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Exploring Mobile Game Addiction, Cyberbullying, and its Effects on Academic

Performance among Tertiary Students in one University in the Philippines

Conference Paper · October 2018

DOI: 10.1109/TENCON.2018.8650251

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 Exploring Mobile Game Addiction, Cyberbullying,
and its Effects on Academic Performance among
Tertiary Students in one University in the Philippines
Bernie S. Fabito Ramon L. Rodriguez Marlon A. Diloy
College of Computing and College of Computing and National University - Laguna
Information Technologies Information Technologies Laguna, Philippines
National University National University madiloy@national-u.edu.ph
Manila, Philippines Manila, Philippines
bsfabito@national-u.edu.ph rlrodriguez@national-u.edu.ph

Arlene O. Trillanes Louis Gabriel T. Macato Manolito V. Octaviano Jr.

College of Computing and College of Computing and College of Computing and
Information Technologies Information Technologies Information Technologies
National University National University National University
Manila, Philippines Philippines Philippines
aotrillanes@national-u.edu.ph macatolgt@students.national- macatolgt@students.national-
u.edu.ph u.edu.ph

Abstract— Mobile gaming addiction is a growing concern that

increases the user's risk for physical and psychological health
problems. Video game addiction is part of the so-called Internet
Gaming Disorder (IGD) and is often associated with Gambling
Addiction. In general, IGD has been linked to a poorer academic
performance of students in educational institutions. However, a
study conducted by Samaha and Hawi (2016) revealed that there
is no relationship between smartphone addiction risk and
academic performance. This denotes a disparity on the result of
academic performance between IGD and mobile phone addiction.
Cyber-bullying, on the other hand, is also an ethical concern that
has affected several young adolescents and adults. Previous studies
on traditional bullying and cyberbullying revealed that both can
greatly impact school performance of students among others. As
far as the present study is concerned, no studies have been
conducted which determines whether mobile game addiction and
cyberbullying are causal factors for the academic performance of
students. It is now the objective of the present study to determine
whether both can negatively affect the academic performance of
students. This study employed a quantitative approach to
determine a possible correlation between mobile game addiction
and cyberbullying with student academic performance. A total of
eighty-five (85) respondents from National University - Philippines
answered two questionnaires through Google Forms, namely, the
Game Addiction Questionnaire and Cyberbullying Questionnaire.
Convenience Sampling was used to gather the respondents of the
two surveys. Both cyberbullying and mobile game addiction
(constructs) were neglected as causal factors for the students'
academic performance. However, it can be concluded that those
who have been a victim of cyberbullying are most likely to
perpetrate or initiate cyberbullying. Other results are further
discussed in the paper.
Keywords—Mobile Game Addiction, Cyberbullying,
Academic Performance, Mobile Game Addiction Scale,
Cyberbullying Scale.
I. INTRODUCTION
Addiction[1] and Cyberbullying are two of the several
ethical concerns arising from the use of mobile games. Candy
crush saga, as an example, is a mobile social game which had
negative impacts as there were users who became addictive to
the game [2]. Mobile games are casual games that can be played
on smartphones. Typically, mobile games are played in a short
period of time in contrast to PC and console games[3]. The
mobility and the wireless connectivity of smartphones allow
users to play mobile games wherever and whenever they like [4].
With the advancement in mobile technologies, graphics, and the
mobile gaming experience itself, there are studies that show that
users are able to play more than what it is expected [1]. In IOS
and Android, games are the number one app category that is
downloaded from both platforms [5].
Mobile gaming addiction is a growing concern that increases
the user’s risk for physical and psychological health
problems[5]. A strong attachment to mobile games may interfere
with school and work-related activities and can damage family
life [6]. Video game addiction is part of the so-called Internet
Gaming Disorder (IGD) [7] and is often associated with
Gambling Addiction [8]. Gambling Addiction is compared to
Mobile game addiction as both are impulse control disorders.
Both addiction seemingly affects the brain’s dopamine level
which keeps the users from coming back for more [5].
Additionally, in general, IGD has also been linked to a poorer
academic performance of students in educational institutions[9].
However, in a study conducted by Samaha and Hawi (2016) in
smartphone addiction, revealed that there is no relationship
between smartphone addiction risk and academic
performance[10].
 Since mobile game addiction is part of IGD, there seems to Modification, 4.) Relapse, 5.) Withdrawal, 6.) Conflict, and 7.)
be a disparity on the result of academic performance between Problems. Table I shows each construct and its description.
IGD and mobile phone addiction. It’s probably because there is
a difference between mobile game addiction and with the other Game Addiction Scale Category[19]
types of video game addiction, PC, and Console games. This is Category Name Description
one question which the paper seeks to resolve.
Salience Game becomes dominant in thought, feeling
Cyber-bullying, on the other hand, is also an ethical concern and conduct.
that has affected several young adolescents and adults [11]. The Tolerance Plays game to achieve pleasure.
Mood Modification Game is used as a coping mechanism from a
advancement in Information Technology has provided a bad mood to a good mood.
different tool to impose harm on an individual[12]. Previous Relapse After reducing play time, the tendency to go to
studies on traditional bullying and cyberbullying revealed that the previous pattern of playing returns
both can greatly impact school performance of students among Withdrawal The psychological discomfort of reducing
others [13][14]. Cyber-bullying is a deliberate act to cause harm playtime in mobile gaming.
Conflict Interpersonal conflict arises due to mobile
to someone through e-mail, chat services, Social Networking game play
Sites, and other media such as video games[11]. Negative Problems Struggles in the workplace, school, or social
consequences of cyberbullying include, higher risk for place arise due to excessive use of mobile
depression, low self-esteem, and as already mentioned low game
academic achievements[15].
As far as the present study is concerned, very few to no Table II illustrates the questionnaires for each construct. The
studies have been conducted which determines whether mobile first (1) column refers to the variable names while column two
game addiction and cyberbullying aS causal factors for the (2) refers to the questions used. For each construct, three (3)
academic performance of students. Generally, most studies in questions were provided. The survey was answered using a
mobile games have focused on explaining pre and post-adoption Likert’s Scale of one to five (1 – 5). The description of the scale
of mobile game use[1]. However, studies made on ethical is as follows, 1.) Never, 2.) Rarely, 3.) Sometimes, 4.) Often, and
concerns in relation to Information Technology application 5.) Very Often.
particularly in the Philippine Context concentrated mainly on
Internet Addiction [16]. TABLE I. GAME ADDICTION SCALE QUESTIONNAIRE
It is now the objective of the present study to determine Variable Name Statement
whether mobile game addiction and cyberbullying can
Salience1 Did you think about playing Mobile games all
negatively affect the academic performance of students. Though day long?
studies have been conducted to promote learning and education Salience2 Did you spend much free time playing mobile
through mobile learning [4] [17][18], it cannot be disputed that games?
there are ethical concerns that lurk on the use of mobile games. Salience3 Have you felt addicted to a Mobile game?
Tolerance1 Did you play longer than intended?
Tolerance2 Did you spend increasing amounts of time on
II. METHODS OF RESEARCH Mobile games?
Tolerance3 Were you unable to stop once you started
This study employed a quantitative approach to determine a playing?
possible correlation between mobile game addiction and Mood1 Did you play Mobile Games to forget about real
cyberbullying with student academic performance. A total of life?
eighty-five (85) respondents from National University – Mood2 Have you played Mobile games to release stress?
Philippines answered two questionnaires through Google Forms, Mood3 Have you played Mobile games to feel better?
namely, the Game Addiction Questionnaire[19] and Relapse1 Were you unable to reduce your Mobile game
time?
Cyberbullying Questionnaire[20]. Convenience Sampling was Relapse2 Have others unsuccessfully tried to reduce your
used to gather the respondents of the two surveys. The Mobile game use?
respondents are students of the said University who are currently Relapse3 Have you failed when trying to reduce the Mobile
enrolled while the study was conducted. Their student numbers game time?
were included in the questionnaire for the researchers to obtain Withdrawal1 Have you felt bad when you were unable to play
a Mobile game?
their Midterm Grade. Due to the current transition of the Withdrawal2 Have you become angry when unable to play a
Philippine education to the Kto12 education system, only Junior Mobile game?
and Senior Tertiary students were the respondents of the study. Withdrawal3 Have you become stressed when unable to play a
Prior to answering the questionnaire, the students were asked to Mobile game?
think of their favorite mobile game that they are most fond of Conflict1 Did you have fights with others (e.g., family,
friends) over your time spent on Mobile games?
playing for the last six months. Conflict2 Have you neglected others (e.g., family, friends)
The Game Addiction Scale by Baysak, Kayak, Dalgar, and because you were playing Mobile games?
Conflict3 Have you lied about time spent on playing
Candansyar was developed and validated to assess addiction Mobile games?
among online game players [19]. This test addiction consisted Problem1 Has your time in Mobile games caused sleep
of 21 questionnaires that are categorized into seven (7) deprivation?
constructs, namely, 1.) Salience, 2.) Tolerance, 3.) Mood
 Problem2 Have you neglected other important activities mobile addiction influence the academic performance of the
(e.g., school, work, sports) to play Mobile students.
games?
Problem3 Did you feel bad after playing a Mobile game for Similarly, H15 to H16 determines whether the number of
a long time? units enrolled in the current term influences being victimized by
cyberbullying and perpetrating cyberbullying respectively. For
With regards to Cyberbullying, the questionnaire used came H17 to H18, the focus was to test whether cyberbullying in
from the study, Cyber victim and bullying scale: A study of mobile gaming influences the academic performance of the
validity and reliability by Cetim, Yaman, and Peker. The study students. Lastly, H19 was used to determine whether a
relationship occurs between those respondents who experience
was developed to measure cyber victimization and bullying
and perpetrate cyberbullying.
behaviors [20]. The questionnaires included twenty-two (22)
items and were categorized into three constructs, namely, 1.)
Cyber Verbal Bullying, 2.) Hiding Identity, 3.) and 4.) Cyber
Forgery.
From the different constructs, only eight (8) questions were
retrieved as the majority of the items cannot be applied in
mobile gaming (e.g. Sharing images with sexual content on the
Internet). The researchers tried to find a scale for cyberbullying
related to PC gaming, but to no avail, no scale was found.
Table III presents the questionnaires used to determine to
cyberbullying in mobile gaming. The questionnaire consisted of
two parts. The first determines whether the respondents have
been a victim of cyberbullying during gameplay, while the
second checks if the respondents have tried to perpetuate
bullying other gamers. The survey was answered using a
Likert’s Scale of one to five (1 – 5). The description of the scale
is as follows, 1.) Never, 2.) Rarely, 3.) Sometimes, 4.) Often, and
5.) Very Often. Fig. 1. Conceptual Framework

TABLE II. CYBERBULLYING IN MOBILE GAMING SCALE

Variable Name Statement III. RESULTS AND DISCUSSION
Victim1 I have been a victim of rumors in a mobile game
environment
A. Descriptive Statistics
Victim2 I have been a victim of being called nicknames From Table IV, it can be observed that majority of the
during gameplay in a disturbing way respondents are male comprising of sixty percent (60%) of the
Victim3 I have been a victim of offensive comments during
gameplay total respondents. A total of thirty-four (34) or forty (40%) of
Victim4 I have been a victim of ridicule and mockery during the respondents are female.
gameplay in a Mobile game environment With regards the time spent on using mobile games, the
Bullying1 I make rumors of someone in a Mobile game results showed that only twenty-eight (28) out of the eighty-five
environment
Bullying2 I make names of someone during gameplay in a (85) respondents played mobile games in less than an hour. It
Mobile game environment in a disturbing way constitutes only thirty-three (33) percent of the total population.
Bullying3 I have made offensive comments to someone during Majority of the respondents can play mobile games from one to
gameplay in a Mobile game environment three hours constituting forty-seven percent (47%) of the total
Bullying4 I have made someone the center of ridicule during
gameplay in a Mobile game environment population. This alone is already an indication that addiction
exists as mobile games are meant to be played in a short period
of time. It is also remarkable to know that there are students
For the study to take place, both instruments were refined to who can play mobile games for more than four hours. A total
match the present study. Items which include PC Game or of seventeen (17) or twenty percent (20%) of the total
Online Gaming in the original instruments were revised to population can be considered addicts to the number of hours
Mobile Gaming as reflected in both tables II and III. spent in playing mobile games.
A. Conceptual Framework TABLE III. STUDENTS DEMOGRAPHIC PROFILE
The conceptual framework illustrates the problem statement Demographic Frequency Percent
of the present study. H1 to H7 determines whether the number
Gender:
of units enrolled is a causal factor for mobile addiction, Male 51 60
particularly with the constructs of mobile addiction. On the other Female 34 40
hand, H8 to H14 identifies whether the different constructs of Age:
18 10 12
 19 27 32 The next categories which had the next highest means are
20 22 26 Salience and Tolerance. Both had an average means of 2.58 and
21 16 19
22 7 8
2.50 respectively, which can be rounded off to 3.0. It seemed that
23 3 3 there was prevalence among students the thought of dominance
Number of hours spent in using in game playing in their mind. Mobile Gaming may have already
mobile phone been part of their day-to-day activities. As previously observed,
<1 28 33 students play mobile games to reduce the stress that might arise
1–3 40 47
from their studies, family, friends, etc. This result jives with the
4–6 17 20
>6 0 0 next category, Tolerance. Since mobile gaming may have
Part of the day where students play already been part of their daily activities, playing mobile games
their mobile games consistently and or playing more than what is intended is
7:00 am - 11:00 am 3 4 imminent. However, both may not be conclusive as both got a
11:00 am - 1:00 pm 4 5 mean score that is on the borderline of Never and Very Often.
1:00 pm - 5:00 pm 13 15
5:00 pm - 7:00pm 9 11 The categories relapse, withdrawal, and conflict had the lowest
7:00 pm - 12:00 pm 50 59 mean score of 2.40, 1.77, and 1.77 respectively. The three
12:00 am - 6:00 am 6 7 categories may not be the reasons behind gameplay of the
students.

The demographic profile of the respondents also revealed Though the grand mean yielded a score of 2.41, it does not
necessarily mean that addiction does not exist. Looking at the
that majority of the respondents comprising of fifty-nine
bar graph in figure 2, (Average Means count), a total of six (6)
percent (59%) of the entire population would play mobile
out of the eighty-seven (87) respondents may be considered
games from 7:00 PM to 12:00 PM. This is probably because mobile game addicts, whereas, thirty-six (36) can be classified
students are now at their respective houses where they are as at risk for becoming mobile game addicts.
secured and free to play mobile games. Only twenty-nine (29)
or thirty-four percent (34%) of the respondents answered that
they play mobile games on class hours. But this does not Mobile Game Addiction Scale
necessarily mean that they are playing during their respective
classes as there are breaks between classes. 40 36
34
35
Average Mean Count

B. Mobile Game Addiction 30

For the mobile game addiction scale result, Table V shows 25
20
the different constructs and the corresponding average mean
15
result. 8
10 6
5 0
TABLE IV. GAME ADDICTION SCALE MEAN RESULT 0
1 2 3 4 5
Variable Name Mean Interpretation
Likert's Scale (1 - 5)
Salience 2.58 Sometimes
Tolerance1 2.50 Sometimes
Mood 3.20 Sometimes Fig. 2. Mobile Game addiction Average Mean count.
Relapse 2.40 Rarely
Withdrawal 1.77 Rarely
Conflict 1.77 Rarely C. Cyberbullying in Mobile Game
Problem 2.67 Rarely
Grand Mean 2.41 Looking at table VI, it appears that cyberbullying may not be
generally prevalent among the respondents. The average means
From the different constructs, it can be observed that Mood of the Victim and Bullying variables received a mean score of
had the highest average mean as compared with the other 1.89 and 1.68 respectively with the verbal interpretation of
categories. Though it is not fully conclusive that it is an indicator Rarely.
of addiction as the average mean yielded a score of 3.20 (with a
descriptive result of Sometimes). It may seem that students play TABLE V. CYBERBULLYING IN MOBILE GAMING MEAN RESULT
the game more to reduce the stress obtained from their daily
Variable Name Mean Interpretation
activities. The next highest average mean come from the
category Problem. It seemed that students encounter some Victim of Cyberbullying 1.89 Rarely
challenges associated with the excessive use of playing mobile Perpetrator of Cyberbullying 1.68 Rarely
games. This is quite valid as sixty-seven percent (67%) of the
However, when the details of the data are expanded, it
respondents can play mobile games from one hour to more than
revealed that some respondents have experienced cyberbullying
six hours. However, this is not fully conclusive as the average
or have initiated cyberbullying towards other gamers. Though
means is only 2.67 (reaching nearly 3.0 with a descriptive result
of Sometimes). the number is small, it can still be concluded that cyberbullying
exists. Cyberbullying has been observed in mobile games due to H10 (b=0.02, p=0.39) Rejected
the existence of anonymity in a multiuser environment [21]. H11 (b=-0.03, p=0.23) Rejected
H12 (b=-0.06, p=0.08) Rejected
H13 (b=0.02, p=0.53) Rejected
5.00 5.00 5.00 H14 (b=-0.00, p=0.91) Rejected
4.75 H15 (b=-0.03, p=0.15) Rejected
4.50 H16 (b=-.25, p=0.22) Rejected
4.00 H17 (b=-0.01, p=0.53) Rejected
H18 (b=-0.02, p=0.24) Rejected
3.00 H19 (b= 0.80, p = 0.00) Accepted

2.00 Based on the result of regression, only H5 and H19 were both
accepted (p<0.05). H5 denotes that the number of units enrolled
1.00 by the students somehow influences the withdrawal experienced
by mobile game players when quitting mobile games. However,
Average Mean (Victim) Average Mean (Cyberbullying) withdrawal, based on the overall result of the survey, is rarely
experienced by the respondents.
Fig. 3. Scatter Plot of Average Means of the Victim and Cyberbullying
Variables
H19, which tests whether victimization of cyberbullying is
directly related to perpetration of cyberbullying yielded a
Looking at the Average Mean Count, it can be observed that positive relationship. It can be concluded that those who have
twenty (20) of the respondents exhibit initiators of cyberbullying been a victim of cyberbullying are most likely to perpetrate or
while twenty-five (25) has been a victim of cyberbullying during initiate cyberbullying. This result is the same as what the study
mobile gameplay. of Hood and Duffy [22] has revealed.
From the mobile game addiction constructs, all were
50 neglected as causal factors for the students’ academic
44
45 performance. The result seems to jive with the study Samaha and
40 Hawi which did not find any positive relationship between
35
smartphone addiction risk and academic performance[10].
Average Mean Count

35
Though mobile game addiction is part of IGD, this is the first
30
25 study to reveal that mobile game addiction among tertiary
25 21 students does not have any relationship with their students’
20 17 17 academic performance. The same is true for cyberbullying. Both
15 victimization and perpetration of cyberbullying are not causal
10 factors for the students’ academic performance.
5
3 2
5 1 Though the present study has provided some insights on the
0 current state of students in terms of mobile game addiction,
1 2 3 4 5 cyberbullying victimization and perpetration, and their influence
over their academic performance, this study has overlooked on
Average Mean (Victim) Average Mean (Cyberbullying)
the type of mobile games that the students may find addictive or
may have become a platform for cyberbullying. Since the study
Fig. 4. Average Mean Count of variables Victim and Bullying did not investigate the type of games used by the students, it
cannot be determined which games are primarily addictive. It is
D. Academic Performance therefore recommended that the different type of games be
studied in relation to mobile game addiction and cyberbullying.
To test the hypotheses, Stata was used to employ regression.
The test would help determine the possible relationship between
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