Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 8 (2025)

Exploring Academic Decline Among E-Gamers: A Phenomenological Approach to Learners’ Academic Experiences

Charisa Alacida | Monica Asas | Gelyn Aparilla | Jea Grace Bernacer | Jelmer Butihen | Christine Hingpit | Ma. Glenda Monares | Marimar Vallentos | Weena Mae G Ampo

Discipline: Education

 

Abstract:

This qualitative study explored the lived experiences of secondary school students who experienced academic decline due to excessive electronic gaming. E-games have become a dominant recreational activity among adolescents, often providing enjoyment, social connection, and cognitive stimulation. However, prolonged engagement has been linked to academic difficulties, including poor time management, reduced study habits, and emotional strain. The purpose of this study was to examine how learners described their academic and personal struggles while engaging in excessive gaming, and how they attempted to regain academic stability. Using a phenomenological design, eight participants from public secondary schools in the Philippines were purposively selected. Data were gathered through semistructured interviews and analyzed using Braun and Clarke’s (2006) thematic analysis approach. Findings revealed three overarching themes: (1) Loss of Academic Focus—students reported neglecting schoolwork, experiencing declining grades, and failing to balance study and play; (2) Emotional and Mental Strain—participants described guilt, stress, and anxiety associated with excessive gaming; and (3) Struggles in Balancing Priorities—learners struggled to regulate gaming behavior but showed resilience through self-discipline, limiting playtime, and behavioral adjustments such as deleting games. This study highlights the dual nature of gaming, as it serves both as a coping strategy and a source of academic stress. It emphasizes the importance of parental guidance, teacher intervention, and school-based digital literacy programs that support responsible gaming habits.



References:

  1. Ampo et al. (2025). https://doi.org/10.46223/HCMCOUJS.soci.en.16.3.3838.2026
  2. Ampo, W. M. G., Ayuban, A. R., Avellaneda, S. L. A., & Go, D. T. (2025, April 30). Exploring teachers’ lived experiences in integrating ChatGPT in classroom practices. International Journal of Education and Emerging Practices, 1(1), 17–28. https://doi.org/10.63236/injeep.1.1.2
  3. Anderson, E. L., Steen, E., & Stavropoulos, V. (2017). Internet use and problematic internet use: A systematic review of longitudinal research trends in adolescence and emergent adulthood. International Journal of Adolescence and Youth, 22(4), 430–454. https://doi.org/10.1080/02673843.2016.1227716
  4. American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.
  5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  6. Hu, X., Chen, H., & Li, J. (2022). Internet gaming disorder and its impact on students’ attention and academic performance: A meta-analytic review. Computers in Human Behavior, 128, 107120. https://doi.org/10.1016/j.chb.2021.107120
  7. Cheng, C., Cheung, M. W.-L., & Wang, H. (2021). Multinational prevalence of internet gaming disorder and its relationship with academic outcomes: A systematic review and meta-analysis. Addictive Behaviors, 114, 106749. https://doi.org/10.1016/j.addbeh.2020.106749
  8. Chiu (2024). The Impact of Online Game Addiction on Adolescent Mental Health: A Systematic Review and Meta-analysis. https://www.researchgate.net/publication/354492473
  9. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  10. Dong et al. (2020). Internet addiction and related psychological factors among children and adolescents during the COVID-19 pandemic. http://tiny.cc/mw4p001
  11. Dumrique, D. O., & Castillo, J. G. (2018). Online gaming: Impact on the academic performance and social behavior of the students in Polytechnic University of the Philippines Laboratory High School. KnE Social Sciences, 3(6), 1205–1210. https://doi.org/10.18502/kss.v3i6.2445
  12. Gentile, D. A. (2009). Pathological video-game use among youth ages 8 to 18. Psychological Science, 20(5), 594–602. https://doi.org/10.1111/j.1467-9280.2009.02340.x
  13. Griffiths, M. D., Kuss, D. J., & Pontes, H. M. (2019). A brief overview of Internet Gaming Disorder and its treatment. Australian Clinical Psychologist, 5(1), 6–11. Retrieved from https://bit.ly/44UEGnc
  14. Hawi, N. S., Samaha, M., & Griffiths, M. D. (2020). The digital addiction scale for children: Development and validation. Cyberpsychology, Behavior, and Social Networking, 22(12), 771–778. https://doi.org/10.1089/cyber.2019.0132
  15. Hu, E., Lim, C., & Chiu, M. (2022). Gaming and student learning: A meta-analysis. Educational Psychology Review, 34, 125–149. https://doi.org/10.1007/s10648-021-09634-7
  16. Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2011). Psychosocial causes and consequences of pathological gaming. Computers in Human Behavior, 27(1), 144–152. https://doi.org/10.1016/j.chb.2010.07.015
  17. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
  18. Soriano, G., & Francisco, J. (2020). Gaming behaviors and coping mechanisms among Filipino adolescents. Asia Pacific Journal of Multidisciplinary Research, 8(2), 45–53. https://doi.org/10.5281/zenodo.4055218
  19. Wei, H. S., & Lo, V. H. (2006). Staying connected while on the move: Cell phone use and social connectedness. New Media & Society, 8(1), 53–72. https://doi.org/10.1177/1461444806059870

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic