The Mobile Games and Classroom Behavior

REVIEW OF RELATED LITERATURE AND STUDIES

Mobile games do not only imply a behavior, but also contain a value, which might be sometimes anti-
social in nature. It seems obvious that the more time you spend playing games, the worse your
academic performance, and there are studies that have found a correlation between time spent on
video games and students’ academic performance (Padilla-Walker et al., 2009).

The average person does not have this analysis; you put a 500-page book in front of them and they will
not even read it because they think it is so thick that they will not be able to finish it in their lifetime
(Hsieh, 2021).

In fact, the psychosocial mechanisms behind playing games deserve more attention than academic
performance. Often the decline in academic performance is the most easily observed, but the
relationship between playing video games and soft aspects such as feelings of loneliness, loss, self-
esteem, social anxiety and social skills is often overlooked. These commonly overlooked factors largely
contribute to negative events that influence our perceptions of mobile games (Han et al., 2009).

Researchers have found that excessive immersion in games with antisocial content (violence) can easily
lead to addiction and that such games have a subtle effect on gamers: they lack empathy and are prone
to destructive behavior in real life. In fact, for gamers, the violent stimuli provided by virtual worlds such
as combat are not only a stress relief, but also a training exercise that allows them to become
accustomed to such aggressive emotions and destructive behavior in games, which they gradually carry
over into real life (Huizenga et al., 2009).

By accessing online games, students tend to behave positively and negatively. Positive behavior is that
students can have many friends so that students can communicate and interact and exchange ideas so
that students' insight increases. Meanwhile, negative behavior tends to make students lazy to study,
such as delaying schoolwork and accessing online games during class hours. ost students who play
games have problems that lead to social deviant behavior, for example a lot of time spent just playing
online games will affect the behavior of students, among others, when playing games students often hit
the table, children are lazy to study, children are sometimes angry , does not care about empathy, utters
harsh words without regard to the surrounding environment, is not ready to take lessons, often comes
late to school and when studying in class, he prefers to be busy himself. Nurharsya Khaer Hanafie
(2022)

When solving issues, students need to communicate with one another about what they would like to
contribute to the activity or what they think the team should do. At the same time, they need to remain
aware of how the rest of the team feels about roles, decisions, progress, and more. Hugoboom (2022)

Research has shown that there are many benefits to playing games in the classroom. When planning
lessons, teachers should try to incorporate at least one game a day into one of the key learning areas as
either a teaching and learning tool, assessment strategy or classroom motivator. Victoria (2021)

We all know how much students like using their phones and tablets to play games. We're also aware
that some of these games are highly addictive. Because they are a type of entertainment, they get kids
to pay more attention to them. Despite the fact that mobile games appear to be entertaining, they can
have detrimental consequences for children. The following are some of the ways that mobile games can
have an impact on kids. Dimagiba (2022)

In an online system of learning, student participation in the class cannot be controlled, student-teacher
interaction is limited and the student is unable to enjoy the social benefits of school. This results to
students engaging in mobile gaming activities in order to satisfy their need for social interaction, which
gaming provides. Hall (2020)

Numerous studies have been conducted to test whether technological advances, particularly of mobile
users, are beneficial or detrimental to an individual's school performance. Picardal (2021)

STATEMENT OF THE PROBLEM

This research aims to identify the factors inclined in mobile games and classroom behavior of the
students.

1. How may the respondents be described in terms of:

2. How mobile games affect the psychological behavior of the students inside the classroom.
3. How mobiles games affect the emotional behavior of the students inside the classroom.
4. How mobiles games affect the social behavior of the students inside the classroom.
5. What possible solutions may be recommended based on the findings.
REFERENCES

Yuanzhe Li, et. al, (2022) Psychosocial Impacts of Mobile Game on K12 Students and Trend Exploration
for Future Educational Mobile Games
https://www.frontiersin.org/articles/10.3389/feduc.2022.843090/full#:~:text=Anti%2Dsocial
%20Behavior%20Caused%20by%20Mobile%20Games&text=Those%20students%20who%20are
%20addicted,the%20campus%2C%20family%20and%20society.

Nurharsya Khaer Hanafie (2022) The Effect of Online Games on Changes in Student Behavior in Middle
Schools
https://ojs.staial.ac.id

Morgan Hugoboom (2022) 5 Reasons Why you Should Be Using Games in Education
https://www.classcraft.com/blog/reasons-why-you-should-be-using-games-in-education/

Victoria (2021) 11 Benefits to Playing Games in the Classroom

Dimagiba (2022) how Mobile Games Affect Students

Militante C. et. al, (2020) Mobile Gaming: Its Influence to a Senior High School Student’sAcademic
Performance in Online Learning
https://ijrp.org

Picardal (2021) The Effect of Mobile Game of the Youth During Covid 19 Quarantine
https://www.linkedin.com/pulse/effect-mobile-game-youth-during-covid-19-quarantine-picardal-jr