Abstract
This study employed a Convergent Mixed-Methods Design to examine how mobile gaming influences students’ behaviour, study habits, physical well-being, and academic obligations within a senior high school educational context. The quantitative component involved 58 Grade 11 students from Section X in the Philippines who answered a 10-item Likert-scale survey assessing gaming habits, academic distractions, sleep problems, physical symptoms, and coping strategies. Data were analyzed using weighted means, frequency distributions, and Pearson’s correlations. The qualitative component consisted of semi-structured interviews with ten purposively selected participants. The thematic analysis revealed three major themes: (1) gaming for enjoyment and escape, (2) physical discomfort and sleep loss, and (3) difficulty managing academic responsibilities alongside failed attempts at self-regulation. Findings indicated that greater gaming involvement was associated with reduced focus, sleep deprivation, decreased motivation, and neglect of academic tasks. Quantitative results revealed a moderate negative relationship between mobile game addiction and academic performance (r = −.52, p < .001). Qualitative narratives further explained how sleep loss, cognitive fatigue, and reinforcement-driven habits contributed to academic disengagement despite students’ awareness of negative consequences. The study highlights the importance of digital literacy programs, structured guidance interventions, and school-based strategies that promote responsible gaming habits and academic self-regulation among learners.
Author BiographyMhel Cedric D. Bendo, Polytechnic University of the PhilippinesMhel Cedric D. Bendo is a student researcher specializing in educational psychology, curriculum and instruction, educational measurement and evaluation, psychometrics, educational technology, and business and financial technology (FinTech). He is pursuing a Bachelor of Science in Entrepreneurship at the Polytechnic University of the Philippines. As of 2026, he is a member of the Editorial Board of SIAR Publications, an Editorial Board Member of the International Journal of Multidisciplinary Research and Exploration (IJMRE), and an Editorial Board Member and Review and Technical Committee Member of the International Journal of Advanced Multidisciplinary Application (IJAMA), where he contributes to peer review, subject-area feedback, manuscript evaluation, and research assessment. He also serves as a Technical Editor for the Journal of Student-Run Clinics (JSRC), contributing to editorial review processes and the technical evaluation of submitted manuscripts. He is an invited peer reviewer for international peer-reviewed journals, including Cogent Education (Taylor & Francis), a peer-reviewed journal published by a leading global academic publisher, contributing to the evaluation of scholarly work in education and interdisciplinary research. His reviewing contributions cover education, psychology, artificial intelligence in education, educational technology, educational evaluation, interdisciplinary undergraduate research, health education, business, and entrepreneurship, including journals indexed in Web of Science (ESCI), Scopus (Q1–Q3), ERIC, and DOAJ.
