Relationship of online Gaming addiction and study skills and habits of College Students

Online gaming is one of the major trends today and is one of the most common source of entertainment for people specially students. However, it can be addictive and may have negative effect to students. This study described the college students’ experiences in online gaming addiction. Also, it described the domains of study skills and habits of college students in terms of attitude, time management, goal setting, class preparation, and exam preparation. Further, it determined the relationships of college students’ sex and year level with their online gaming experiences and the domains of study skills and habits. This study used the descriptive method. The researcher circulated a survey questionnaire with Likert-scale responses to a total of 115 college students consisting of 40 male students and 75 female students which year levels are 30 first year, 34 second year, 22 third year and 29 fourth year students. Based on the results of the study, the researcher concluded that college students’ experiences in online gaming are as follows: they are not comfortable limiting their game time, they are bored when they do not play online games, they forgot to eat and they have stolen for gaming. However, college students did not necessarily neglect their responsibilities in school. In term of study skill and habits, the researcher concluded that college students have positive attitude to learn new things from school. They can start studying and they can keep it going. They do review practice problems to prepare for their class. Likewise, college students can adjust their study methods in terms of exam preparation. However, it is also concluded that they have on average goal setting plan though they are setting high standards for themselves in school. Furthermore, their sex and year level have nothing to do with their online gaming experiences and their study skills and habits. Same with their online gaming experiences are not associated with their study skills and habits. Since online gaming can be addicting, the researcher recommends that a school intervention should be done for the college students from where their experiences on it are quite alarming. Further study can be conducted focusing on the compulsive and obsessive behaviors of college students in relation to online gaming. Though positive results are present in terms of the study skills and habits of students, it is still recommended to have continuous monitoring not only of their skills and habits but on their academic performance in terms of academic grades, problems and deficiencies. Keywords— Online Gaming, Online Gaming Addiction, Addiction, Study Habits, Study Skills


INTRODUCTION
Online gaming is one of the major trends today and is one of the most common source of entertainment for people specially students. However, it can be addictive and may have negative effect to students. With the increasing diversity of college students, the factors impacting academic performance are becoming even more important (Santos &Celis, 2020).
A sort of troubling online gaming activity that bears similarities to the nature of the term and the addiction problem in such a way that it can be beneficially lend itself and compared with it (Hellman et al., 2013).In severe situations, prolonged video game play may have potentially adverse effects on people that tend to display compulsive and/or addictive habits close to those of other more conventional addictions (Griffiths et al., 2012).
Further, online players are mindful of their addictions to video gaming and are usually aware of the impact of their addictions on certain facets of their life, but their selfawareness is not equal to their addictions control (Lee et al., 2007).

II. CONCEPTUAL FRAMEWORK
Online gaming is more common among youth than among adults, and online gambling addiction is more likely among males than females (Ko et al., 2005).It's obvious that online players prefer to devote a lot of hours devoted to their game and find the social elements of the in-game environment of fun and rewarding than what happens in the real world (Ng &Wiemer-Hastings, 2005

III. OBJECTIVES OF THE STUDY
This study described the college students' experiences in online gaming addiction. Also, it described the domains of study skills and habits of college students in terms of attitude, time management, goal setting, class preparation, and exam preparation. Further, it determined the relationships of college students' sex and year level with their online gaming experiences and the domains of study skills and habits.

IV. METHODOLOGY
This study used the descriptive method. Descriptive approach is intended to collect knowledge about presenting current situations and to explain the complexity of the situation as it appears at the time of the analysis, and to investigate the causes of particular phenomena (Camic et al., 2003). The researcher circulated a survey questionnaire with likert-scale responses (Vagias, 2006) to a total of 115 college students consisting of 40 male students and 75female students which year levels are 30 first year, 34 second year, 22 third year and 29 fourth year students.   Table 2 shows the study skills and habits of college students in terms of attitude, time management, goal setting, class and exam preparations. In terms of attitude, college students scored an average weighted mean of 3.68 which means that the experiences under this domain were moderately true of them. College students know they can survive schooling even thesubjects are hard (X = 3.90) and this is moderately true of them. While, they like learning new things in school(X = 3.04) is somewhat true of them. In time management, college students scored 3.51 on this domain which has a verbal interpretation of 'moderately true of me'. They moderately experienced that they can start studying and keep it going (X = 3.72) but they somewhat experienced to find it easy to stick to a study schedule (X = 3.03). In goal setting, college students got an average weighted mean of 3.10 stating that these experiences are somewhat true of the college students. They somewhat experience persist when the find it challenging to concentrate studying (X = 2.91) and they moderately experienced setting high standards for themselves in school (X = 3.46). In terms of class preparation, this domain got an average weighted mean of 3.38 and with a verbal interpretation of 'moderately true of me'. College students do review practice problems (X = 3.65) and they make up and answer questions to test themselves (X = 3.40). Last, exam preparationgot an average weighted mean of 3.44. This shows that college students moderately experienced adjusting their study methods for different subjects(X = 3.70) and they somewhat feel confident in their study methods (X = 3.08).  Table 3 presents the relationships ofsex and year level of the college students with their online gaming experiences and their study skills and habits (attitude, time management, goal setting, class preparation and exam preparation). Using Pearson r correlation, it was found out that sex and year level of college students do not have significant relationships with their online gaming experiences and their study skills and habits. Furthermore, there were also no significant relationships when tested between all variables.

VI. CONCLUSIONS AND RECOMMENDATIONS
Based on the results of the study, the researcher concluded that college students' experiences in online gaming are as follows: they are not comfortable limiting their game time, they are bored when they do not play online games, they forgot to eat and they have stolen for gaming. However, college students did not necessarily neglect their responsibilities in school. In term of study skill and habits, the researcher concluded that college students have positive attitude to learn new things from school. They can start studying and they can keep it going. They do review practice problems to prepare for their class. Likewise, college students can adjust their study methods in terms of exam preparation. However, it is also concluded that they have on average goal setting plan though they are setting high standards for themselves in school. Furthermore, their sex and year level have nothing to do with their online gaming experiences and their study skills and habits. Same with their online gaming experiences are not associated with their study skills and habits.
Since online gaming can be addicting, the researcher recommends that a school intervention should be done for the college students from where their experiences on it are quite alarming. Further study can be conducted focusing on the compulsive and obsessive behaviors of college students in relation to online gaming. Though positive results are present in terms of the study skills and habits of students, it is still recommended to have continuous monitoring not only of their skills and habits but on their academic performance in terms of academic grades, problems and deficiencies.