THE IMPACT OF ONLINE GAMING ADDICTION ON WELL-BEING AMONG

GRADE 11 STUDENTS

Partial Fulfillment
Of the Requirements for the subject
Practical Research I

By

JEDON A. DURA
MAY 2024
 CHAPTER 1

The Problem

Introduction

Researchers are beginning to pay more attention to technology addictions, which fall

under the category of non-chemical, or behavioral, addictions. Both active and passive

participation is possible in them. For example, a television addiction is a passive kind of

technology, whereas an Internet and smartphone addiction is an active form. The amount of

internet addictions has significantly increased due to the development in the use of laptops,

tablets, and smartphones. Furthermore, problematic use, excessive use, and Internet addiction

are some conceptualizations of excessive Internet usage. Furthermore, excessive Internet use

is perceived by some as an impulsive disorder. Another Internet-related addiction, online

gaming addiction is described by the American Psychiatric Association (APA, 2013) as the

prolonged and frequent use of the Internet to play videogames, typically with other gamers, to

the point where it interferes with daily activities and negatively impacts several parts of a

person's life. When someone plays video games on the internet so often that they lose track of

everything else in their life, that is a crucial sign of an online gaming addiction. For people

who experience it, this can result in social and/or psychiatric disorders (Ates et al., 2018;

Batmaz & Çelik, 2021).

The global popularity of online gaming has skyrocketed in the last few years. Even

though gaming can be a source of entertainment, relaxation, and even social interaction, an

increasing number of people are concerned about the implications of online gaming addiction

on wellbeing. Excessive and compulsive gaming is known as an online gaming addiction, and

it can negatively impact a person's life in several different ways. Online gaming addiction has

a multifaceted, intricate impact on one's well-being. First and foremost, excessive video game
playing can be harmful to one's physical health because it often results in poor eating habits,

sedentary activity, irregular sleep patterns, and a disdain for personal hygiene. spending a lot

of time in front of a screen can result in medical issues like musculoskeletal ailments and

obesity.

The effects of internet gaming addiction on wellbeing are significant. Because of its

immersive nature, continual stimulation, and rewards, online games can lead to a compulsive

need to play, often at the expense of other important activities and relationships. This could

lead to higher levels of emotional, social, and physical consequences. Furthermore, when

they focus more on the virtual game environment than on their relationships and

responsibilities in the real world, people may experience a sense of detachment from reality.

Addiction to online gaming can be detrimental to one's social welfare. Excessive gaming can

lead to social isolation since it might make people avoid in-person social interactions and

instead turn to online friendships formed in online gaming communities. This isolation can

exacerbate feelings of loneliness and cause a general decline in social and communication

abilities.

Relationships with friends, family, and romantic partners may also become strained

when an addict prioritizes gaming over meaningful interactions. An addiction to online

gaming can seriously harm a person's ability to function in both the workplace and in school.

Gaming excessively can take up time and mental energy, which can be neglected in school or

at work and result in poor performance, job loss, or missed opportunities for advancement.

People occasionally use gaming devices while at work or school, which has a negative impact

on output and performance. The rich and dynamic experiences that online gaming has

brought forth have captivated millions of players worldwide, transforming the entertainment

industry. However, despite its allure and widespread use, concerns about the detrimental

impacts of an online gaming addiction on one's well-being are growing. The term "online
gaming addiction" refers to an excessive and compulsive drive to play video games, which

can have a variety of detrimental effects on a person's life. Online gaming addiction has a

multifaceted impact on well-being, affecting aspects of the health, psyche, social life, and

education. Excessive gaming can harm a person's physical health by encouraging bad eating

habits, irregular sleep schedules, sedentary lifestyles, and a disrespect for personal hygiene.

In addition, the constant stimulation and rewards associated with playing online games,

combined with their immersive nature, can result in compulsive gaming behaviors that impair

mental, emotional, and physical health.

An addiction to online gaming can result in social disengagement from real-world

interpersonal relationships and social isolation. It's possible for people to prioritize their

virtual gaming world over meaningful interactions, which could strain bonds with loved ones,

friends, and family. This isolation can exacerbate feelings of loneliness and hinder the

development of social and communication abilities.

It is therefore, the intention of this study is to find the impact of online gaming

addiction on the senior high school students at Kibatang National High School.

Statement of the Problem

1. What particular psychological and emotional effects can an addiction to online gaming

have on a person's wellbeing?

2. What effects does an addiction to online gaming have on a person's relationships, social

interactions, and general well-being?

3. What are the long-term effects of an addiction to online gaming on a person's wellbeing?
Scope and Delimitation of the Study

This study is limited only to the perception of 10 respondent of students of grade 11 in

Kibatang National High School, regarding the impact of online gaming addiction and how it

affects their study and health.

Significance of the study

The following are the significance of the study:

This study offers baseline data to all parties involved who had a significant role in

educational undertakings and initiatives.

Student. The well-being of people who are addicted to internet gaming is a direct focus of

the research. Through examining the social, psychological, and physical facets of well-being,

scientists are able to identify the particular domains where addiction has the greatest impact.

Activities aimed at improving the overall well-being of those affected might be guided by the

information provided. By looking at the social, psychological, and physical aspects of

wellbeing, researchers can pinpoint the precise domains in which addiction has the most

influence. This information can direct activities meant to enhance the afflicted people's

general well-being.

Parents and Educational Guidance. Parents, educators, and other caregivers can benefit

from the study's enlightening findings. Knowing the detrimental impacts of online gaming
addiction on well-being can make it simpler to identify the signs of addiction, establish

appropriate guidelines, and assist individuals who are at risk.

Public Health Concern. Online gaming addiction has become a significant public health

concern, particularly for youth. Understanding the consequences of addiction on wellbeing is

essential to addressing this growing issue and developing effective prevention and

rehabilitative programs.

Policy and Intervention Development. When developing laws, regulations, and treatment

plans, policymakers, medical experts, and educators may all gain a great deal from research

on the negative impacts of online gaming addiction on wellbeing. The results can be used as

guidance to draft regulations for age restrictions, parental supervision, mental health support

programs, and gaming business practices. It can guide the development of empirically

supported interventions that are specifically tailored to address the particular issues

associated with gaming addiction and its detrimental impacts on health.

Definition of Terms

Online Gaming Addiction- Online gaming addiction that is too strong and has negative

consequences, such as neglecting other aspects of life and difficulty controlling one's gaming

habits.

Well-being- Overall state of one's health—physical, mental, and social—as well as their

level of fulfillment and contentment in life.

Intervention- Strategies or tactics to address and manage the addiction to internet gaming

and promote safer gaming behaviors.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This Chapter presents the review of related literature that are arrange according to the

variable posted in this study. This also provides an idea about the topic that captured the

interest of the researcher and incorporated in this part of paper to support and back up the

discussion of the proceeding chapters.

What is Online Gaming?

Online games are simply the playing of a video game over the internet, usually

with friends. Online games can be played on any number of devices from dedicated video

games consoles such as PlayStation, Xboxes, and Nintendo Switches, to PCs, Laptop and

Mobile phones. Online games are widely available and can be accessed easily through

smartphones, tablets, and computer. Teenagers often have access to these devices and many

spend a lot of time online, making it easy for them to become addicted. Online games often

provide a platform for social interaction and can be a way for teenagers to connect with

others. Multiplayer games, in particular, can foster a sense of community and belonging.

Teenagers may use online games as a form of escapism from real-life problems or stressors.

The immersive nature of some games can make it easy for them to lose track of time and

become absorbed in the game world. Many online games have a reward system that reinforce

positive behavior and courage player to keep playing. This can be particularly appealing to

teenagers, who may be seeking validation and recognition. Teenagers may be more likely to

become addicted to online games if they do not have adequate parental supervision.

Technological addictions have become an area of increasing research interest and are

conceptualized as non-chemical (i.e., behavioral) addictions (Kuss & Billieux, 2017).

Moreover, they can be engaged in actively or passively (Widyanto & Griffiths, 2006). For

example, television addiction is a passive technological addiction, whereas smartphone

addiction and Internet addiction are active technological addictions (Griffiths, 2017). Online

addictions have increased rapidly due to the increased use of smartphones, tablets, and

laptops. Furthermore, overuse of the Internet has been conceptualized in a number of

different ways, including problematic Internet use (Aboujaoude et al., 2006; Young, 2009),

excessive Internet use (Choi et al., 2009; Lee et al., 2008), and Internet addiction

(Griffiths, 2017) with some considering it to be an impulsive disorder (Young &

Rodgers, 2009). In addition, online gaming addiction, which is another addiction associated

with the Internet, is defined by the American Psychiatric Association (APA, 2013) as the

consistent and prolonged use of the Internet to play videogames, frequently with other

gamers, that causes disruption and clinically impairs several aspects of a person’s life (e.g.,

personal relationships, occupation and/or education). Key characteristics of online gaming

addiction are individuals obsessively playing online videogames to the point of neglecting

everything else in their lives, which leads to social and/or psychological disorders in such

individuals (Ates et al., 2018; Batmaz & Çelik, 2021).

Previous studies have indicated various variables that predict and/or are associated

with gaming addiction, including attention-deficit/hyperactivity disorder (ADHD), obsessive-

compulsive disorder (OCD), anxiety and depression (Andreassen et al., 2016), social anxiety

(Karaca et al., 2020), low self-esteem (Kim et al., 2022), inter-personal competence (Lee et

al., 2019), relationship problems and relationship problems, and hostile family environment

(Sela et al., 2020). In addition, social skill deficits (Mun & Lee, 2022), social and

psychological isolation (Young, 2009), perceived stress (Rajab et al., 2020), suicidality

(Erevik et al., 2022), and aggressive behaviors (McInroy & Mishna, 2017) have been

reported among individuals who develop gaming addiction.

 Although online gaming meets the various needs of individuals, when the behavior

turns into an addiction, it leads to adverse effects on individuals, especially adolescents,

where it can impair their emotional (Batmaz et al., 2020; Purwaningsih & Nurmala, 2021).

Among adolescents, online gaming addiction has been reported to disrupt mental health,

increase depression, anxiety, and psychoticism, disrupt family relationships (De Pasquale et

al., 2020), lower quality of life (Beranuy et al., 2020), increase social phobia (Wei et

al., 2012), lower school performance, and improve sleep deprivation (Chamarro et al., 2020;

Király et al., 2015). In short, online gaming addiction negatively affects adolescents’ lives in

different areas (Griffiths, 2022; Haberlin & Atkin, 2022). Therefore, research is needed to

delineate the causes of online gaming addiction, eliminate its adverse effects, and implement

necessary treatment.

Although many studies have been conducted examining online game addiction among

adolescents (see Rosendo-Rios et al., 2022) for a recent review of studies), there are few

studies examining the relationship between basic psychological needs and online game

addiction (Bekir & Celik, 2019). In the present study, it is posited that basic psychological

needs could be predictors due to the relationship with gaming disorders and problematic

gaming (Allen & Anderson, 2018; Liu et al., 2021; Yu et al., 2015). When basic

psychological needs are not met, it pushes individuals to exhibit maladaptive behavioral

reactions (i.e., online gaming addiction) (Bekir & Çelik, 2019). In addition, few studies have

addressed the relationship between responsibility and meaning in life and online game

addiction (Arslan, 2021; Kaya, 2021). Moreover, no study has ever examined the mediating

role of responsibility and meaning in life in the relationship between basic psychological

needs and online game addiction. For these reasons, the present study examined the

mediating roles of responsibility and meaning in life in explaining the relationship between

basic psychological needs and online game addiction.

 Previous studies have indicated various variables that predict and/or are associated

with gaming addiction, including attention-deficit/hyperactivity disorder (ADHD), obsessive-

compulsive disorder (OCD), anxiety and depression (Andreassen et al., 2016), social anxiety

(Karaca et al., 2020), low self-esteem (Kim et al., 2022), inter-personal competence (Lee et

al., 2019), relationship problems and relationship problems, and hostile family environment

(Sela et al., 2020). In addition, social skill deficits (Mun & Lee, 2022), social and

psychological isolation (Young, 2009), perceived stress (Rajab et al., 2020), suicidality

(Erevik et al., 2022), and aggressive behaviors (McInroy & Mishna, 2017) have been

reported among individuals who develop gaming addiction. Although online gaming meets

the various needs of individuals, when the behavior turns into an addiction, it leads to adverse

effects on individuals, especially adolescents, where it can impair their mental health (Batmaz

et al., 2020; Purwaningsih & Nurmala, 2021). Among adolescents, online gaming addiction

has been reported to disrupt mental health, increase depression, anxiety, and psychoticism,

disrupt family relationships (De Pasquale et al., 2020), lower quality of life (Beranuy et

al., 2020), increase social phobia (Wei et al., 2012), lower school performance, and improve

sleep deprivation (Chamarro et al., 2020; Király et al., 2015). In short, online gaming

addiction negatively affects adolescents’ lives in different areas (Griffiths, 2022; Haberlin &

Atkin, 2022). Therefore, research is needed to delineate the causes of online gaming

addiction, eliminate its adverse effects, and implement necessary treatment.

Although many studies have been conducted examining online game addiction among

adolescents (see Rosendo-Rios et al., 2022) for a recent review of studies), there are few

studies examining the relationship between basic psychological needs and online game

addiction (Bekir & Celik, 2019). In the present study, it is posited that basic psychological

needs could be predictors due to the relationship with gaming disorders and problematic

gaming (Allen & Anderson, 2018; Liu et al., 2021; Yu et al., 2015). When basic
psychological needs are not met, it pushes individuals to exhibit maladaptive behavioral

reactions (i.e., online gaming addiction) (Bekir & Çelik, 2019). In addition, few studies have

addressed the relationship between responsibility and meaning in life and online game

addiction (Arslan, 2021; Kaya, 2021). Moreover, no study has ever examined the mediating

role of responsibility and meaning in life in the relationship between basic psychological

needs and online game addiction. For these reasons, the present study examined the

mediating roles of responsibility and meaning in life in explaining the relationship between

basic psychological needs and online game addiction.

Effects of Online Gaming on Reduced Academic Performance

Since PCs, smartphones, PSPs (PlayStation Portable), and other gaming devices have

become so popular, online games have also become a part of college students' everyday lives.

Addiction to online games has recently grown to be a serious issue impacting the academic

and personal life of college students. The International Classification of Diseases (ICD) was

specially revised to include the category of "Internet Gaming Disorder" (IGD). As early as

2018, the World Health Organization (WHO) formally classified online game addiction in the

category of "addictive mental disorders." Previous studies examining the prevalence of online

game addiction among Chinese college students were primarily small-scale, regional

investigations. For instance, 394 college students in Chengde City, Hebei province, China,

participated in a study that revealed a 9% prevalence of online game addiction (Cui and

colleagues, 2021). China Youth Network (2019) conducted an online game survey among

682 Chinese college students who played online games. The results showed that nearly 60%

of participants played games for more than an hour a day, over 30% stayed up late due to

gaming, over 40% believed that playing games had an impact on their physical health, over
70% said that playing games had no bearing on their academic performance, and over 60%

had spent money on online games.

The fact that smartphones and other portable gaming devices have emerged as new gaming

platforms as a result of technological advancements has made this situation worse. Teenagers

who game more frequently or for longer periods of time each day are more likely to of

gaming addiction, whereas the likelihood of developing a gaming addiction declines with

academic level (Esposito et al., 2020; Kesici, 2020). Furthermore, teens' video game

consumption and the intensity of their online gaming disorders both markedly rose during the

COVID-19 pandemic (Teng et al., 2021).

The various negative effects of excessive smartphone preoccupation have been

demonstrated by a significant body of studies on the association between problematic

smartphone use and academic performance (Durak, 2018; Mendoza et al., 2018; Rozgonjuk

et al., 2018). These consequences take three crucial forms: first, there is a negative correlation

between the frequency of mobile phone use during study sessions and academic performance

and achievement; second, in order for children to succeed academically, they must acquire

fundamental skills and cognitive capacities; and third, third, online gaming addiction has a

poor impact on students' willingness to learn (Demir and Kutlu, 2018; Eliyani and Sari,

2021)., which are adversely affected by excessive mobile phone use and addiction (Sunday et

al., 2021). Big data and other scientifically objective methods of efficiently gathering data on

online game addiction among Chinese college students are currently lacking. Hong, R. Z.

More research should be done on the effects of addiction on students' learning, according to

et al. (2021) and Nong et al. (2023). According to Axelson and Flick (2010), learning

engagement has been recognized as a beneficial behavioral practice in learning since the
1990s in both Europe and the US, and it is a significant area of study in the field of higher

education. Research on college students' learning engagement has also been popular recently

in a number of nations (Guo et al., 2021). Three dimensions make up learning engagement,

according to Fredricks et al. (2004): behavioral, emotional, and cognitive. Three elements

make up the idea of behavioral engagement: first, engaging in learning; second, participating

actively in school activities; and third, exhibiting positive behavior in the classroom, such as

adhering to norms and rules (Finn et al., 1995). The way that students react to their academic

material and learning environment is referred to as emotional involvement. According to

Kahu and Nelson (2018), students' emotional reactions to academic content include their

enthusiasm in or disinterest in learning throughout academic activities. However, students'

identification with their peers, teachers, and the school setting is referred to as their emotional

responses to the learning environment (Stipek, 2002).

According to Khan et al. (2017), cognitive engagement is frequently linked to

internal processes like deep processing, applying cognitive strategies, self-regulation,

investing in learning, having the capacity for reflective thought, and drawing connections in

day-to-day activities. The focus of cognitive engagement is on the student's commitment to

learning and self-control techniques.

As stated by Yang X. et al. (2021), the socialization, behavioral intensity, affective

traits, and use of cognitive techniques by students during learning activities are all considered

aspects of learning engagement. Furthermore, learning engagement is not solely an academic

concept; according to Kuh et al. (2007), it is defined as "the amount of time and effort

students devote to instructional goals and meaningful educational practices." not only a

strong predictor of students' academic success but also a vital indicator of their learning

process (Zhang, 2012). It is also crucial for advancing the academic achievement of college
students and raising the standard of instruction. Achievement motivation, which is one of the

key elements of students' learning motivation (Han and Lu, 2018), is what propels someone

to invest time and energy in what they believe to be worthwhile and significant in order to

accomplish a certain goal (Story et al., 2009). When someone's activity entails "competing at

a standard of excellence," it can be categorized as accomplishment motivation (Brunstein and

Heckhausen, 2018). The drive of students to strive guarantees that learning activities

continue, leading to academic success and the accomplishment of targeted goals (Sopiah,

2021). Academic achievement motivation is defined as students' mental judgments or intents

regarding their academic progress, based on the achievement motivation idea. This is a

cognitive structure through which students interpret success or failure and make behavioral

decisions. Additional research indicates that one factor that strongly affects learning

engagement is motivation (Xiong et al., 2015).

The Effects of Online games on Creativity and Problem-Solving Skills

Online games often require players to solve complex problems and puzzles,

which can help to develop critical thinking and problem solving skills. Some online games,

such as sandbox games or games that allow for customization, can encourage creativity and

innovation in players. Many online games require players to navigate virtual environments,

which can improve spatial awareness and visualization skills. Online games often require

players to make quick decision in high-pressure situations, which can improve decision

making skills. Multiplayer online game can encourage collaboration and teamwork, which

can social skills and collaboration skills. Online games can be highly engaging and

motivating, which can increase a student’s willingness to engage in problem-solving and

creative thinking. Some online gaming requires sustained attention and focus, which can

improve attention span and concentration. Some online games require players to remember
complex information or patterns, which can improve memory and recall skills. It’s worth

noting that not all online games will have the same effects on creativity and problem-solving

skills. Some games may be more focused on entertainment than skill development, and some

players may not experience the same benefit as others. Previous studies have indicated

various variables that predict and/or are associated with gaming addiction, including

attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD),

anxiety and depression (Andreassen et al., 2016), social anxiety (Karaca et al., 2020), low

self-esteem (Kim et al., 2022), inter-personal competence (Lee et al., 2019), relationship

problems and relationship problems, and hostile family environment (Sela et al., 2020). In

addition, social skill deficits (Mun & Lee, 2022), social and psychological isolation

(Young, 2009), perceived stress (Rajab et al., 2020), suicidality (Erevik et al., 2022), and

aggressive behaviors (McInroy & Mishna, 2017) have been reported among individuals who

develop gaming addiction. Although online gaming meets the various needs of individuals,

when the behavior turns into an addiction, it leads to adverse effects on individuals,

especially adolescents, where it can impair their mental health (Batmaz et al., 2020;

Purwaningsih & Nurmala, 2021). Among adolescents, online gaming addiction has been

reported to disrupt mental health, increase depression, anxiety, and psychoticism, disrupt

family relationships (De Pasquale et al., 2020), lower quality of life (Beranuy et al., 2020),

increase social phobia (Wei et al., 2012), lower school performance, and improve sleep

deprivation (Chamarro et al., 2020; Király et al., 2015). In short, online gaming addiction

negatively affects adolescents’ lives in different areas (Griffiths, 2022; Haberlin &

Atkin, 2022). Therefore, research is needed to delineate the causes of online gaming

addiction, eliminate its adverse effects, and implement necessary treatment.

Although many studies have been conducted examining online game addiction among

adolescents (see Rosendo-Rios et al., 2022) for a recent review of studies), there are few
studies examining the relationship between basic psychological needs and online game

addiction (Bekir & Celik, 2019). In the present study, it is posited that basic psychological

needs could be predictors due to the relationship with gaming disorders and problematic

gaming (Allen & Anderson, 2018; Liu et al., 2021; Yu et al., 2015). When basic

psychological needs are not met, it pushes individuals to exhibit maladaptive behavioral

reactions (i.e., online gaming addiction) (Bekir & Çelik, 2019). In addition, few studies have

addressed the relationship between responsibility and meaning in life and online game

addiction (Arslan, 2021; Kaya, 2021). Moreover, no study has ever examined the mediating

role of responsibility and meaning in life in the relationship between basic psychological

needs and online game addiction. For these reasons, the present study examined the

mediating roles of responsibility and meaning in life in explaining the relationship between

basic psychological needs and online game addiction.

Online Gaming addiction and Basic Psychological Needs

Self-determination theory is a well-established motivational theory comprising six

mini-theories (Ryan & Deci, 2017). One of these mini-theories is the Basic Psychological

Needs Theory (BPNT), which claims that the satisfaction of basic psychological needs is

associated with better health and greater psychological well-being (Ryan & Deci, 2000).

Basic psychological needs are requirements for psychological development, integrity, and

well-being (Deci & Ryan, 2000). In contrast to the often-frustrating real world, videogames

are designed to satisfy all three psychological needs (i.e., autonomy, competence, and

relatedness) (Rigby & Ryan, 2011). Satisfaction of the needs for competence, autonomy, and
relatedness can explain large amounts of the variance in game enjoyment (Rigby &

Ryan, 2011; Tamborini et al., 2011). Online gaming can fulfill the (i) need for relatedness by

directing players to social relationships with real or fictional characters, (ii) need for

autonomy by giving them management and control within the game, and (iii) need for

competence by making them feel successful in playing challenging videogames (Allen &

Anderson, 2018).

Individuals addicted to videogames need novelty seeking, socialization, competition,

and/or entertainment (Hussain et al., 2012; Larrieu et al., 2022). Studies have shown that

gaming addiction is related to basic needs (Billieux et al., 2015) and psychological needs

such as success, independence, fun, and respect (Herodotou et al., 2012). The increasing

demand for playing videogames shows that adolescents try to satisfy some of their

psychological needs via the Internet (Shen et al., 2013; Turan, 2021). One longitudinal study

found that problematic online gaming and satisfaction of basic psychological needs were

positively associated (Yu et al., 2015). It has also been reported that adolescents whose basic

psychological needs were not met and whose perceived social support was low had high

levels of gaming addiction (Yıldırım & Zeren, 2021). In this context, some studies claim that

online games are tools for satisfying basic psychological needs (Oliver et al., 2016).

However, studies have shown that the low level of basic psychological need satisfaction in

real life can be met with high need satisfaction in online gaming, which leads to addiction for

a small minority (Kardefelt-Winther, 2014; Rigby & Ryan, 2017; Wu et al., 2013). Based on

the aforementioned literature, it was expected that there would be a significant negative

relationship between basic psychological needs derived from real-life and online gaming

addiction.
 In addition to the aforementioned theoretical framework, studies have shown that

unfulfilled basic psychological needs are predictors of online gaming addiction (Allen &

Anderson, 2018; Liang et al., 2021; Mills & Allen, 2020; Yu et al., 2015). However, studies

conducted with adolescents have found a relationship between online gaming addiction and

responsibility and meaning in life (Doğan & Pamuk, 2022; Kaya, 2021). In the present study,

which also considers the different dynamics in online gaming addiction, a new model is

proposed to examine the relationship between basic psychological needs and online gaming

addiction through responsibility and meaning in life. In this context, the present study

assessed whether basic psychological needs (i.e., autonomy, relatedness, competence) affect

the relationship between online gaming addiction, meaning in life, and responsibility among

adolescents. Four research questions were investigated: Do basic psychological needs predict

online gaming addiction? (RQ1); Does the level of responsibility have a mediating effect on

the relationship between basic psychological needs and online game addiction? (RQ2); Does

meaning in life have a mediating effect on the relationship between basic psychological needs

and online game addiction? (RQ3); Do responsibility and meaning in life have a serial

mediating effect on the relationship between basic psychological needs and online game

addiction? (RQ4).

Online Gaming Addiction and Responsibility

One of the characteristic features of online gaming addiction is that individuals spend

their time playing online games by procrastinating and/or not doing their daily work

(Thatcheret al., 2008). According to the fifth edition of the Diagnostic and Statistical Manual

of Mental Disorders (DSM-5) criteria, one criterion for Internet gaming disorder is that

individuals continue to play online games despite being aware of psychosocial problems

(American Psychiatric Association, 2013). Here, individuals fail to engage in important day-
to-day responsibilities and play online games instead. Similarly, it has been shown that online

gaming addicts jeopardize or lose their job, education, and/or career opportunities to play

online games (Kardefelt-Winther, 2014). Time spent playing games instead of engaging in

life’s more important tasks can be viewed as a lack of responsibility by individuals

themselves, their families, and/or friends (Wartberg et al., 2017; Zhang et al., 2019).

Responsibility consists of three elements: accountability, liability, and imputability

(Robinson, 2009). Imputability refers to individuals being responsible for their actions and

decisions, accountability refers to fulfilling contractual expectations, and liability refers to

assuming a moral responsibility without a contract (Holdorf & Greenwald, 2018). The

concept of responsibility therapy is defined as the ability of individuals to meet their own

needs while allowing others around them to meet their needs (Corey, 2015). Being conscious

of responsibility means that individuals are aware of themselves and their feelings, thoughts,

and pain (Yalom, 2020). Dökmen (2019) defines it as a responsibility to accept the

consequences on others of what an individual does or does not do based on his thoughts.

In addition, it is discussed in the literature under two dimensions: emotion (Berkowitz

& Daniels, 1963; Özen, 2013) and behavior (Glasser, 2005; Taylı, 2006). Individuals with a

sense of responsibility have characteristics such as acting with awareness of their own and

others’ rights, respecting others, and attempting to fulfill their responsibilities (Özen, 2011;

Yough et al., 2022). On the other hand, individuals who do not have a sense of responsibility

make themselves and others feel worthless while living without a plan or program

(Cüceloğlu, 2015). Studies have shown that a low sense of responsibility can lead to

aggression, lying, and avoidance of responsibility, while a high level of responsibility can

trigger perfectionism, leading to anxiety, depression, and obsessive-compulsive disorders

(Taylı, 2013; Wang et al., 2022).

 The behavior of responsibility, the second sub-dimension of responsibility

(Yalom, 2020), means that individuals can take responsibility by bearing the consequences of

their behavior without attributing it to someone else (Douglass, 2001; Shahzadi et al., 2022).

It has a function that improves positive activities and prevents harmful activities

(Kesici, 2018). For example, individuals who act responsibly are respected by society and

avoid punishment (Douglass, 2001). On the other hand, during adolescence, when serious

responsibilities begin to be undertaken, a minority of individuals may move away from social

life due to gaming addiction. Because of this situation, other people in the individual’s social

life (e.g., family and friends) become unimportant to adolescents with low awareness of

responsibility. Recent studies have observed that adolescents who excessively play

videogames have difficulty fulfilling their responsibilities (Dinçer & Kolan, 2020; Doğan &

Pamuk, 2022). In the present study, it was expected that adolescents with higher levels of

responsibility would be less addicted to online gaming (i.e., an inverse relationship).

Lack of fulfillment of basic psychological needs leads to negative consequences (e.g.,

depression, stress, and addiction) (Cantarero et al., 2021; Levine et al., 2022; Orkibi &

Ronen, 2017; Xiao & Zheng, 2022). However, satisfying these needs is associated with

positive outcomes such as general self-efficacy (İhsan et al., 2011), mental resilience (Kilinç

& Gürer, 2019), subjective well-being (Akbağ & Ümmet, 2018), and obtaining meaning in

life (Çelik & Gazioğlu, 2017). Furthermore, Weinstein et al. (2012) suggested that the search

for meaning increased significantly when these needs were satisfied. Individuals whose needs

are fulfilled are more prone to seek meaning in their life and, therefore, to experience

meaning in their life, whereas individuals whose needs are not fulfilled experience a sense of

meaninglessness (Eakman, 2013). According to Steger (2006), although individuals continue

to search for meaning in one area of their lives, they may have meaning in a different area of
their life. Meaning in life is defined as the purpose and importance of the life that individuals

derive from their experiences (Baumeister & Vohs, 2002; Steger et al., 2006). Frankl (1969)

posited that to achieve the meaning of life, an individual must take responsibility for realizing

their potential, even at a young age. Therefore, a meaningful life requires individuals taking

responsibility for themselves and others.

Responsibility refers to the individual’s sense of duty toward family, friends, and

society (Geçtan, 2006), and can be examined in personal and social dimensions (Arslan &

Wong, 2022). Personal responsibility means that an individual is accountable to themselves

and to the needs or well-being of others (Ruyter, 2002). It also emphasizes self-responsibility

by representing the individual’s behaviors and choices that can affect themselves and others

(Mergler & Shield, 2016). Social responsibility relates to values that support individuals’

moral and prosocial behavior (Wray-Lake & Syvertsen, 2011). It includes decisions and

actions that benefit others and society (Martins et al., 2015). Moreover, it is an important

source of support in strengthening individuals’ mental health and improving their life skills

(Martins et al., 2017) as well as coping with addictions (Amini et al., 2020). Therefore,

individuals’ personal and social responsibility can protect them against negative situations

such as developing addictions (e.g., online gaming addiction) (Chiou & Wan, 2007).

Online games allow individuals to meet other players, have fun, achieve status, and

obtain financial benefits (Ballabio et al., 2017; Columb et al., 2022). In addition, escaping

from the problems of real life, even temporarily, and achieving relaxation are among the

benefits that individuals gain through gaming (Yee, 2006). Consequently, online gaming can

lead individuals to play online games frequently and for long periods of time, which in turn

can lead to the risk of addiction (Luciana, 2010; Sachdeva & Verma, 2015). The 11th

revision of the International Classification of Diseases (ICD-11) characterized gaming

disorder as a repetitive or persistent pattern of gaming behavior (World Health

Organization, 2019). Individuals that are affected by online gaming addiction have also been

reported to experience problems with interpersonal relationships (Wongpakaran et al., 2021),

occupation (Lelonek-Kuleta et al., 2021), and health (Chan et al., 2022). As such, online

gaming addiction can lead to situations that threaten the lives and functionality of individuals

through the process and its consequences.

Online gaming and its association with emotional and behavioral problems

Research on gaming addiction dates back to 1983, when the first report emerged,

suggesting that video gaming addiction is a problem for adolescents.[ 1] Shortly thereafter, the

first empirical study on gaming addiction was published based on self-reports of young male

players who claimed that they were “hooked” on their games.[ 2] In the 2000s, online game

became widespread among masses and gained rapid growth among both youth and adults.

Online playing games and the first massively multiplayer online role-playing game were

launched in Korea in 2004. The trend of online games has set its platforms among youths.[ 3]

The early studies suffered from a lack of standardized psychometric instruments used for

assessing online gaming addiction[4] when adolescents whose lives are dominated by online

gaming often experience problems such as consequent sleep deprivation, day–night reversal,

dehydration, malnutrition, seizures, and pressure sores, as well as irritability, physical

aggression, depression, and a range of social, academic, and vocational problems.[5,6,7]

A cross-sectional study was conducted between March 2017 to July 2018. This study

found prevalence of 73.9% online video game addiction among 575 adolescents. Adolescents

who were addicted to online video game had a play time of 7 hours per day accounting to 20

hours of game play on mobile phones per week.[8] Another study highlighted that 18% of the
students are using video game with control, 20% of the students are excessively using video

games, and 17.5% of the students fall under addiction category.[ 9] The prevalence rate

ranging between 19% to 29% of the children were spending more than 3 h/day for game and

met all the criteria of gaming addiction according to the Diagnostic and Statistical Manual of

Mental Disorders, Fifth Edition.[10] A study on Internet addiction showed that about 63% of

the students were using mobile phones to access the Internet in which 12.3% of the students

uses the Internet for online game.[11]

Game addiction has emerged as a public health concern. Effects of game addiction on

physical and mental health are well documented. However, no study has been carried out on

online game addiction, especially in the northeast region of Assam, India, among school-

going adolescents. The present study aims to find the prevalence of online game addiction

and to see its correlation with emotional and behavioral problems among adolescents.
 CHAPTER 3

METHODOLOGY

This chapter present the methods and procedures that the researcher employed in the

conduct of his research. This includes the description of the research design, research locale,

and research procedure. The data gathering procedure, and the statistical technique were also

described and explained.

Research Design

The use of a qualitative, phenomenological method will enable a thorough, contextual

investigation of the unique viewpoints and experiences of those battling addiction to online

gaming. The results can be used to guide the creation of focused treatments and support

networks to address this expanding public health issue and improve the quality of life for

those who are impacted.

Research Respondents

The study's participants will be Grade 11 students who playing online games. For my

study, there will be 15 respondents. The selection of the responders is predicated on their

experiences that will be beneficial to my research.

Research Locale

The study will take place at Kibatang National High School, which offers its pupils a

top-notch education in line with Philippine K–12 curriculum standards. Participants in the

study will be chosen among grade 11 students, and it will take place on the school's campus.

Instrument

Researcher-made questionnaire was used as the main instrument of the study to

determine the impact of online gaming addiction on well-being among grade 11 students.

The designed questions focused on the impact of online gaming.

Data Gathering Procedure

This section will discuss the instrument will be used in gathering the needed ____for

the study. Firstly, the researcher will draft a questionnaire and then be validated by the

expert in this field. Then, the researcher will ask a permission to conduct the study by

writing formally to the principal of Kibatang National High School where the study will be

conducted.

Upon approval, the researcher will conduct a survey to the respondents by

distributing the questionnaire to them and the given questionnaire will be answered briefly

and concisely by the respondents. After the total return of the questionnaire,