Adolescent Motives, Gaming Behavior and Its Implications to Learning: The Case of Junior and Senior High School Students

Abstract

While many individuals consider gaming as a diversion and a barrier to personal growth, the current research provides a fresh outlook on gaming behaviors. The study, which utilizes descriptive and correlational designs, investigates the motivational basis of gaming behavior among 246 adolescent gamers from a Junior and Senior High School Department in the City of Ilagan, Isabela. The study uses standardized tests to measure and compare the respondents' gaming behavior and motivation and analyzes the data through various statistical methods. The results show that the participants' gaming behaviors are mainly motivated by the domains of Recreation, Skill Development, and Coping. However, the study also reveals that excessive and problematic gaming can negatively affect academic performance, cognitive capacities, social and emotional development, self-esteem, interpersonal relationships, and prosocial conduct. The study recommends that educators and game designers should consider the pros and cons of various gaming motives and integrate them into balanced learning experiences that promote cognitive, affective, and social growth. The study also highlights the importance of monitoring and moderating gaming behavior in educational settings to ensure healthy and balanced learning outcomes.