Exploring Academic Decline Among E-Gamers: A Phenomenological Approach to Learners’ Academic Experiences
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This qualitative study explored the lived experiences of secondary school students who experienced academic decline due to excessive electronic gaming. E-games have become a dominant recreational activity among adolescents, often providing enjoyment, social connection, and cognitive stimulation. However, prolonged engagement has been linked to academic difficulties, including poor time management, reduced study habits, and emotional strain. The purpose of this study was to examine how learners described their academic and personal struggles while engaging in excessive gaming, and how they attempted to regain academic stability. Using a phenomenological design, eight participants from public secondary schools in the Philippines were purposively selected. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s (2006) thematic analysis approach. Findings revealed three overarching themes: (1) Loss of Academic Focus—students reported neglecting schoolwork, experiencing declining grades, and failing to balance study and play; (2) Emotional and Mental Strain—participants described guilt, stress, and anxiety associated with excessive gaming; and (3) Struggles in Balancing Priorities—learners struggled to regulate gaming behavior but showed resilience through self-discipline, limiting playtime, and behavioral adjustments such as deleting games. This study highlights the dual nature of gaming, as it serves both as a coping strategy and a source of academic stress. It emphasizes the importance of parental guidance, teacher intervention, and school-based digital literacy programs that support responsible gaming habits.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it