to these mental health outcomes
were further analyzed, the findings showed that male
teenagers typically report higher levels of social
anxiety when they use mobile games in an abusive
manner. Limitations and consequences for mental
health practice were also covered (Wang et al., 2019).
The study’s goal of Serhat et al (2022) is also to look
into how much social anxiety and digital gaming
addiction young people who play sports for fun
experience. 226 teenagers who do sports for fun (69
girls and 157 boys) took part in the study. The short
form of the digital game addiction scale (DGAS-7)
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developed by Lemmens and friends (2009) and
adapted into Turkish by Irmak and Erdoan (2015) as
well as La Greca and others, (1988) developed by
Demir and others, (2000) Social Anxiety Scale for
Children, which was adapted into Turkish, were used
in the research along with the personal information
form that the researcher had created. The statistical
tool SPSS 22 was utilized to analyze the research.
Regression analysis and MANOVA analysis were both
used in the study. The research’s degree of
significance was determined to be p.01. The
investigation revealed that guys’ average digital
gaming addiction scores were substantially higher than
those of girls. The regression analysis revealed that the
variables of gender and owning a computer at home,
together with digital gaming addiction, statistically
significantly predicted social anxiety.
The study of Yilmaz et al. (2018) also shows that
students who play a lot of video games affect their
classmates and teachers at school. Focus groups and
in-person interviews have been conducted for this
reason utilizing semi-structured interview forms
created by the study team. The data were gathered
from 21 participants, including three students who
played video games a lot, 16 of their peers, and 2
teachers. The results show that serious gamers exhibit
negative behaviors, such as communication and
behavioral issues, in a school setting. Findings also
indicate that pupils who play a lot of video games
prefer to play at home rather than participate in
classroom activities. Heavy gamers typically prefer to
hang out with other heavy gamers or male peers since
they can discuss shared interests with them (video
games, their gaming skills, soccer, outdoor games,
etc.) that they can’t do with female peers. Teachers
claim that students who play a lot of video games
perform poorly in school. The English teacher,
however, emphasized the advantages of video games
for students’ vocabulary development.
Another study that examines how gaming affects
young people’s brains, concentrating on its detrimental
impacts, including social isolation and sadness is the
study of Nguyen and Landau (2019). The main goal of
their study is to show that excessive gaming is strongly
correlated with negative effects like social isolation
and depression by reviewing numerous academic
articles that unmistakably show that excessive gaming
has negative effects like these. Over the years,
psychologists, parents, and the general public have
played a key role in advancing literature on gaming
and brain development. Children who play video
games grow up to be socially isolated. This opens the
door for despair and other self-destructive behaviors.
Reyes et al.
The methodology section explains why secondary
research and secondary data were necessary to support
the primary research. This section details actual studies
on how playing video games partially activates
pleasure circuits, which results in impulsive conduct
that prevents kids from having active social lives.
However, Uz and Cagiltay (2015) say that Multi-User
Online Games like mobile games offer the chance to
build a social environment for friendships and
strengthen the relationships. They have evolved
increasingly from co-located experiences into multi-
played, socially oriented platforms (Herodotou, 2009).
Yet, a number of researchers backed the hypothesis
that players who seek meaningful connections in a
virtual world may struggle to do so in the real world
(as cited in Redmond, 2010).
The present study of Jung (2020) examined the
educational roles of games that were not designed for
pedagogical purposes. With respect to the roles of
gamers’ communication—communication networks,
network diversity, and heterogenous discussion—three
specific sub-objectives of the present work include: (1)
to examine the extent to which games can be social
learning environments, (2) to examine how gamers’
communication contributes to perceived learning, and
(3) to evaluate the relationship between game genre’s
unique characteristics and learning effects. This work
statistically tested a series of research hypotheses
using empirical data obtained from a national survey
of Korean gamers (N = 1392). The results from
hierarchical multiple regression analysis indicate that
game genres and gamers’ communicative networks
were significant predictors of perceived game learning.
Importantly, game genres that are considered by
policymakers to be violent and addictive were found to
contribute to learning. Additionally, gamers’
communication variables that are not closely related to
education and politics significantly predicted their
learning. Based on the results, this study suggests that
game cosplaying or gamers’ social networks should be
considered important for socio-cultural learning.
Moreover, the current study provides empirical
evidence that exposure to diverse perspectives during
game playing contributes significantly to not only
tolerance and deliberative democracy but also the
socio-political learning of gamers. In this regard, the
present study expands the literature on pedagogy
(learning effects), political communication (benefits of
heterogeneous/deliberative discussions), and game
studies (game dependency/gaming disorder). Thus,
this study provides new insights for current research
on the educational roles of games.
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In conclusion, mobile game dependency is a growing
societal problem due to the frenzied development of
mobile games and the roaring expansion of the market
size (Rubia et al., 2019). The study by Fuertes and
King (2021) also showed that high school students’
interpersonal connections, academic performance, and
physical health are negatively impacted by dependency
to mobile games. The study also found that high
school students’ relationships with others, academic
performance, and physical health all suffered as a
result of their dependency to mobile games. Antonius
et al. (2010) also say that spending too much time
playing online video games can have a negative impact
on social interactions in “real life,” at work, and in
school. It is also stated that players struggle to regulate
their online video game usage because one of the
reasons why people are addicted to these games is
smartphone game can give an escape from reality as
well as a way to reduce stress. Individuals who are
going through unpleasant conditions, such as work-
related stress, relationship issues, or financial
difficulties, may turn to mobile games to help them
escape and deal (Griffiths et al., 2016). To conclude,
most of the studies show that mobile game dependency
has negative impacts on a person's life, especially the
socialization of a person. However, there are few
studies that support the idea that playing mobile games
has benefits, like the studies by Uz and Cagiltay
(2015) and Schmitz et al. (2012). But it is not stated
that dependency to mobile games has benefits.
To sum up, most of the studies say that the prevalence
of mobile game dependency among adolescents,
children, or students was found to be high. It also
shows that excessive playing of mobile games has
negative consequences. However, there are few studies
that say that mobile game dependency has positive
consequences. Furthermore, the majority of the studies
show that there is a significant relationship between
the level of mobile game d epend en cy and
socialization.
Methodology
Type of Research
Without further follow-up from the participants, a
cross-sectional study describes a group of people at
one specific period (Campbell, Machin, & Walters,
2007). Moreover, this method allows for the
assessment of the effects of this mobile game
dependency on socialization of high school students.
The data will then be examined for correlation using
statistical software (JAMOVI), and the results will
Reyes et al.
then be described. In line with Sousa et al. (2007), in
order to describe and understand what was, descriptive
research goes beyond merely gathering and tabulating
data. Through descriptive research, topics such as
social, demographic, or environmental issues can be
studied. Also, it can be utilized to describe the level of
mobile game dependency among high school students.
A descriptive research tries to clarify the
characteristics and qualities of a phenomenon.
Respondents, Sampling, and Research Site
For the academic year 2022–2023, junior and senior
high school students at Telesforo and Natividad
Alfonso High School (TNAHS) made up the
respondents. In order to maintain confidentiality, the
names of the respondents were suppressed in favor of
codes that were organized in a particular order.
Telesforo and Natividad Alfonso High School is
located in Sta. Maria, Sta. Ana, Pampanga, with a total
population of 1050 students, composed of 6-year
levels from junior high school to senior high school.
Each grade level was composed of 5 sections, and
every section has 30 to 40 students. However, the
researchers only chose 100 students that potentially fit
the study’s objectives, such as those with extensive
experience or an interest in the study. Thus, purposive
sampling was applied.
Instrument
The primary instruments that has been used for the
gathering of data are the printed questionnaires that
were provided by the researchers. The printed
questionnaires was composed of 3 parts: the first part
was the profile of the respondents with regards to their
name (optional), grade and section; the second part
was the survey proper. The researcher used a self-
made questionnaire to measure the level of perceptions
of mobile game dependency among the respondents.
This part was evaluated by the respondents using a 5-
point Likert scale: 5 = strongly agree, 4 = agree, 3 =
neutral, 2 = disagree, and 1 = strongly disagree. Also,
the researcher provided a self-made questionnaire to
determine the socialization of mobile game
dependency based on students’ perceptions, which was
also answerable on a 5-point Likert scale: 5 = strongly
agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 =
strongly disagree.
Data Collection Procedure
The researcher printed enough copies of the validated
questionnaire to accommodate all respondents once it
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Table 1. Level of Respondents’ Mobile Game

Dependency.

has been validated. After the approval, a letter of

request to the school principal was also created at the
same time. Letters of request and questionnaire copies
were delivered directly by the researchers. After the
researchers had given the participants the necessary
information to complete the questionnaire, they would
then answer it. The questionnaires were also retrieved
on the same day they were answered. After collecting
all the necessary data, the researcher analyzed and
tabulated the data based on the objectives of the
study.

Ethical Consideration

The researchers adhered to ethical standards when

carrying out a study. To make sure that participants
have a thorough comprehension of the topic under
study, the researchers developed a well-informed
consent form. The informed consent form offers
information about the study as well as the data that
must be collected and that may be used in the study’s
design because respondents play a crucial role in
research. Respondents had the right to ask questions,
secure all of their submitted information, and withdraw
from the study at any time. Respondents won’t
experience any more harm in any form. Students are
not forced to complete the questionnaire in any way.
The most crucial piece of information provided by
each respondent is what we, as researchers, must keep
hidden and secure because it is confidential.

Results and Discussion

Table shows the level of the respondents’ mobile

game dependency. The computed grand mean was
3.4231 with a standard deviation of 0.5663 and
interpreted as agree. This implies that most of the
students agree with mobile game dependency. Thus,
it shows that the level of mobile game dependency
among TNAHS students was found to be quite high.

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Research Article

A similar result had been established in the study of
Fuertes and King (2021), in which they investigated
how mobile game dependency affects high school
students’ social behaviors in the Philippines. 200 high
school students in all took part in the study. The data
were gathered using a self-made survey questionnaire
and the Mobile Gaming Addiction Scale (M-GAS).
The findings demonstrated that high school kids are
frequently addicted to mobile games, with more than
half of the participants expressing moderate to high
degrees of dependency. The most addictive aspects of
mobile games were found to be cooperative play and
rivalry with other players. The study also showed that
high school students’ interpersonal connections,
academic performance, and physical health are
negatively impacted by dependency to mobile games.
The study also found that high school students’
relationships with others, academic performance, and
physical health all suffer as a result of their
dependency to mobile games.
The goal of the study of Karaca et al. (2020) was also
to examine middle school students' levels of online
game addiction (OGA) and the risk variables related to
OGA. In the province of Istanbul, the descriptive
cross-sectional study was carried out at seven middle
schools. 1174 students who played online video games
were included in the study, and data were gathered
using a questionnaire, the Computer Game Addiction
Scale for Children (CGASC), and the Social Anxiety
Scale for Children (SASC). It was discovered that
older age, a higher level of social anxiety (SA), having
a mother who is employed, having parents who
completed high school or a higher level of education,
and the amount of time spent on computers are risk
factors for OGA. It was also discovered that 5.7% of
the sample group were addictive users and that 44%
were problematic users.
dependency, but this one was in school-age children.
120 kids between the ages of 6 and 12 who were using
the outpatient services at the Kanyakumari
Government Medical College Hospital were included
in this cross-sectional study, which was carried out
between July 1 and December 31, 2021 by Prasath
(2022). Male pupils had more addictive behavior,
according to their research. Loneliness, the amount of
time spent playing mobile games, and utilizing them as
their main form of amusement are the main
contributors to mobile game dependency. Headaches,
eye and ear discomfort, insomnia, anxiety, sadness,
and family arguments were all side effects of this
dependency. Researchers discovered a link between
psychological and physical impairments and video
game dependency. To pinpoint gaming behaviors that
can lead to addiction and negative health effects, in-
depth research is required. Prevalence, underlying
causes, and effects of mobile game dependency among
school-going children aged six to twelve in the
Kanyakumari district.
Table 2. Level of Perceptions of Respondents towards
the Social Effects of Mobile Game Dependency

A growing number of empirical research look at the

small fraction of people who seem to experience
problems as a result of excessive gaming. Video
gaming has become a common leisure activity around
the world. The study of Wittek et al. (2015) examined
the prevalence rates and risk factors for video game
dependency in a sample of players who were randomly
chosen from the Norwegian National Population
Registry (N = 3389). According to the findings, there
were 87.4% regular players, 1.4% addicted players,
7.3% problem players, and 3.9% engaged players.
Male gender and young age were positively correlated
with being an addicted, problematic, and active gamer.

Another study aimed at determining the prevalence,

underlying causes, and effects of mobile game

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Research Article
Table 2 shows the level of perception of the social
effects of mobile game dependency among the
respondents. The computed grand mean was 3.4043
with a standard deviation of 0.5987 and interpreted as
agree. This implies that most of the students agree with
the social effects of mobile game dependency.
A similar study had been established in the study of
Kanat (2019), which examined how university
students perceive their levels of communication,
dependency to online games, and loneliness in relation
to various demographic factors. 646 students enrolled
in the 2018–2019 academic year at nönü University
made up the study’s sample. Data were gathered via a
survey that included a personal information form, the
UCLA Loneliness Scale, the Digital Game Addiction
Scale, and the Communication Skills Scale. The
independent t-test, one-way analysis of variance test
(ANOVA), and Pearson’s Product-Moment
Correlation Analysis were used to assess the study’s
data. The findings show that the participants’ digital
gaming addictions vary by gender, grade, parental
education level, daily playing duration, and sibling
count. However, the dependency to online gaming is
unaffected by financial level. While communication
skills are influenced by gender, grade level, mother’s
education, length of play, and the number of siblings,
they are unaffected by the father’s education or wealth.
The perception of loneliness among students is
significantly correlated with gender, the educational
level of the parents, and the amount of time spent
playing. One of the study’s key findings is that there is
a substantial association between dependency to video
games and communication abilities but not a
statistically significant relationship between
dependency to video games and loneliness.
The interaction of people is the foundation of society.
It is also the era of technology and computers. Digital
games fill the void left by physical games as they
become less valuable in the modern world. Bangladesh
was affected by modernity many years ago because it
is a developing nation. As community-based labor is
also prevalent here and digital games are well-known,
Bangladesh was chosen as the subject of this study
since it met all the criteria. Even if the researchers
encountered certain difficulties, it is not a major deal
to execute this job because digital games are currently
so well-known in their nation. The majority of the
younger generation is addicted to this type of online
game and plays it for hours on end. Family and
societal ties are therefore becoming less valuable.
Social interaction is important to us, but when young
people spend a lot of time in virtual worlds, they are
unable to communicate correctly with others in
Reyes et al.
society, including their own families. Due to digital
gaming, they are unable to see earlier cultural activity
in society. They faced numerous challenges in
achieving the goal of the study. Despite the difficulty,
they collect information from 150 online gamers.
Researchers collect information using a Google form.
The opinions of the gamers' families, as well as others
in their immediate surroundings, are Important to our
research. Therefore, the researcher gathered the
testimony from their family members and friends’
other members of society. By this poll, their study
shows that many gamers are now so addicted and that
their minds and brains are so strongly wired that they
occasionally avoid talking to their family members and
skipping out on social events, even as numerous
crimes are occurring (Rahman, 2022).
Table 3. Significant relationship between the level of
mobile game dependency and the socialization of the
students.
Table 3 shows the significant relationship between the
level of mobile game dependency and the socialization
of the students. Based on the findings using Pearson-r,
Socialization got an r-value of 0.710 which was a
positive correlation and a p-value of 0.005 and implies
that there is a significant relationship between the
level of mobile game dependency and the socialization
of the students.
Video game dependency can cause people to lose
interest in their social skills. One of the most crucial
things a person can do in life is learn social skills, but
when they spend their entire day in front of a screen,
they have very little opportunity to practice them. This
may cause social skills to decline, which lowers one’s
quality of life. Compared to those who don’t play
video games excessively, those who struggle with
video game dependency are more likely to have social
anxiety. This is due to the tight relationship and
frequent interaction between social anxiety and
gaming disorder. Video game dependency can precede
the onset of social anxiety, or it might occur the other
way around (Adair, 2022).
In today’s environment, when progress is happening
more quickly, technology enables us to advance and
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innovate. With technology, we innovate from
traditional to digital existence. The progress of
technology has resulted in a number of technological
advancements, including mobile gaming. Technology
has made gaming, a leisure activity, accessible through
the advent of apps for mobile devices. Although
technology is useful, it also has a drawback: addiction.
Data from 513 college students from various Filipino
colleges were used for the study. Their study shows
that there is any correlation between a student’s time
spent playing mobile games and their social contacts
(Costales et al., 2022).
Many online game players spend inordinate amounts
of time in their favorite virtual worlds. A large
percentage of these players are teenagers who show
behaviors normally associated with physical addiction.
Parents, educators, and social scientists are therefore
saying that online games are sources of social
problems. The authors surveyed 174 Taiwanese
college-age online players to collect data on the
potential effects of online games on the quality of
interpersonal relationships and levels of social anxiety.
According to the results, the quality of interpersonal
relationships decreased and the amount of social
anxiety increased as the amount of time spent playing
online games increased. Online gamers frequently
squander a lot of time in their preferred virtual worlds.
Teenagers make up a sizable portion of these players,
and they frequently exhibit behaviors that are
indicative of physical addiction. As a result, internet
games are said to be a cause of social issues by
parents, teachers, and social scientists. In order to
gather information about the effects of online gaming
on the caliber of interpersonal relationships and
degrees of social anxiety, the authors polled 174
Taiwanese college-aged online gamers. The results
showed that as the amount of time spent playing online
games rose, the quality of interpersonal interactions
dropped and the level of social anxiety increased (Lo
et al., 2005).
The study of Yilmaz et al. (2018) also shows that
students who play a lot of video games affect their
classmates and teachers at school. Focus groups and
in-person interviews have been conducted for this
reason utilizing semi-structured interview forms
created by the study team. The data were gathered
from 21 participants, including three students who
played video games a lot, 16 of their peers, and 2
teachers. The results show that serious gamers exhibit
negative behaviors, such as communication and
behavioral issues, in a school setting. Findings also
Reyes et al.
indicate that pupils who play a lot of video games
prefer to play at home rather than participate in
classroom activities. Heavy gamers typically prefer to
hang out with other heavy gamers or male peers since
they can discuss shared interests with them (video
games, their gaming skills, soccer, outdoor games,
etc.) that they can’t do with female peers.
The study of Nguyen and Landau (2019) also
examines how gaming affects young people’s brains,
concentrating on its detrimental impacts, including
social isolation and sadness. The main goal of their
study is to show that excessive gaming is strongly
correlated with negative effects like social isolation
and depression by reviewing numerous academic
articles that unmistakably show that excessive gaming
has negative effects like these. Over the years,
psychologists, parents, and the general public have
played a key role in advancing literature on gaming
and brain development. Children who play video
games grow up to be socially isolated. This opens the
door for despair and other self-destructive behaviors.
The methodology section explains why secondary
research and secondary data were necessary to support
the primary research. This section details actual studies
on how playing video games partially activates
pleasure circuits, which results in impulsive conduct
that prevents kids from having active social lives.
Conclusion
1. This study concluded that most of the respondents
agreed with the social effects of mobile game
dependency, and it shows that the level of mobile
game dependency among the respondents was found to
be quite high.
2. Furthermore, it was found that there is a significant
relationship between mobile game dependency and the
socialization of the students.
Based on the summary of findings and conclusion, the
following recommendations are hereby suggested:
1. It was shown that most of the respondents agreed
with mobile game dependency. Therefore, this study
would like to recommend that, in order to have a
deeper understanding of this agreement, it is necessary
to interview the respondents in order to identify
various factors and causes that may be sufficient to
support the necessity of this endeavor. Furthermore, it
was found that the level of mobile game dependency
among TNAHS students was quite high. Thus, this
study would like to advise students about the potential
costs of their obsession with video games and to limit
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the amount of time they spend playing mobile games.
How it impacts their academic performance, their
health, and their judgments, as well as their day-to-day
activities.
2. The findings showed that the majority of
respondents agreed with the effects on socialization of
mobile game dependency. This study therefore advises
that, in order to gain a deeper understanding of this
agreement, it is required to speak with the respondents
in order to find various aspects and causes that may be
sufficient to justify the requirements of this attempt.
This study also recommends reducing the playing time
of mobile games because it can negatively affect social
skills or the socialization of a person.
3. It was found that there is a significant relationship
between mobile game dependency and the
socialization of the students. Thus, the findings of this
study are expected to enlighten future researchers
conducting a study on the subject matter or a study
connected to it and increase their understanding and
knowledge about the topic.
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Affiliations and Corresponding Information
Joseph D. Reyes, PhD
Telesforo and Natividad Alfonso High School - Philippines
- Justine Micko G. Regidor
Telesforo and Natividad Alfonso High School - Philippines
Adriane L. Cabunas
Telesforo and Natividad Alfonso High School - Philippines
Zylene S. Balana
Telesforo and Natividad Alfonso High School - Philippines
Erica Mae C. Caparas
Telesforo and Natividad Alfonso High School - Philippines
Mariella M. Gamboa
Telesforo and Natividad Alfonso High School - Philippines
Joyce Ann L. Lapuz
Telesforo and Natividad Alfonso High School - Philippines
Krissel B. Mangune
Telesforo and Natividad Alfonso High School - Philippines
Rence Daniel P. Quinto
Telesforo and Natividad Alfonso High School - Philippines
Erica S. Salunga
Telesforo and Natividad Alfonso High School - Philippines
Daniel D. Tiglao
Telesforo and Natividad Alfonso High School - Philippines
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