Narc Joven Thesis1 1

LIVED EXPERIENCES OF CRIMINOLOGY STUDENT – ONLINE GAMERS:
A PHENOMENOLOGY OF TEMPORAL HAPPINESS AND ENJOYMENT
A Thesis Presented to the Faculty of
College of Criminal Justice Ramon Magsaysay Memorial Colleges,
General Santos City
In Partial Fulfillment of the Requirements in
Criminological Research and Statistics
NARC ANTHONY V. QUIMADO
JOVEN G. TAGOSE
NOVEMBER 2021
i
Ramon Magsaysay Memorial Colleges

COLLEGE OF CRIMINAL JUSTICE
Roxas Avenue, General Santos City
APPROVAL SHEET
This research entitled LIVED EXPERIENCES OF CRIMINOLOGY STUDENT –

ONLINE GAMERS:
A Phenomenology of Temporal Happiness and Enjoyment, prepared and
submitted by TAGOSE, JOVEN G. and QUIMADO, NARC ANTHONY V. in
partial fulfillment of the requirements in Criminological Research and Statistics,
has been examined and recommended for acceptance and approval.
GERALDINE O. NOLASCO, MSCrim

Adviser
PANEL OF EXAMINERS
APPROVED by the Panel of Examiners with a grade of _____________.
MARNIE J. BESAS, PhD.Crim

Chairman
GERALDINE D. RODRIGUEZ Ed.D REV. NOE P. GARCIA, RGC, PhD
Member Member
ACCEPTED and APPROVED in partial fulfillment of the

requirements in Criminological Research and Statistics.
Final Defense: ________

MARNIE J. BESAS, PhD.Crim
Program Director, CCJ Criminology
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Abstract
This study was conducted to determine the lived experiences of criminology
students – online gamers of Ramon Magsaysay Memorial Colleges, General
Santos City. The Descriptive Research design was used where the researcher
manipulates the variable that is the different product formulations and a control
group which is the Lived Experiences of Criminology student –Online gamers of
Ramon Magsaysay Memorial Colleges, General Santos City survey
questionnaire is administered to a selected sample from a specific population.
The survey involved the administration of a Questionnaire that sought to obtain
data from the sensory evaluation gathered by Research Participants. Many
people engage in online gaming as a kind of entertainment. Some people believe
that playing video games serves a variety of purposes, including stress relief,
challenge and competitiveness, relaxation, enjoyment, social contact, and even
mental escape from the actual world. It is advantageous, according to some
studies. It allows players' minds to be more engaged, especially in puzzle-based
games. It also aids the player in making quick judgments in stressful situations,
particularly in adventure games that need players to be aware, active, and
strategic. Finally, when participants were asked how their online gaming
experience affected their academics, their responses tended to be excessively
personal and referred to many implications as the developing topic.
Keyword: live experiences of criminology students’ online gamers

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ACKNOWLEDGMENT
The Researchers would like to express their gratitude to the following
individuals who support, guide, and pursue this study.
First and foremost, to Almighty God, all honors and praises be unto him.
He gave us wisdom, knowledge and granted us countless blessings, and
opportunity to the researchers that have been finally able to accomplish this
study.
To MARNIE J. BESAS, PhD. Crim for having his administrative
assistance during this academic year and completion of this research study;
To Jobelle Lorenzo, MSCJ. And Geraldine O. Nolasco MSCrim, the
researcher’s instructor and adviser for their generously precious time in giving
the opportunity, encouragements, suggestions, and comments for completion of
this study with their meaningful guidance;
To the parents of researchers, who provided unconditionally love and
financial assistance which supported us in all facets of our scholastic endeavors
especially this research study; and
Lastly, to all the personnel of the College of Criminal Justice Education of
Ramon Magsaysay Memorial Colleges for their help and accommodation toward
the completion of this study

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Joven & Narc
TABLE OF CONTENTS
CONTENT PAGES
TITLE PAGE
APPROVAL SHEET i
ABSTRACT ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
LIST OF APPENDICES vii
LIST OF TABLES viii
DEDICATION ix
I INTRODUCTION 1
Purpose of the Study 2
Research Questions 3
Theoretical Lens 3
Significance of the Study 4
Delimitations and Limitations 5
Definition of Terms 5
Organization of the Study 5
II REVIEW OF RELATED LITERATURE 6
III METHODOLOGY 10
v
Research Design 10
Role of the Researcher 10
Research Participants 11
Data Collection 11
Analysis of Data 11
Trustworthiness 12
Ethical Considerations 12
IV RESULTS 14
Participants 14
Categorization of Data 14
Thematic Analysis 15
Table 1 15
Table 2 17
Table 3 19
Chapter Summary 21
V DISCUSSIONS 24
Result 1 24
Result 2 24
Result 3 25
Result 4 25
Result 5 25
Result 6 26
Result 7 26
Result 8 27
vi
Result 9 27
Result 10 27
Result 11 28
Implication for Practice
28
Implication for Future Research 28
Concluding Remarks 29
REFERENCES 30
APPENDICES
A Sample Informed Consent Form 31
B Interview Guide 33
C Interview Transcription among participants 36
D Request Letter to the Validator 49
E Validation Sheets for Interview Guide 50
F Summary of Validators Ratings on Questionnaire 52
G Letter Asking Permission 53
H Plagiarism Checker Result 54
CURRICULUM VITAE 55
vii
List of Appendices
Appendix Page
A Sample Informed Consent Form
B Interview Guide
C Interview Transcription among participants
D Request Letter to the Validator
E Validation Sheets for Interview Guide
F Summary of Validators Ratings on Questionnaire
G Letter Asking Permission
H Plagiarism Checker Result

viii
List of Tables
Table Page
1 Experiences in playing online games

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DEDICATION
This study is wholeheartedly dedicated to our Almighty God, for his
guidance, power of mind, and protection and for giving us a healthy life to be able
to carry out this research. All of these, we offer to you.
To our research adviser, Mrs. Geraldine O. Nolasco MSCrim who never
stopped to help us to complete this project and also who always remind us to
make it on time. Her tremendous effort and patience to guide us and helped us to
better understand the key points throughout this research study. Furthermore,
our classmates who shared their words of advice and encouragement which
helped us to motivated to finish this research.
Also, this study is dedicated to our beloved parents who have been our
source of inspiration and strength throughout this research. Their love, and
financial support to us has helped us finish this research.
Lastly, to the researchers, Effort and patience are the keys to completing
this research study by the grace of Almighty God.
JOVEN & NARC

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1
Chapter I
INTRODUCTION
Purpose of the Study
In this Country, many teenagers are exposed to playing online games for
different reasons why they like it, it could be that they just want to leisure and
sometimes they make this as their hobbies and for the others some of it they play
online games to support their financial needs. People live an informative lifestyle
where they are always updated. Internet became one of the necessities of
human beings in today's society. Internet as a source of information plays an
important role in developing one’s mind and life experiences by creating
productive work in schools, offices, and even at home. Nowadays, this can be a
person’s most efficient strategic tool for enabling himself to take charge and cope
with the fast-growing technology.
Online games are the most popular entertainments in modern societies
and they target a variety of people of different ages. The addiction to the rivalry
and excitement of the games make them the most common recreational
programs for today's teenagers so they do anything to reach a higher level of the
game, they immerse in the game so much that they completely separate from
their surroundings. Challenging the obstacles and reaching a higher level of the
game, make the players excited, and losing the game makes them anxious (Dill,
K. E. 2018).
College students spending too much time in online games every week
tend to suffer from worsened learning ability, concentration problems, poor

2
academic performance, and decrease interaction with other people. Students'
learning takes place unexpectedly, but the inappropriate usage is being
distracted in school. Further, it’s where the attention of the child was divided that
even their health and social life were unknowingly affected. Some reason they
take their hobby too far which can lead to the problem of getting lower grades in
academic performance and believed to have effects and contribute to the mental
health and social anxiety that students lack time for more important activities like
studying (Dill, K. E. 2018).
Gaming addiction is not yet classified as a mental health disorder or
addiction like gambling or alcohol addiction. However, some gamers clearly
struggle to keep their playing habits under control, and much more importance on
their gaming accomplishments than their happiness and success in the world
(E.G. Academic achievement, friendship, and career). As a gaming addiction
becomes more of a concern for parents, families, and those in the mental health
community (Davidson, R. J. 2017).
This research study would help that college students/teenagers, especially
Criminology students or some of the people that are exposed to online games
addiction and help the researcher to develop a study about online games. To
make inspired them to become a responsible player of online games, and thus
have a good healthy living.
The study aims to collect, record, and analyze the extent of Lived
Experience of Criminology Students- Online Gamers: A Phenomenology of
Temporal Happiness and Enjoyment with compile the educational implications of

3
the recorded data from the responses of the informants in the interview
conducted.
Research Question
This study will determine the Lived Experience of Criminology Students-
Online Gamers: A Phenomenology of Temporal Happiness and Enjoyment.
Specifically, the researcher's statement of the problem sought to answer
the following;
1. How do the participants describe their experience as online gamers?
1.1. How do the participants view themselves as online gamers?
1.2. How do the students feel about their experience in playing
online games?
1.3. How does an online game affect the lives of the participants?
Theoretical Lens
This study relied on the use of the Path-Goal theory of Criminology
Students Online Gamers. This Theory shows the alignment with motivation
expectedly theory and accentuates the gamers affect to achieve goals. These
even expound the need for specify a Gamers style or behavior that best fits to all
criminology students and teenagers.
The Path-Goal theory attempts to inoculate the impacts of gaming in
improving a reaction time, mental flexibility and improved spatial abilities, as well
as reduced stress, increased self-esteem and increased social behavior.
Studies revealed games and simulations shows mixed effects across a
number of sectors such as students` performance, engagement and learning

4
motivation. However, as these studies focus only on certain disciplines, there
remains a gap in the literature concerning a clear framework of use across
academic-performance. Several studies have found out that increased time on
the internet can lead to negative impacts on a person ability to communicate
appropriately face-to-face with friends, peer, and family member including
parents Davidson, R. J. (2017).
Through this theory, the research could find out and prove that it needs to
determine the impacts of online games to college’s students, especially
criminology student with their academic performance and their social behavior.
The purpose of the study is to find the implication of online gaming to academic
performance and social behavior of the students.
Significance of the Study
This study was Significant to the following;
First to the College Students, especially criminology students who are
being expose in playing online games. Thus, the result of this study bringing
awareness to help those students have their discipline in lifestyle regardless in
playing the games.
Second to the Researchers, that would help them improve knowledge
and skill in conducting this study to make it successful about Lived Experience of
Criminology Students- Online Gamers: A Phenomenology of Temporal
Happiness and Enjoyment. And will serve as guidelines to make additional
knowledge by the next generation in performing research related in this topic.

5
Lastly, to the School and Teachers, that they spread and notice the
students to make them educate their self to regulate playing online games which
can focus on studying goals. Through this research, teacher may also
purposefully discover how online games affect lives of the student. With the
result of this study, it can help to identify what effects will come if studying and
playing online games are simultaneously doing.
Delimitations and Limitation
This study was Entitled Lived Experience of Criminology Students- Online
Gamers: A Phenomenology of Temporal Happiness and Enjoyment. The study
includes the possible impacts of online games to student that associated with
academic performance and reason/factors why they interested in playing it.
Definition of Terms
The following used in the study were defined, theoretically.
Online Games is a game that connected to mobile phones or computer
network. It played over some form of internet network.
Criminology is defined as a branch of science which deals to study of
crime and various agencies of justice as they operate and react to crime,
criminals and victims. Criminology is the body of knowledge regarding crime and
delinquency as social phenomena. It includes within its scope the processes of
making laws, breaking laws and reacting to the breaking laws.
Organization of the Study
The study was conducted at Ramon Magsaysay Memorial Colleges
General Santos City.

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Chapter II
REVIEW OF RELATED LITERATURE
This chapter presents the ideas, finished thesis, generalization,
conclusions and other which are highly relevant to this present study.
As technology progresses and digital networking influences many aspects
of life, the capacity to interact with people digitally has become increasingly
common. People communicate primarily through texting and media platforms,
and yet this level of connectivity spreads to the web. Thanks to enormous
developments in game consoles and personal computers, which have made
interactions efficient and accessible, online matchmaking videogames are more
widespread than ever before. Communication with people from various countries
who speak another language has never been simpler because of social networks
and internet gaming. The demand for English, one of the world's most widely
spoken languages, is higher than ever, but many Puerto Rican schools are
struggling to prepare students for a bilingual or English-speaking environment. A
shortage of resources and restricted class time, as well as the politics of
language usage, have impeded the Puerto Rican Department of Education's
ability to provide continuing and exciting second-language training, particularly in
areas connected to language formation. (Pousada 2013; Schmidt 2014; Carroll
2016.
Educators have considered online games as a viable path for increasing learning
and generating authentic environments for learners for more than a decade.
According to some qualitative researchers, internet gaming can deliver

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immersive experiences that can be linked to real-life circumstances and used to
learn specific topics. As stated, by Ortiz de Gortari and Griffiths (2015) this
process is Games Transfer Phenomena (GTP). GTP arises when video gamers
correlate game features with real-life triggering thoughts, sensations, and
behaviors. The Tetris effect, named after the iconic Russian puzzle game, is
what researchers call this correlation. Individuals grow so engrossed in the
games that their ideas and even dreams are shaped by them (Curtis 2012). GTP
has been studied by researchers from various fields of cognitive science, and it
has been hypothesized that playing games like Tetris could help lessen
symptoms of posttraumatic stress disorder. (Holmes et al. 2009). While this could
be a coping mechanism, the literature strongly demonstrates that there is an
active link between online gaming and real-life experiences. Depression was
found to be a result of all types of gaming and an antecedent for both engaged
and problematic gamers in this study (Krossbakken et al., 2018). This study was
unique because of its approach of gaining insight into the possible differences
between a sample of non-pathological gamers and “problematic” gamers.
Researchers have suggested the link between depression and gaming is
stronger in individuals with addictive habits (Wang et al., 2018; Bonnaire and
Baptista, 2019). Comorbid depression has been identified consistently in groups
of gamers who were considered to have addictive habits towards internet gaming
(Wang et al., 2018; Bonnaire and Baptista, 2019). Additionally, researchers have
suggested a possible dose-response relationship between depressive symptoms
(DS) and gaming time and engagement (Chang and Lin, 2019). The same study
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reported gamers who use online games as an escape coping mechanism may be
at more risk for DS (Chang and Lin, 2019).
Since gaming is a crucial activity in children's off-school practices, and
most interactive games provide learners with communication activities as they
play games, games have frequently been associated with children's leisure
activities in informal situations. As a result, game players will use and learn the
language in order to engage in games. (Sorensen& Meyer 2017)
As a result, game players will use and learn the language in order to
engage in games (Sorensen& Meyer 2016). Communication patterns in dialogue,
consultation, transmission, and registration are examples of interactivity in
gaming. These perceptions are partially compatible with communicative and
socio-cognitive approaches to language and language learning, such as the
prioritizing of negotiating and communicative competence. (Warschauer and
Kern 2016) and (Warschauer and Healey 2016).
Children usually comprehend and use languages as a conversational tool,
obtaining information, and gaming in non-school environments, whereas in
schools, comprehension and use of languages is often understood to be the
objective of accomplishing tasks. (Sorensen & Audon 2018 and Warschauer
2016).
The effects of online contact on confidence, motivation, and competence
were studied, and it was discovered that having fun while learning is vital. This is
also reasonable, because students who seem to be tired or really do not see the
worth in a program are less inclined to use it. Because they increase pleasure,
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Faculty members must incorporate learner-centered active learning strategies
into their class plans. Instructors should make a concerted effort to give
opportunities for their learners to communicate alongside native speakers or
veteran English speakers from various cultures on interesting subjects. Learners'
motivation is boosted as a result of such positive and thus joyful interactions,
resulting in increased ability and confidence. The underlying worth of such a tool
is that it boosts students' passion for participation in such activities while also
increasing their competence in all forms of English interactions and improving
their English abilities. In the long term, any interaction in the target language or
with the target culture will increase learners' confidence, motivation, and ability.
(Wu, Yen, and Marek 2018).

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Chapter III
METHODOLOGY
This chapter presents the research design and the role of the researcher
in general procedures including the data collection, ethical considerations, and
analysis of data in conducting the study.
Research Design
The descriptive research design was used where the researcher
manipulates the variable that is the different product formulations and a control
group which is the Lived Experience of Criminology Students- Online
Gamers: A Phenomenology of Temporal Happiness and Enjoyment. A
survey questionnaire is administered to a selected sample from a specific
population. The survey involved the administration of a Questionnaire which
sought to obtain data the sensory evaluation gathered by Research Participants.
Role of the Researcher
The role of the researchers in this research is to attempt to access the
thoughts and feelings of their research participants. As it involves asking people
to talk about things that may be very personal to them. Sometimes the
experiences being explored are fresh in the participant’s mind, whereas on other
occasions reliving past experiences may be difficult. However, the data are being
collected, a primary responsibility of the researcher is to safeguard participants
and their data. Mechanisms for such safeguarding must be clearly articulated to
participants and must be approved by a relevant research ethics review board

12
before the research begins. Researchers and practitioners new to qualitative
research should seek advice from an experienced qualitative researcher before
embarking this project (Adachi & Willoughby 2019).
Research Participants
The participants of the study were some of the students of Ramon
Magsaysay Memorial College, General Santos City. These Respondents are the
students that are gamers in online games and exposed in playing it.
Data Collection
In this research, the approval and permission to conduct the study will be
followed by the researchers for data gathering;
First, the researchers will prepare survey questionnaires that will validated
by the adviser and other professionals. Second, the researcher will provide
picture for documentary during survey interview by the respondents. And lastly,
The Data gathered were collected by the researchers and analyze to determine
the narrative reason of the respondent in a way which can produce accurate
information.
Analysis of Data
In qualitative data analysis, the research in general meaning underlying
the specific statement in order for this study to be reliable identifying significant
patterns which collected and analyze in systematic and finally draw the meaning
from organize data and subsequently building a logical chain of evidence.
Using the data that be gathered from the survey interview, the researchers
make procedural in analysis to the in following ways;

13
First, the researchers will identify the criminology student online gamers.
And provide questionnaires to be answered by participants with consent in
conducting this study.
Second, the researchers collect data and classified their different
response regarding from survey questionnaire.
Lastly, the researchers summarize and analyses the answer of
participant’s base on survey questionnaire.
Trustworthiness
The researcher’s trustworthiness in order to gather the following
procedures that will be permitted in the research site and participants prior to
conduct the study.
First, the researchers provide the letter of approval signed by adviser
allowing them to conduct the study. Next, the researchers secure a letter of
approval signed by the Director of Criminology of Ramon Magsaysay Memorial
Colleges, in which allowing them to conduct this study. And finally, the
researchers will provide a consent for the respondent who are the criminology
student online gamers. This would be the basis of credibility of the researchers
confidently use detailed descriptions to show that the research study can be
applicable to other contexts, circumstances, and situations.
Ethical Considerations
The principle of this study is to presents the researcher’s confidentiality
and responsibility to completely participants of different aspects of the research
in online gaming. Participants should always be aware of the information that has
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been obtained and is being recorded, and consent to it. Sometimes this cannot
be achieved easily and conflicts may happen, as in studies of cultural and ethical
characteristics (Anastasia, M & Chaplain, J. 2020). This might require releasing
confidential information. Researcher should do everything to protect study that
this should focus on the risk to benefit to all. Researchers can use triangulation to
show that the research study are credible and how the researchers demonstrates
that the research study findings are applicable to similar situations, and
phenomena. Researchers can use detailed descriptions to show that the
research study can be applicable to other contexts, circumstances, and situations
(Anderson, C. A., & Dill, K. E. 2018).

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Chapter IV
RESULTS
This chapter represents the results of the interview conducted among the
participants, the Categorization of Data, and the Chapter Summary of this Study
Participants
Participants for this study were chosen from among Ramon Magsaysay
Memorial Colleges' criminology students who play online games. The five (5)
participants were individually interviewed using interview techniques, and the
information gained was captured using an audio recorder. The participants'
identities are kept private and anonymous.
Categorization of Data
Based on the results of the interview conducted among the participants’
the table shows the analysis of emerging themes.

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Thematic Analysis Table

Table 1
Main Theme: Experiences in playing online games
Cluster theme Emergent theme
How do the participants

view their experiences
in playing online
games?
1, A waste of time 1.Effects

2. Stress reliever
3. Sleepless
4.It gives entertainment 2.Realization
5. Hindrance to studies
6. It gives tranquillity
7. Affects studies
8. Happy 3.Overwhelming
9. Formed friendship positive results
10. Challenging
When questioned about their experiences with online gaming, the participants
gave a variety of responses, as shown in the table. Their replies were divided
into two categories: Effects and realization. It emerges that some of the
participants. When asked their point of view in playing online games, the
participants give a variety of replies. First, a waste of time and additional
workloads. Second, stress reliever. Lastly, it gives enjoyment. The data
demonstrate that different cluster themes emerged from effects and were
patterned to an overwhelming positive result as the emerging theme.

17
“… For me as a student, isa siya na makahatag ug sayang sa oras ug
dugang kakapoy, lalo na;t daghan kag himoon…
“… okay lang kay player man sad ko, pampawala ug stress lang lang
nako pero dapat may time management lang jud kay student man“…
...kuan, maka hatag ug kalingaw…” ( L1,L2, L3).
“… para sakoa, pampawala syag kalaay stress reliever sya…”

“… game na maka pa stress reliever. Pang mind concentration sa
tao…”
“… For me as a student, isa siya na makahatag ug sayang sa oras ug
dugang kakapoy, lalo na;t daghan kag himoon…”
“… okay lang kay player man sad ko, pampawala ug stress lang lang
nako pero dapat may time management lang jud kay student man…”
“… kuan, maka hatag ug kalingaw…”
“… para sakoa, pampawala syag kalaay stress reliever sya…”
“… game na maka pa stress reliever. Pang mind concentration sa
tao…” (L4, L5, L6, L7)
, “… usahay bilar ug mao ng rason ngano di na maka online class…”

( L11)
“… makalingaw tapos maka apil kay mga tournament kauban ang mga
uban players…” (L12-13)
“…makalingaw pero usahay ma badtrip sad ka kay kalas kaau’g load
ug lalo na’t wala kaau signal…” ( L15-16)
“… para sa akoa as student, pag too much experience na maka guba
syag studies kay dira na nimo mahatag imong oras tanan…” (L13-14)
“…makalipay pero usahay maglagut sad ka…” (, L16)
“… sometimes maka stress lalo na’t mapilde. Pero enjoy man sad pag
madaug…” (L14-15)
“…pampawala sa kalaay, pamparelaxation. tungod sa online games, di

na kaau ko ga laag bisag asa, ug tungod sa online games ma
challenge lang ko kay tungod nay mga rank up o game level.…” (L15-
17)
“… ang Online games kay isa sa maka affect sa imong studies if kini
sya kay imong e abuse ang pagdula…” (L15-16)
“… happy, and enjoyment…” (L19)
“… pampawala ug stress…” (L19)
“… makahatag syag daghan friends maong malingaw ko tungod
dagahn kog ma meet ug makilala…” (L21-22)
challenging, pero pa minsan mag lagut ka kay hina ang connection…”
(L21-22)
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Table 2
Cluster Theme Emergent Theme
How do the students feel

about their experience in
playing online games?
1. It affects studies 1. Multiple Effects
2. It gives stress
3. It gives relaxation
4. It is fun
5. It offers socialization 2.Validation
6. It develops skills/strategies
7. Bad words 4.Multiple Responses
8. Poor internet connection
9. Bullying 5.Derogatory remark
10. Pressured
When the question experiences the participants often feel about playing
online. The participants give a variety of responses, such as it resulted to fatigue
but it becomes their stress reliever. For others, it affects their classes but it also
gives happiness and generates friends. The thread in their responses was based
on the generated emergent theme which is multiple effects. Furthermore, varied
answers were given by the participants regarding this question like trash talks,
bad words, no signal, slow internet connection, bullying and pressured. The
findings showed that the cluster themes originated with from multiple responses
and derogatory remarks as the emergent them.

“… maka ingun ko ana kay even do di kaau ko player sa online but as I
observed daghan ang students na affectuhan jud ilang pag skwela like 19
late naka maka submit ug mga activities ug di naka makahimo ug
assignment tungod kay after sa dula ug online games stress na sila…”
( L19-22)
“… after school maka pa relaxation sya. malingaw ko mag dula lalo na’t
sabay nako mga friends nako ug isa sad sya sa rason maka social
interact ko sa iban tao…”
“… usahay maka wala ug focus sap ag skwela. Usahay makalipay sad
kay pampawala man syag stress…”, (L21-22)
He added, “…syempre kanang kaau ka gikan school work unya single
pajud walay uyab, walay mo comfort so. sa online games nalang ta
malipay…” (L24-25) Participant 4 also considers it as a stress reliever.
“… enjoy pampastress reliever sya lalo na’t dahan buhatunon sa
school…” (L20-21)
“… di lang sya pampawala ug stress kay kung maau ka mag dula pwede
ka ma kitaan ug skills ug ability sa inyu school ug pwede ka nila e
pambatu like sa mga school levels…” (L25-27)
“… actually, kapoy sya pag dili moderately imong pag dula, lalo na’t hati
imong oras sa studies. Ok raman sya kay pang stress reliever man ang
online games pero pag mas e focus nimo sya ma affected jud imo pag
skwela…” (L25-27)
“… happy, and enjoyment…” (L24)
“… pampawala ug stress…” (L19)
“… makahatag syag daghan friends maong malingaw ko tungod dagahn
kog ma meet ug makilala…” (L24-25)
“… kung ma subraan sa dula ug kana ma expose kag taman sa sisgeg
dula, di naka maka hunahunag kaon ug tulog ug maka sakit ug mata, ug
ulo…” (L28-30)
“… sa pag dula ug online games ang pinaka dili nako gusto ma
encounter kay ang pag trashtalk, pag isturya ug dili maau sa imong
opponent…” (L33-34)
“… trashtalking, imbis naa nakay diploma ingnan pakag bobo. Mga
badwords ug mga di maa una panulti sa opponent…” (L27-28)
“… kanang walay signal, kanang di sad nako ma control sarili nako sa
mga opponent nako na grabe mang trashtalk ug mag sulti ug di mayo…
(L28-29)
“… hinay ang connection o signal sap ag dula, trashtalking, ug
bullying…” (L28-29)
“: pressure ug intense tungod sa mga trashtalking ug mga pag isturya na
dili maau…” (L33-34)
“… Sa pag dulag online games, makahatag nag stress reliever atua as
student lalo na’t daghan tag gina asikaso sa school…” (L37-38)
“… maka social interact ko sa iban tao, ug maka daghan ug friends. naka
dugang ug skills as player ug sa mind natu na ma refresh jud sya…” (L31-
32)
“… maka dagdag ug mga friends. Maka hatag ug social interaction
among others…” (L32-33)
“… syempre as student, maka lingaw sya pag free time mag dula if walay
himoon na schoolwork. Daghan kog ma meet na friends sa iban na lugar
tungod sa online games...” (L32-34)
“… kanang ma mission accomplished ka ma rank up or ma level up…”
(L37)
20
Table 3
Cluster Theme Emergent Theme
How does an online game

affect the lives of the
participants?
1. Unable to submit school

1.Multiple consequences
requirements
2. Slow internet connection
3. Too costly or expensive
4. Too slow
5. Failure grades
6. Miss projects
7. Missed school works
8. Unable to concentrate
9. To play moderately
2.Challenges
10. Self-control
11. To manage time (2)
12. To focus on studies 3.Awareness
13. To find stable connection
14. To manage time
When participants asked how they deal with those difficulties, the
participants' responses varied, but all led to the awareness that the emergent
theme generates. When participants asked if these internet games had an impact
on their families, all of the participants said "Yes," although their answers varied.
Their responses were patterned after the facts, with challenges as the emerging
theme.
21
Based on the participants, when asked about the things they like during
playing online games, participants gave different responses that games are
played in moderation and with mindfulness, they are a viable source of stress
relief as well as a catalyst for mental health improvement and development of
social skills but patterned to positive outcomes as the generated emergent
theme. Finally, when participants asked about their experience in online playing
affect their studies, the participants' responses pointed too personal answers and
referred to as multiple consequences as the emerging topic.
“… dili na maka pasag mga requirements kay tungod rush

hour na dahilan sa sigeg dulag online games…” (L41-42)
“… hinay internet, kalas ug load, kalas ug kwarta, ug
daghan ko ma delays ug ma missed na mga activities ug
mga assignment sa shool...” (L34-35) “… ma bagsak sa
school tungod sa online tungod daghan kag ma missed na
projects. tungod mag salig naman ka s exceptions ug
consideration sa instructor lalo nat taas mag hatag ug
deadline pero tungod sa online games maka limot ka may
ipasa diay ka...” (L36-39)
“… daghan kog ma missed na schoolwork. While ga dulag
online games, ginasugo. halos di na maka focus sa studies.
Ug di na masugo…” (L37-38)
“… Hinay internet ug lag kaau tapos sugoon while ga dula.
Tas daghan ko ma missed na schoolwork, activities ug
assignments…” ( L40-41)
“… play moderately lang para di sya maka hatag ug bad
effect satua as students…” (L44-45)
“… hmm. Kuan, self-control lang as player, ug time
manage lang jud as student kay para walay ma missed na
activity ug assignments. (L37-38)
“… mag focus sa studies ug mag set ug time
management…” ,(L41)
“… dapat nay time manage sa sarili, sa studies, ug dapat
unahon jud ang buhatunon sa balai bag o mag dula. (L40-
41)
“… mangitag stable na connection then himoon sa tanan
schoolwork ug trabaho a balai then after ana saka na mu
dulag online games (L43-44)
“… oo, kay dili na masugo ug di na makatabang sa
buhatunon sa balay…” (L48-49)
“… yes, kay dili na masugo sa balay…” (L41)
“… yes, kay di na maka tabang sa buhatunon sa balai…” 22
(L44)
“… yes, kay wala nakoy time makig bonding sa ilaha. Naa rako
sa kwarto nako permi naga dula ug wala nako ga paminaw sa
ilaha…” (L44-45)
“… yes, kay wala nakoy time sa ilaha. Unahon pang dula kesa
sa sugo nila. Tas suko na sila sakoa kay sila pay ga hatag ug
pangload para mag dula ko online games…”: (L47-49)
“… as a student and a gamer, online games is makatabang
satua as stress reliever after being exhaust in school wok. But
kung mag dula na halos wala kay time manage, that time na
maka apekto jud ang online games sa imong studies…” (L52-
55).
“… yes. Kay naka experience ko na hapit ma bagsak tungod
aning online games. Maka hatag syag stress reliever as
student after playing pero dapa naa jud kay time manage”
(L44-46)
“… yes. Even do ang online platform na maka hatag ug
advantage sa atua as student na ma relax ta after being
exhaust sa schoolwork. But e isipon sad natu na too much
playing is makadaot sad tungod mas mahatagan pag time ang
online games kesa sa pag skwela…” (L47-50)
“… yes. Kay tungod aning online games daghan kog ma
missed na schoolworks ug di nako maka focus sa pag
skwela…” (L48-49)
“… oo kay ma bagsak ko tungod aning online games. daghan
na missed sa schoolwork tungod bilar ug kapoy kay whole
night nag babad ug dula ug online games…” (L52-54)
Chapter Summary
Based on the result of the study wherein shown in the table above reflects
the lived experiences of all participants who were exposed to playing online
games.
When questioned about their experiences with online gaming, the
participants gave a variety of responses, as shown in the table. Their replies
were divided into two categories: Effects and realization. it emerges that some
of the participants. When asked their point of view in playing online games, the
participants give a variety of replies. First, a waste of time and additional
workloads. Second, stress reliever. Lastly, it gives enjoyment. The data

23
demonstrate that different cluster themes emerged from effects and were
patterned to an overwhelming positive result as the emerging theme.
When the question experiences the participants often feel about playing
online. The participants give a variety of responses, such as it resulted to fatigue
but it becomes their stress reliever. For others, it affects their classes but it also
gives happiness and generates friends. The thread in their responses was based
on the generated emergent theme which is multiple effects. Furthermore,
Varied answers were given by the participants regarding this question like trash
talks, bad words, no signal, slow internet connection, bullying and pressured. The
findings showed that the cluster themes originated with from multiple responses
and derogatory remarks as the emergent them
When participants asked how they deal with those difficulties, the
participants' responses varied, but all led to the awareness that the emergent
theme generates. When participants asked if these internet games had an impact
on their families, all of the participants said "Yes," although their answers varied.
Their responses were patterned after the facts, with challenges as the emerging
theme.
Based on the participants, When asked about the things they like during
playing online games, participants gave different responses that games are
played in moderation and with mindfulness, they are a viable source of stress
relief as well as a catalyst for mental health improvement and development of
social skills but patterned to positive outcomes as the generated emergent
theme. Finally, when participants asked about their experience in online playing
24
affect their studies, the participants' responses pointed too personal answers and

25
Chapter V
DISCUSSIONS
The implications of the findings for practice and future study, as well as
concluding remarks, are included in this chapter. The explanation of study
findings is explained below to answer the following research questions.
Result 1
For research question number 1, When asked their point of view on
playing online games, Participant 1 views online games as a waste of time and
additional workload. For participant 2 said, online game is a stress reliever.
Meanwhile, participant 3 stated that playing online games is enjoyable. The final
participant agrees with participant 4 that playing an online game is a stress
reliever. The data demonstrate that different cluster themes emerged from the
effects.
Result 2
When questioned about their experiences with online gaming, the
participants gave a variety of responses. Participant 1 admitted to having a
restless night and sleeping late. Participant 2 stated that it provides
entertainment but is costly in terms of cellphone data usage. Participant 3's
experiences with online gaming were both a hindrance to studies and a source of
fun. In the meantime, participant 4 stated that it was stressful but enjoyable at the
same time. For the last participant, it gives tranquility and took away boredom.
26
Finally, It emerge that their replies were divided into two categories: effects and
realization.
Result 3
When asked about how was their experience in playing online games,
cluster responses varied as revealed in the table, as for participant 1, it affects
his studies. Participant 2 said it gives happiness and enjoyment. Participant 3
considers it a stress reliever. Meanwhile, participant 4 formed friendships with
other people as a result of playing online games. Participant 5 admitted that it
was a challenging experience. Finally, were patterned to an overwhelming
positive result as the emerging theme.
Result 4
Their feelings as a student while playing online games also varied as
shown in the cluster table. According to participant 1 it has an impact on his
schoolwork and causes stress and according to participant 2 it provides
relaxation, fun, and socialization. Meanwhile, it causes participant 3 to lose
concentration/focus, but it also serves as a stress reliever because it makes him
happy. Participant 4 also considers it as a stress reliever. While the last
participant, it helped him develop his skills and strategies. So that, the prevailing
emergent themes were based on multiple effects, validation and acceptance of
their own responses, as indicated in the emergent table.

27
Result 5
The participants give a variety of responses. Participant 1 told us that it
resulted to fatigue if not playing in moderation. Participant 2 had feelings of
happiness and pleasure. For participant 3 stated it was the stress reliever.
Meanwhile participant 4 it creates friendships and provides entertainment. Same
as participant 1 also participant 5 feel the same way they got fatigue. Finally, the
thread in their responses was based on the generated emergent theme which is
multiple effects.
Result 6
Varied answers were given by the participants regarding this question like
trash talks, bad words, no signal, slow internet connection, bullying and
pressured. The findings showed participant 1 admitted that while playing, he
dislikes hearing trash talk. Participant 2 dislikes the same concept while playing
online games. These are trash talks and insults. Apart from trash talking,
participant 3 dislikes the lack of signal and the poor internet connections. Poor
internet connection and trash talk are two other issues that the next participant
dislikes. While being pressured aside from trash talking are the issues participant
5 dislikes. Finally, the cluster themes originated with from multiple responses and
derogatory remarks as the emergent them.
Result 7
When asked about the things they like about playing online games,
participants gave different responses. The only thing participant 1 wants when
28
playing an online game is the relief it provides. Participant 2 desires engagement
and the ability to add friends. The next individual, like participant 2, wants to
communicate with others and make friends. Meanwhile, participant 4 desires the
amusement it provides. While the last participant wants the power it gives.
Finally, Patterned to positive outcomes as the generated emergent theme.
Result 8
When questioned about the problems they had encountered when playing
online games, the participants all gave various answers. Participant 1 unable to
submit school requirement on time. Participant 2 had issues with his internet
connection and extremely pricey mobile charges. Participant 3 is almost failing
his grades because of missed projects. Meanwhile, participant 4 is unable to
concentrate aside from misses’ school works. Lastly, participant 5 is also
experiencing slow internet connection aside from missing school projects. The
created emerging themes that battled those cluster answers were grouped.
Result 9
When asked how they deal with those difficulties, the participants'
responses varied. Participant 1 admitted to only playing in moderation. Try to
manage your time and maintain self-control for participant 2. Meanwhile,
participant 3 wanted to focus on his studies. For participant 4, he wants to find a
stable connection. Participant 5 will deal with his problem through time
management. but all led to the awareness that the emergent theme generates.
Result 10
29
When asked if these internet games had an impact on their families, all of
the participants said "Yes," although their answers varied. Participant 1 admitted
to being unable to assist his family. Participant 2 is unable to aid his family for the
same reason as participant 1. Participant 3 also has the same reason. In the
meantime, participant 4 has little time for family bonding and has abandoned his
parents. While the last participant also has no time for family bonding. Their
responses were patterned after the facts, with challenges as the emerging
theme.
Result 11
Finally, when asked about their experience in online playing affecting their
studies, the participants' responses pointed to personal answers. Participant 1
said it affects his studies for it gives him relief. Sometimes he doesn’t have time
for studies. Participant 2 almost failed in his class. For participant 3, it gives him
realization. For participant 4, he misses school requirements and has a failing
grade. While participant 5, he also misses his school requirements and these all
Implication of Practice
The findings of this study could provide information to the criminology
community, particularly parents and administrators, about criminology students
who are playing online games, allowing them to monitor their students and
provide an aid to help them focus on their studies without becoming distracted.
This research will also assist teachers and facilitators in guiding students and
ensuring that they comprehend their involvement in online games.

30
Implication for Future Research
This research serves as a good example and resources for future RMMC
researchers. The findings of this study are frequently used as a springboard for
further research into students’ online gaming engagement. There is a need for a
larger and more comprehensive study on the necessity of describing and
analyzing the motivations for students’ participation in online games, as
demonstrated by this study.
Concluding Remarks
Participants would benefit much from this research in terms of
comprehending their experiences. The findings of this study can be used by
school administrators to better understand why students play online games and
what the educational ramifications are. Because, according to the findings of this
study, all of the participants were influenced by their peers, and the majority of
them play online games to relieve stress, to feel at ease, and the majority of them
claim that playing online games has an impact on their studies, such as missing
class and being distracted, time management is essential. Other academics may
gain useful insights into the student's engagement with online games, allowing
them to fill in further holes in their expertise.

31
References
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longitudinal relationships between strategic video games, self-reported
problem solving skills, and academic grades. Journal of Youth and
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Anastasia, M & Chaplain, J. (2020). The effect of playing online games on

productivity level.
Anderson, C. A., & Dill, K. E. (2018). Video games and aggressive thoughts,
feelings, and behavior in the laboratory and in life. Journal of Personality
and Social Psychology, 78, 772- 790 .
Anderson, C. A., Gentile, D. A., & Dill, K. E. (2018). Prosocial, antisocial, and
other effects of recreational video games. In D. G. Singer & J. L. Singer
(Eds.), Handbook of children and the media (2nd ed.) (pp. 249-272).
Thousand Oaks, CA: Sage.
Bavelier, D., Achtman, R. L., Mani, M., & Föcker, J. (2016). Neural bases of
selective attention in action video game players. Vision Research,
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Bavelier, D., & Davidson, R. J. (2017). Brain training: Games to do you good.
Nature, 494, 425– 426. doi:10.1038/494425a Chan, P. A., 8c
Rabinowitz,
T. (2006). A crosssectional analysis of video games and attention deficit

hyperactivity disorder symptoms in adolescents. Annals of General
Psychiatry, 5(16). doi:10.1186/1744-859X-5-16
Cordes, C., & Miller, E. (2018). Fool's gold: A critical look at computers in
childhood. College Park, MD: Alliance for Childhood.
Ewoldsen, D. R., Eno, C. A., Okdie, B. M., Velez, J. A., Guadagno, R. E., &
DeCoster, J. (2019). Effect of playing violent video games
cooperatively or competitively on subsequent cooperative.
32
Appendix A
LETTER OF CONSENT
Title: Lived Experience of Criminology Students- Online Gamers: A
Phenomenology of Temporal Happiness and Enjoyment
We, Joven G. Tagose/Narc Anthony V. Quimado, a student of Ramon
Magsaysay Memorial Colleges, General Santos City. I intended to have research
on “Lived Experience of Criminology Students- Online Gamers: A
Phenomenology of Temporal Happiness and Enjoyment”. We will share
information with you and invite you to be part of this research. Before you decide,
you may talk to anyone you feel comfortable with about the study.
This consent form may contain words that are not so clear to you, please
feel free to ask questions. We desire to dig deeper to understand more about the
“Lived Experience of Criminology Students- Online Gamers: A
Phenomenology of Temporal Happiness and Enjoyment”. I hope that your
experiences of being a survivor would somehow encourage and inspire others.
This research will involve your participation in an in-depth interview that
will take about thirty minutes. We invite you to take part in this research because
I feel that your experiences would contribute much to “Lived Experience of
Criminology Students- Online Gamers: A Phenomenology of Temporal
Happiness and Enjoyment”. Your participation in this study is voluntary.
You may change your mind later and stop participating even if you agreed
earlier. You will be given an opportunity at the end of the interview to review your
33
response, and you may also ask to modify or removed portions of those in case
you do not agree with my notes.
The in-depth interview will take place in/at
________________on______________, 2022 and no one else but you and the
researcher will be present during the interview. There is a risk with the idea that
you may share some personal or confidential information by change, or that you
may feel uneasy talking about some of the tropics. You do not have to answer
any questions or take part in the discussion/interview if you sense the
questions/s is/are too personal or if talking about them makes you feel
uncomfortable.
Your participation is likely to help find out more about the “Lived
Experience of Criminology Students- Online Gamers: A Phenomenology of
Temporal Happiness and Enjoyment”. The research to be done may
draw attention, and if you participate, you may be asked by the other people. We
will not be sharing information about you with anyone outside this research work.
Any information about you will have a number assigned instead of your name.
Solely, the researcher will know that your number is and will lock that information
up. We will ask you not to talk other people about what was said or shared. We
will, in other words, request you to keep what will be discussed confidentially.
You should know however, that I cannot stop or prevent participants who will be
part of the group from sharing things that should be confidential.
JOVEN G. TAGOSE & NARC ANTHONY V. QUIMADO

34
Researchers
Appendix B
INTERVIEW GUIDE QUESTIONS
LIVED EXPERIENCES OF CRIMINOLOGY STUDENT – ONLINE GAMERS:
A Phenomenology of Temporal Happiness and Enjoyment
Joven G. Tagose & Narc Anthony V. Quimado
GRAND TOUR QUESTION STAND-IN QUESTION ELUCIDATING QUESTION
1. How do the 1.1 How do the 1.1.1 What is your view
participants participants view point about online
describe their themselves as online games?
experience as gamers? 1.1.2. When do you
online gamers? usually play?
1.1.3. who motivated
you to indulge in playing
online games?
1.1.4. What benefit you
can get in playing online
games ? tell me about
it?
1.2 How do the students 1.2.1 What does it feel
feel about their to be playing online
experience in playing games? Why do you
online games? say so ?
1.2.2 What are the

35
experience your often
feel about playing online
games? Why you say
so?
1.2.3 What are the
things you don`t like to
encounter during
1.2.4 What are the
things you like during
Why?
1.3 How does an online 1.3.1 What are the
game affect the lives of difficulties that you have
the participants? encountered during
Why do you say so?
1.3.2 How do you cope
with those difficulties?
1.3.3 Was your family
affected with these
online games that you
play? Tell us more

36
1.3.4 Was your
experience affecting
your study? Can you
give us more details?

37
Appendix C
INTERVIEW TRANSCRIPTON AMONG PARTICIPANT
Participant no.1 Interview Transcription
1. Researcher’s: Good afternoon, sir, were conducting an interview base in
our Qualitative Research study entitled ‘’Lived Experience of Criminology
Students- Online Gamers: A Phenomenology of Temporal Happiness and
Enjoyment ‘’
2. Participant no.1: Good Morning,
3. Researcher’s: Shall we start the interview sir?
4. Participant no.1: Yes!
5. Researcher’s: What is your point of view on playing online games?
6. Participant no.1: For me as a student, isa siya na makahatag ug sayang
sa oras ug dugang kakapoy, lalo na;t daghan kag himoon.
7. Researcher’s: how was your experience with playing online games?
8. Participant no.1: usahay bilar ug mao ng rason ngano di na maka online
class.
9. Researcher’s: Can you tell us further?
10. Participant no.1: Late na matulog tungod sa online games.
11. Researcher’s: What does it feel as a student playing online games?
12. Participant no.1: ang Online games kay isa sa maka affect sa imong
studies if kini sya kay imong e abuse ang pagdula.
13. Researcher’s: Why you say so?

38
14. Participant no.1: maka ingun ko ana kay even do di kaau ko player sa
online but as I observed daghan ang students na affectuhan jud ilang pag
skwela like late naka maka submit ug mga activities ug di naka makahimo
ug assignment tungod kay after sa dula ug online games stress na sila.
15. Researcher’s: What is the experience your often feel about playing online
games?
16. Participant no.1: actually, kapoy sya pag dili moderately imong pag dula,
lalo na’t hati imong oras sa studies. Ok raman sya kay pang stress reliever
man ang online games pero pag mas e focus nimo sya ma affected jud
imo pag skwela.
17. Researcher’s: why you say so?
18. Participant no.1 : syempre kay student gud ko ug ma observed nako na sa
iban na students.
19. Researcher’s: What are the things you don`t like to encounter during
20. Participant no.1: sa pag dula ug online games ang pinaka dili nako gusto
ma encounter kay ang pag trashtalk, pag isturya ug dili maau sa imong
opponent.
21. Researcher’s: What are the things you like during playing online games?
Why?
22. Participant no.1: Sa pag dulag online games, makahatag nag stress
reliever atua as student lalo na’t daghan tag gina asikaso sa school.
39
23. Researcher’s: What are the difficulties that you have encountered during
24. Participant no.1: dili na maka pasag mga requirements kay tungod rush
hour na dahilan sa sigeg dulag online games.
25. Researcher’s: How do you cope with those difficulties?
26. Participant no.1: play moderately lang para di sya maka hatag ug bad
effect satua as students.
27. Researchers: Was your family affected with these online games that you
play? Tell us more?
28. Participants no.1: oo, kay dili na masugo ug di na makatabang sa
buhatunon sa balay.
29. Researchers: Was your experience affecting your study? Can you give us
more details?
30. Participant no.1: as a student and a gamers, online games is makatabang
satua as stress reliever after being exhaust in school wok. But kung mag
dula na halos wala kay time manage, that time na maka apekto jud ang
online games sa imong studies.
Participant no. 2 Interview Transcription
31. Researcher’s: Good morning, sir,
32. Participant no.2: Good morning!
33. Researcher’s: were conducting an interview base in our Qualitative
Research study entitled Lived Experience of Criminology Students- Online
Gamers: A Phenomenology of Temporal Happiness and Enjoyment

40
34. Participant no.2: okay!
36. Participant no.2: okay lang kay player man sad ko, pampawala ug stress
lang lang nako pero dapat may time management lang jud kay student
man.
37. Researcher’s: How was your experience with playing online games?
38. Participant no.2: makalingaw tapos maka apil kay mga tournament
kauban ang mga uban players.
39. Researcher’s: What was your experience in playing online games?
40. Participant no.2: makalingaw pero usahay ma badtrip sad ka kay kalas
kaau’g load ug lalo na’t wala kaau signal.
42. Participant no.2: after school maka pa relaxation sya.
games?
44. Participant no.2: happy, and enjoyment
45. Researcher’s: why you say so?
46. Participant no.2: malingaw ko mag dula lalo na’t sabay nako mga friends
nako ug isa sad sya sa rason maka social interact ko sa iban tao.
48. Participant no.2: trashtalking, imbis naa nakay diploma ingnan pakag
bobo. Mga badwords ug mga di maa una panulti sa opponent

41
Why?
50. Participant no.2: maka social interact ko sa iban tao, ug maka daghan ug
friends.
51. Researcher’s: Why?
52. Participant no.2: naka dugang ug skills as player ug sa mind natu na ma
refresh jud sya.
54. Participant no.2: hinay internet, kalas ug load, kalas ug kwarta, ug daghan
ko ma delays ug ma missed na mga activities ug mga assignment sa
shool.
56. Participants no.2: hmm. Kuan, self-control lang as player, ug time manage
lang jud as student kay para walay ma missed na activity ug assignments.
57. Researcher’s: Was your family affected with these online games that you
play?
58. Participants no.2: yes, kay dili na masugo sa balay.
59. Researcher’s: Was your experience affecting your study? Can you give us
more details?
60. Participant no.2: yes. Kay naka experience ko na hapit ma bagsak tungod
aning online games. Maka hatag syag stress reliever as student after
playing pero dapa naa jud kay time manage.

42
61. Researcher’s: Good afternoon sir.
62. Participant no.3: Good afternoon!
63. Researcher’s: Were conducting an interview base in our Qualitative
64. Participant no.3: okay sir!
65. Researcher’s: shall we start the interview sir?
66. Participant no.3: sige..
68. Participant no.3: kuan, maka hatag ug kalingaw.
69. Researcher: How was your experience with playing online games?
70. Participant no.3: para sa akoa as student, pag too much experience na
maka guba syag studies kay dira na nimo mahatag imong oras tanan.
72. Participant no.3: makalipay pero usahay maglagut sad ka
74. Participant no.3: usahay maka wala ug focus sap ag skwela. Usahay
makalipay sad kay pampawala man syag stress.
games?
76. Participant no.3: pampawala ug stress.

43
78. Participant no.3: syempre kanang kaau ka gikan school work unya single
pajud walay uyab, walay mo comfort so.. sa online games nalang ta
malipay.
80. Participant no.3: kanang walay signal, kanang di sad nako ma control
sarili nako sa mga opponent nako na grabe mang trashtalk ug mag sulti
ug di mayo.
Why?
82. Participant no.3: maka dagdag ug mga friends. Maka hatag ug social
interaction among others.
playing online games? Why do you say so?
84. Participant no.3: ma bagsak sa school tungod sa online tungod daghan
kag ma missed na projects.
85. Researcher’s: Why do you say so?
86. Participant no.3: tungod mag salig naman ka s exceptions ug
consideration sa instructor lalo nat taas mag hatag ug deadline pero
tungod sa online games maka limot ka may ipasa diay ka.
88. Participant no.3: mag focus sa studies ug mag set ug time management.
44
89. Researcher’s: Was your family affected with these online games that you
play? Tell us more?
90. Participant no.3: yes kay di na maka tabang sa buhatunon sa balai.
91. Researcher’s: Was your experience affecting your study? Can you give us
more details?
92. Participant no.3: yes. Even do ang online platform na maka hatag ug
advantage sa atua as student na ma relax ta after being exhaust sa
schoolwork. But e isipon sad natu na too much playing is makadaot sad
tungod mas mahatagan pag time ang online games kesa sa pag skwela
93. Researcher’s: Good morning sir,
94. Participant no.4: Good Morning din,
96. Participant no.4: okay,
98. Participant no.4: yes.
100. Participant no.4: para sakoa, pampawala syag kalaay stress
reliever sya.
101. Researcher’s: How was your experience with playing online
games? Can you tell us further?

45
102. Participant no.4: sometimes maka stress lalo na’t mapilde. Pero
enjoy man sad pag madaug.
104. Participant no.4: may time na makalagut na halos mag taas imong
temper sa sarili.
106. Participant no.4: enjoy pampastress reliever sya lalo na’t dahan
buhatunon sa school.
107. Researcher’s: What is the experience your often feel about playing
online games?
108. Participant no.4: makahatag syag daghan friends maong malingaw
ko tungod dagahn kog ma meet ug makilala
109. Researcher’s: What are the things you don`t like to encounter
during playing online games?
110. Participant no.4: hinay ang connection o signal sap ag dula,
trashtalking, ug bullying.
111. Researcher’s: What are the things you like during playing online
games?
112. Participant no.4: syempre as student, maka lingaw sya pag free
time mag dula if walay himoon na schoolwork. Daghan kog ma meet na
friends sa iban na lugar tungod sa online games .
113. Researcher’s: What are the difficulties that you have encountered

46
114. Participant no.4: daghan kog ma missed na schoolwork. While ga
dulag online games, ginasugo.
116. Participant no.4: halos di na maka focus sa studies. Ug di na
masugo.
118. Participant no.4: dapat nay time manage sa sarili, sa studies, ug
dapat unahon jud ang buhatunon sa balai bag o mag dula.
119. Researcher’s: Was your family affected with these online games
that you play? Tell us more
120. Participant no.4: yes kay wala nakoy time makig bonding sa ilaha.
Naa rako sa kwarto nako permi naga dula ug wala nako ga paminaw sa
ilaha.
that you play? Can you give us more details?
122. Participant no.4: yes. Kay tungod aning online games daghan kog
ma missed na schoolworks ug di nako maka focus sa pag skwela.
123. Researcher’s: Good morning sir,
124. Participant no.5: Good Morning din,
Gamers: A Phenomenology of Temporal Happiness and Enjoyment.

47
126. Participant no.5: okay po,
128. Participant no.5: sige,
130. Participant no.5: game na maka pa stress reliever. Pang mind
concentration sa tao.
131. Researcher’s: How was your experience with playing online
games? Can you tell us further?
132. Participant no.5: pampawala sa kalaay, pamparelaxation.
133. Researcher’s: can you tell us further?
134. Participant no.5: tungod sa online games, di na kaau ko ga laag
bisag asa, ug tungod sa online games ma challenge lang ko kay tungod
nay mga rank up o game level.
136. Participant no.5: challenging, pero pa minsan mag lagut ka kay
hina ang connection.
138. Participant no.5: di lang sya pampawala ug stress kay kung maau
ka mag dula pwede ka ma kitaan ug skills ug ability sa inyu school ug
pwede ka nila e pambatu like sa mga school levels.
139. Researcher’s: What is the experience your often feel about playing
online games?
48
140. Participant no.5: kung ma subraan sa dula ug kana ma expose kag
taman sa sisgeg dula, di naka maka hunahunag kaon ug tulog ug maka
sakit ug mata, ug ulo.
141. Researcher’s: What are the things you don`t like to encounter
142. Participant no.5: pressure ug intense tungod sa mga trashtalking ug
mga pag isturya na dili maau
143. Researcher’s: What are the things you like during playing online
games?
144. Participant no.5: kanang ma mission accomplished ka ma rank up
or ma level up.
145. Researcher’s: What are the difficulties that you have encountered
146. Participant no.5: Hinay internet ug lag kaau tapos sugoon while ga
dula. Tas daghan ko ma missed na schoolwork, activities ug assignments.
148. Participant no.5: mangitag stable na connection then himoon sa
tanan schoolwork ug trabaho a balai then after ana saka na mu dulag
online games
that you play?
150. Participant no.5: yes,
151. Researcher’s: tell us more?

49
152. Participant no.5: kay wala nakoy time sa ilaha. Unahon pang dula
kesa sa sugo nila. Tas suko na sila sakoa kay sila pay ga hatag ug
pangload para mag dula ko online games.
that you play?
154. Participant no.5: oo kay ma bagsak ko tungod aning online games
155. Researcher’s: Can you give us more details?
156. Participant no.4: daghan na missed sa schoolwork tungod bilar ug
kapoy kay whole night nag babad ug dula ug online games

50
Appendix D
Letter Request to the Validation
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, General Santos City
To the Expert Validator

Sir/Ma’am:
Greetings of peace
The undersigned are Bachelor of Science in Criminal and Justice were currently
conducting a study entitled “LIVED EXPERIENCES OF CRIMINOLOGY
STUDENT – ONLINE GAMERS: A Phenomenology of Temporal Happiness
and Enjoyment” as required for the Criminological Research 1 (CRIM7).
In line with this, the researchers humbly requesting for your expertise to validate
the survey questionnaire comments and suggestions will be helpful in finalizing
this research to be used in data gathering.
May this humble request merit your favorable response.
Respectfully yours,

Researcher
Noted by:
GERALDINE O. NOLASCO, MS Crim

Adviser
51
Appendix E
VALIDATION SHEET
To the Evaluator: Kindly check the column which fits your evaluation for the item.
Rating (number of YES marks):
( ) 15-16 - Very Good ( ) 9-11 - Fair (may be upgraded if revised)
( ) 12-14 - Good ( ) 0-8 - For revalidation
Research Title: _____________________________________________________
Course and Year: _______________________ Date Evaluated: ____________
Items YES NO
ETHICS
1. Introduction (purpose, confidentiality, duration, and a way of conduct) and closing
components (for additional comments) are provided.
2. Informed consent is provided.
3. Interview Protocol for Participant is available.
4. Participant’s Verification Form is included.
5. Informed Assent Form for Minor participant is prepared.
6. Interview Consent Form is available.
ARTISTRY
7. Script is included/built-in, so interview can introduce, guide and conclude the
interview in a consistent manner.
8. Questions are heading towards creating storytelling and narratives.

52
RIGOR
9. Questions are open-ended to encourage in-depth responses avoiding close- ended
questions which are answered by “yes” or “no”.
10. Commence with active verbs and incorporate relevant nouns.
11. Coherence of the research question with the research paradigm is evident.
12. Questions are stated in the affirmative.
13. Questions are focused and expressed in a concise manner as to be workable and
researchable.
14. Probe questions are provided.
15. Questions are sequenced in logical order asking the highest priority first. Opinion
questions follow information questions.
16. Number of questions can be covered within 60-90 minutes, not exceeding 15
open-ended items (probes excluded) for every research questions, except special
cases.
Overall Remarks: ______________________________
Date Evaluated: ____________
___________________________________
SIGNATURE OVER PRINTED NAME

53
Appendix F
Summary of Validator’s Ratings on Questionnaire
Summary of Validat0or’s Ratings on Questionnaire
Name of the Validators Average Rating Description
1. Sir Erolled T. Piloton, LPT 14 Good
2. Ma’am Salome L. Rocacurva MLIS, RL 15 Very Good
3. Sir Cyril Cabucos Rcrim 15 Very Good
4. Sir Richard Opalla 15 Very Good
Average Weighted Mean 14. 75 Good
Legends:
15-16 – Very Good 9-11 - Fair
12-14 – Good 0-8 - For revalidation

54
Appendix G
Letter of Request to Conduct Study
Sir/Ma’am:
Greetings of peace!
We, the Criminology students of Ramon Magsaysay Memorial Colleges, General

Santos City are currently conducting a study entitled “LIVED EXPERIENCES OF
CRIMINOLOGY STUDENT – ONLINE GAMERS: A Phenomenology of
Temporal Happiness and Enjoyment” as requirement for Criminological
Research of the Criminal Justice Program.
In line with this, we are humbly requesting your good office to let us conduct the
study at your jurisdiction. Your approval will be helpful in finalizing this research
to be used in data gathering.
May this humble request merits your favorable response.
Respectfully yours,

Researchers
Checked By:
GERALDINE O. NOLACO, MS Crim.

Adviser
Noted by:
MARNIE J. BESAS, PhD. Crim

Program Director
55
Appendix H
Plagiarism Checker Result
56
CURRICULUM VITAE
QUIMADO, NARC ANTHONY V.
Purok. Maliwanag, Población
Malungon Sarangani Province
Mobile number: 0948-969-5322
Email: ongkoyquimadox@gmail.com
Facebook: Narc Anthony Quimado
Personal Data
Nickname : Ton-Ton
Age : 22
Birthday : December 14, 1999
Sex : Male
Civil Status : Single
Height : 5’7
Weight : 72kg
Citizenship : Filipino
Father : Arnel F. Quimado
Mother : Trinidad V. Quimado
Special Skills:
57
Playing Basketball, Boxing, Drawing, Painting and Cooking
Educational Background:
Tertiary: Bachelor of Science in Criminology
General Santos City
Secondary: Malungon National Highschool
Poblacion, Malungon Sarangani Province
2013 – 2018
Primary: Malungon Central Elementary School
Poblacion, Malungon, Sarangani Province
2006 - 2013
MEMBERSHIP ON ORGANIZATIONS
Junior Professional Criminology Association of the Philippines
General Santos City
SEMINARS AND TRAINING ATTENDED
October 21. 2021 Research Seminar: APA Citation and
Review of Related Literature and Studies
Gen, Santos City

58
JOVEN G. TAGOSE
Purok Malakas Brgy. Nagpan
Malungon Sarangani Province
Mobile number: 09515049986
Email: jovenvillasorgenelasotagose28@gmail.com
Facebook: Joven Villasor Genelaso Bandila-Tagose
Personal Data
Nickname : Ven
Age : 21
Birthday : July 28, 2000
Sex : Male
Civil Status : Single
Height : 5’6
Weight : 60kg
Citizenship : Filipino
Father : Sammy B. Tagose
Mother : Agripena G. Tagose
Special Skills:
Playing Sepak Takraw, Basketball, Taekwondo, Drawing and Painting.

59
Educational Background:
Tertiary: Bachelor of Science in Criminology
General Santos City
Secondary: Malungon National Highschool
Poblacion, Malungon Sarangani Province
2013 – 2018
Primary: Nagpan Elementary School
Brgy. Nagpan Malungon, Sarangani Province
2006 - 2013
MEMBERSHIP ON ORGANIZATIONS
Junior Professional Criminology Association of the Philippines
General Santos City
SEMINARS AND TRAINING ATTENDED
October 21. 2021 Research Seminar: APA Citation and
Review of Related Literature and Studies
Gen, Santos City

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LIVED EXPERIENCES OF CRIMINOLOGY STUDENT – ONLINE GAMERS:

A PHENOMENOLOGY OF TEMPORAL HAPPINESS AND ENJOYMENT

A Thesis Presented to the Faculty of

College of Criminal Justice Ramon Magsaysay Memorial Colleges,

General Santos City

In Partial Fulfillment of the Requirements in

Criminological Research and Statistics

NARC ANTHONY V. QUIMADO

Ramon Magsaysay Memorial Colleges

This research entitled LIVED EXPERIENCES OF CRIMINOLOGY STUDENT –

GERALDINE O. NOLASCO, MSCrim

APPROVED by the Panel of Examiners with a grade of _____________.

MARNIE J. BESAS, PhD.Crim

ACCEPTED and APPROVED in partial fulfillment of the

Final Defense: ________

This study was conducted to determine the lived experiences of criminology

students – online gamers of Ramon Magsaysay Memorial Colleges, General

group which is the Lived Experiences of Criminology student –Online gamers of

Ramon Magsaysay Memorial Colleges, General Santos City survey

questionnaire is administered to a selected sample from a specific population.

The survey involved the administration of a Questionnaire that sought to obtain

data from the sensory evaluation gathered by Research Participants. Many

people engage in online gaming as a kind of entertainment. Some people believe

challenge and competitiveness, relaxation, enjoyment, social contact, and even

mental escape from the actual world. It is advantageous, according to some

studies. It allows players' minds to be more engaged, especially in puzzle-based

particularly in adventure games that need players to be aware, active, and

experience affected their academics, their responses tended to be excessively

personal and referred to many implications as the developing topic.

Keyword: live experiences of criminology students’ online gamers

The Researchers would like to express their gratitude to the following

individuals who support, guide, and pursue this study.

He gave us wisdom, knowledge and granted us countless blessings, and

To MARNIE J. BESAS, PhD. Crim for having his administrative

To Jobelle Lorenzo, MSCJ. And Geraldine O. Nolasco MSCrim, the

the opportunity, encouragements, suggestions, and comments for completion of

this study with their meaningful guidance;

To the parents of researchers, who provided unconditionally love and

financial assistance which supported us in all facets of our scholastic endeavors

especially this research study; and

Lastly, to all the personnel of the College of Criminal Justice Education of

the completion of this study

Joven & Narc

LIST OF APPENDICES vii

LIST OF TABLES viii

Purpose of the Study 2

Significance of the Study 4

Delimitations and Limitations 5

Organization of the Study 5

II REVIEW OF RELATED LITERATURE 6

Role of the Researcher 10

Implication for Practice

Implication for Future Research 28

A Sample Informed Consent Form 31

C Interview Transcription among participants 36

D Request Letter to the Validator 49

E Validation Sheets for Interview Guide 50

F Summary of Validators Ratings on Questionnaire 52

G Letter Asking Permission 53

H Plagiarism Checker Result 54

A Sample Informed Consent Form

C Interview Transcription among participants

D Request Letter to the Validator

E Validation Sheets for Interview Guide