1

BACHELOR OF TECHNICAL TEACHER EDUCATION

The Effects of Mobile Online Gaming to Academic Performance

of Biñan SDA (Seventh-day Adventist) High School During the
Academic Year 2020-2021

An Undergraduate Thesis
presented to the
Faculty of Trimex Colleges, Inc.

In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Technical Teacher Education

by

Reynante Z. Maesa
Chona M. Yaldua
Ariel Romnick B. Dio

September 2020
 2

BACHELOR OF TECHNICAL TEACHER EDUCATION

RECOMMENDATION FOR ORAL EXAMINATION

This thesis, entitled; “The Effects of Mobile Online Gaming to Academic

Performance of Biñan SDA (Seventh-day Adventist) High School During the
Academic Year 2020-2021”, prepared and submitted by Reynante Z. Maesa, Chona
M. Yaldua and Ariel Romnick B. Dio, in partial fulfillment of the requirements for
the degree of Bachelor of Technical Teacher Education (ET), has been examined
and is recommended for Oral Examination.

___________________________________
Ms. Lourdes R. Garino
Adviser
___________________________________________________________________

APPROVAL BY THE PANEL OF EXAMINERS

Approved by the Panel on Oral Examination with a rating of

__________%

THESIS COMMITTEE

___________________________________

Chairman

_____________________ ___________________________

Member Member

FINAL APPROVAL

Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Technical Teacher Education.

___________________________________

Dean
 3

BACHELOR OF TECHNICAL TEACHER EDUCATION

ACKNOWLEDGEMENT
 4

BACHELOR OF TECHNICAL TEACHER EDUCATION

DEDICATION
 5

BACHELOR OF TECHNICAL TEACHER EDUCATION

ABSTRACT

Title : The Effect of Online Online Mobile Gaming to High School

Students of Binan SDA High School in 2020-2021

Authors : Reynante Z. Maesa; Chona Yaldua; Ariel Romnick B. Dio

Degree : Bachelor of Technical Teacher Education

School : Trimex Colleges, Inc.

Academic Year : 2020-2021

Adviser : Ms. Lourdes R. Garino

 6

BACHELOR OF TECHNICAL TEACHER EDUCATION

TABLE OF CONTENTS

Title Page i
Recommendation for Oral Examination ii
Approval Sheet iii
Acknowledgement iv
Dedication v
Thesis Abstract vi
Table of Contents ix
List of Tables xi
List of Figures xii

Chapter

1 THE PROBLEM AND ITS SETTING

Introduction
Theoretical/Conceptual Framework
Operational Framework
Operational Model
Statement of the Problem
Statement of the Hypothesis
Assumptions of the Study
Scope and Delimitation
Significance of the Study
Definition of Terms

2 REVIEW OF RELATED LITERATURE AND STUDIES

State of the Art

Related Literature
Related Studies
Synthesis of the State of the Art
Gap/s Bridged by the Present Study

3 RESEARCH METHODOGY

Research Design
Sources of Data
Population of the Study
 7

BACHELOR OF TECHNICAL TEACHER EDUCATION

Instrumentation and Validation

Evaluation and Scoring
Data Gathering Procedures
Statistical Treatment of Data

4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations

References

Appendices

Appendix A - Letter/s
Appendix B - Questionnaire
Appendix C - Editor’s/Statistician’s Certification
Appendix D - Curriculum Vitae
 8

BACHELOR OF TECHNICAL TEACHER EDUCATION

LIST OF TABLES

Tables Page

LIST OF FIGURES
 9

BACHELOR OF TECHNICAL TEACHER EDUCATION

Figure Page

Figure 1. Model of the Operational Framework

This study is conducted to
analyze the impact of use of
cellular phone on
psychosocial
development of university
students. Cellular phones
are perceived as a useful
and important
for conversation,
entertainment, and
preserving memories
(with the help of
recording
functions). It helps students
to achieve many
educational tasks and makes
easy for university
students to keep in touch
with relatives. But at the
same time it affects
inversely the studies of
students by following
means: 1. Cellular phones
disturb and distract the
concentration of
students in class; 2.
Excessive use of cellular
phones keeps students busy
and they find less
time for studies; 3.It
promotes copy culture; 4.
Make limited the students’
contacts; 5. Affects
students health by
increasing level of
depression, stress, and loss
of appetite; 6.It damages the
areas of brain associated
with learning, memory and
movement; 7. Use of
cellular phones in
classes, libraries, and
public places violates
social norms, the
appropriate and acceptable
behavior associated with
certain situations is not
regulated.
CHAPTER I

The Problem and Its Settings

Introduction
 The internet is a revolution in information technology. The positive use of it makes

our lives easy but productive. The internet provides us useful data, information, and

knowledge for personal, social and economic development. This can be a person's most

efficient tool for enabling himself to cope with the fast growing technology. It is up to one’s

utilizing of time on the World Wide Web that determines its purpose to be a productive tool.

Smart phones, on the other hand, are considered important for communication,

preserving memories, preserving files, and searching the internet. Business transactions like

online buying and selling, and online banking can be done right at your home. It helps

students to achieve most of their learning tasks. Smartphones are the friendly mobile gadgets

which have made everything reachable in just a tap or a swipe.

The combination of internet and smart phones has equipped us to cope with day to

day task with much mobility. Every advancement on these technologies has been acclaimed

for its benefits but then criticized for possible harms that it could bring.

Computer and mobile games have taken most of the stage in the Filipinos’ leisure

medium. It has changed the way we learn, live, play, and control our economy. Today,

gaming development continues to emerge and bring growth and an enhanced experience to

both Filipino students and players alike. Thus, more game development schools now strive

to give game development courses to arm students with viable skills and knowledge.(CIIT

Game Development School, 2018). This is the reason why there are a lot of

colleges/universities in the country which offers game development courses that emerges. In

addition with this, the government had also sends a huge team of online game players in the

recent SEA games held in the country, thus that show support to the digital gaming.
 The effect due to excessive and uncontrolled use of these technologies were

undeniably questionable to one’s life, most especially to students which the focus and time

for their academic lessons, activities, and involvement are much needed. There are teachers,

parents and some organizations who continuously insist that mobile games including social

media trend are becoming the cause of distraction among students in their studies.

The government’s Department of Education (DepEd) values how online computer

gaming helps sharpen the young generation into highly proficient individuals in new

technologies and digital trends. DepEd also recognizes that internet and computer shops

cater to the research needs of students, especially those without internet access at home. It is

viewed that computer gaming is a shift from the usual vices of young students today, such as

drinking and smoking (Cortes, Alcalde, Camacho, 2012).

According to [email protected], instead of trying to separate kids from the

technology that is such a huge part of their lives, many educators have instead learned to

embrace high-tech methods of education, such as educational video games, game-based

learning, and “blended learning”. Some continue to argue that gaming has a negative

impact on kids’ ability to learn. This is in fact not the case according to

[email protected], if utilized properly, many video games and computer games can

help children learn. Here are some of the benefits of game-based learning: (1.) It Helps

with Hand-Eye Coordination. (2.) It Improves Problem-Solving & Strategic Thinking.

(3.) It Expands Memory Capacity. (4.) It Helps Kids Become More Computer-Literate.

(5.) It Helps Kids Who Struggle with Attention Disorders (2018).

In spite of the fact that the government is supporting the mobile game development

schools and e-sports which actually use online mobile gaming, many parents, and teachers
including guidance counselors were up against the use of mobile gadgets particularly smart

phones in schools. Thus, believing that this paper could help the parents, teachers and

especially the students of Binan SDA High School, the researchers proposed this study.

This study is conducted to determine the effect of online mobile gaming on

academic development of high school students of Binan SDA High School. Specifically, this

study (a) identified the factors that infuence students’ decision to play online mobile games;

(b) established the relationships between increasing level of stress, loss of appetite, and

depression and online mobile gaming; (c) established the significance of the number of

hours devoted by the students on online mobile games to the level of performance in school;

(d) estimated the average cost spend by online mobile gamers and the portion of this to their

allowances; (e) Identified the behavior pattern of an online gamer student in classes,

libraries, churches, family or relatives’ presence, friends’ home, and other public places

where social norms is observed.

Males are more likely to develop a gaming addiction compared to female. Boys are

more likely to play aggressive or violent games while girls are more likely to play platform

and puzzle games (Griffiths, 2008). Gaming addiction is associated with higher rates of

anxiety and depression, and poorer academic performance (Peukert et al. 2010). Computer

gaming addiction is positively correlated with achievement motivation, sensation-seeking, a

positive evaluation of one’s intelligence, and a negative evaluation of one’s skills in

interpersonal relationship (Zheng et al. 2006). In a sample of German teens, 6.3% of subjects

fulfilled the authors’ diagnostic criteria for gaming addiction. These adolescents were mostly

male and had low educational backgrounds (Klaus et al. 2008). Gaming addiction is

negatively associated with academic achievement (Chiu et al. 2004).

Theoretical/Conceptual Framework

The researchers have observe that online gaming is much patronized by many

of the young in high school even college students during these years. There are

theories that online gaming could greatly affect the students’academic performance

in school. Many parents and teachers often tell that a student has perfomed low in his

academic due to online gaming. Dumrique and Castillo of PUP-Laboratory High

School conducted a study in 2017, concluded that academic performance is not

affected. But added that, there is a significant relationship between the academic

performance of the respondents and playing online games during weekends. Which

result to having a good grade while playing online games. This can be interpreted as

the trade-off when playing computer games. If the student decides not to play, then

there will be no deduction in the grades. Which is true to the researchers' study for

the respondents' academic performance is only significant to playing online games

during weekend. Weekends are the days when the respondents have their pleasure

time for recreational activities. (Dumrique & Castillo, 2017)

Operational Framework

The significance of online mobile gaming to academic performance could be

through the conditions experienced by a student. Online mobile gaming acquires the

time spent to more important activities and modifies the conditions a student has.
 Sleep patterns
Time studying
Stress
Focus
Loss of appetite

ONLINE MOBILE ACADEMIC

GAMING PERFORMANCE

Figure 1. Model of the Operational Framework

Statement of the Problem

1. What is the responents profile in terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

2. What is the effect of Mobile Online Game to the respondents?

3. What is the Academic Performance of the respondents?

4. Is there a significant relationship between the effect of mobile online game to the

respondents and their academic performance?

Statement of the Hypothesis

HO: There is no significant relationship between the effects of mobile online game and their

academic performance.

Assumption of the Study

The researchers assumed the following:

1. Decline in the students’ academic performance is due to lack of motivation and

devotion to study that is linked to online mobile gaming.

2. Students’ study habits are also affected by the online mobile gaming.

3. Online mobile games’ disruption in rest and sleep patterns could greatly affect

behavior and sleepiness during daytime which may lead to stress, loss of appetite

and worse is depression.

4. The need of more time for online mobile gaming tends to one’s withdrawal from

peers, schoolmates, teachers and even parents.

5. Online mobile game causes students to violate social norms and appropriate or

acceptable behavior in classes, libraries, churches, and other public places associated

with certain situation that is not regulated.

Scope and Delimitation of the Study

 The study was about the effect of online mobile gaming to the academic

performance of the students. The respondents were the 56 High School students from Grade

7 to Grade 10 of Biñan SDA High School, located alongside the National Highway,

Barangay San Vicente, City of Binan. The study was conducted during the academic year

2020 – 2021.

Significance of the Study

The researchers believed that this study would benefit the following:

Parents – this study would help parents in guiding their children in the setting priorities in

daily activities to maximize the use of time so that students could have more time studying.

The parents also could realize that they have the greater responsibility in regulating their

sons/daughters use of gadgets and online mobile gaming to be specific.

Teachers/Guidance Counselors – this study would help the teachers in motivating their

students to focusing to their studies and so to achieve better in academic. They could also

help them provide ways in addressing students’ academic problems.

Students - This study would help the students to realize the effect of online mobile gaming

on their studies and on their own they could make a move to change their wrong habits.

Definition of Terms:

Online – the use of an application through direct access on the internet.

Mobile Games – the games which can be played anywhere at any time.

Smart Phone – a device that combines a cell phone with a handheld computer,

typically offering Internet access, data storage, email capability, etc.

Blended learning - the process of combining both technology and more traditional

methods of teaching.

Social norms - standards of companionship.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Snograss et al., in their study in 2014, presented an ethnographically-

informed survey and interview data suggesting that problematic online gaming in

the World of Warcraft (WoW) can be conceptualized as a response to pre-existing

life stress, which for highly stressed individuals magnifies rather than relieves their

suffering. In particular, they explored how relaxing and arousing in-game

experiences and activities provide forms of cognitive diversion that can lead to

problematic play among more highly stressed individuals. Their research supports

what has been called a “rich get richer” model of problematic internet use. In this

instance, less stressed individuals manage to play WoW so as to enhance their offline

lives. By contrast, more highly stressed players further magnify the stress and

suffering in their lives by playing problematically the online game within which they

sought refuge from their offline problems. World of Warcraft (WoW) is an online

game which according to Wikipedia is a massively multiplayer online role-playing

game (MMORPG)

Jonathan Brill, Level 80 Shadowpriest, originally answered in Jul 26, 2014 to the

question: Why was World of Warcraft so addictive? He said, “I remember one night I was doing

some casual raiding and was about to shut down and go to sleep when global chat started going

nuts about some massive, earth-shattering raid happening that was like a once in a lifetime event.

Something like a few hundred nutjobs (myself included) were going on a massive, multi-hour
raid called "For the Horde", which included doing four things (killing each enemy capital city)

that was rare to pull off one at a time. It's such a massive coordinated attack that it disrupts the

servers to the point where they're unplayable, one of the reasons it can only really be done in the

middle of the night.” Snodgrass et al., 2014

Cole and Griffiths found MMORPGs to be highly socially interactive

environments providing the opportunity to create strong friendships and emotional

relationships. Their study “Social Interactions in Massively Multiplayer Online

Role-Playing Gamers CyberPsychology and Behavior” (2007), demonstrated that the

social interactions in online gaming form a considerable element in the enjoyment of

playing. It also showed that MMORPGs can be extremely social games, with high

percentages of gamers making life-long friends and partners. They concluded that

virtual gaming may allow players to express themselves in ways they may not feel

comfortable doing in real life because of their appearance, gender, sexuality, and/or

age. According to them MMORPGs also offer a place where teamwork,

encouragement, and fun can be experienced. Cole and Griffiths, 2007

In a study conducted by Gentile, Lynch, Linder and Walsh titled “The effects

of violent video game habits on adolescent hostility, aggressive behaviors, and

school performance”, seen video games have become one of the favorite activities of

American children. Their research is linking violent video game play to aggressive

cognitions, attitudes, and behaviors. In addition, path analyses were conducted to test

mediational pathways from video game habits to outcomes. Six hundred and seven
8th- and 9th-grade students from four schools participated. They found out that

adolescents who expose themselves to greater amounts of video game violence were

more hostile, reported getting into arguments with teachers more frequently, were

more likely to be involved in physical fights, and performed more poorly in school.

Mediational pathways were found such that hostility mediated the relationship

between violent video game exposure and outcomes. Results are interpreted within

and support the framework of the General Aggression Model. Gentile et al., 2004

E.C. Hastings, T.L. Karas, A. Winsler, E. Way, A. Madigan, S. Tyler

examined the amount and content of children's video game playing in relation with

behavioral and academic outcomes. They also explored the relationships among

playing context, child gender, and parental monitoring. They obtained data through

parent report of child's played game, behavior, and school performance. They found

out that the results revealed that time spent playing games was related positively to

aggression and negatively to school competence. Violent content was correlated

positively and educational content negatively with attention problems. Results

suggest violent games, and a large amount of game play, are related to troublesome

behavioral and academic outcomes, but educational games may be related to positive

outcomes and good academic achievement Neither gender nor parental monitoring

emerged as significant moderators of these effects. Hastings et al., 2009

McCutcheon & Campbell in their study, they matched groups of community

college students, with different frequency of their video gaming. Students were
compared on selected academically‐related variables in two studies. They found out

that frequent game‐players were not more likely to absent themselves from

psychology classes than infrequent players. There was no significant difference

between frequent and infrequent players on a measure of locus of control, or on

GPAs. However, infrequent players received significantly higher scores on

psychology exams. McCutcheon & Campbell, 2006

In a study of Kuznekoff & Titsworth, they examined the impact of mobile

phone usage, during class lecture, in a class learning. Participants in three different

study groups (control, low-distraction, and high-distraction) watched a video lecture,

took notes on that lecture, and took two learning assessments after watching the

lecture. They ound out that students who were not using their mobile phones wrote

down 62% more information in their notes, took more detailed notes, were able to

recall more detailed information from the lecture, and scored a full letter grade and a

half higher on a multiple choice test than those students who were actively using

their mobile phones. This is just phone usage on a lecture and not about online

mobile gaming. Much more would be the impact if the students were inclined to it.

Kuznekoff   & Titsworth, 2013

Recent scientific reports have begun to focus on the preoccupation some

people develop with certain aspects of the internet, particularly online games. The

“gamers” play compulsively, to the exclusion of other interests, and their persistent

and recurrent online activity results in clinically significant impairment or distress.

People with this condition endanger their academic or job functioning because of the

amount of time they spend playing. They experience symptoms of withdrawal when

kept from gaming. Much of this literature stems from evidence from Asian countries

and centers on young males. The studies suggest that when these individuals are

engrossed in Internet games, certain pathways in their brains are triggered in the

same direct and intense way that a drug addict’s brain is affected by a particular

substance. The gaming prompts a neurological response that influences feelings of

pleasure and reward, and the result, in the extreme, is manifested as addictive

behavior. Further research will determine if the same patterns of excessive online

gaming are detected using the proposed criteria. At this time, the criteria for this

condition are limited to Internet gaming and do not include general use of the

Internet, online gambling or social media.By listing Internet Gaming Disorder in

DSM’5 Section III, APA hopes to encourage research to determine whether the

condition should be added to the manual as a disorder.DSM is the manual used by

clinicians and researchers to diagnose and classify mental disorders. The American

Psychiatric Association (APA) will publish DSM-5 in 2013, culminating a 14-year

revision process. American Psychiatric Association, 2013

Synthesis of the Study

The related literature and studies covered have bearing on the present

investigation. Most of the studies have high indication that online mobile gaming
affects students’ academic performance. While Cole & Griffiths concluded that it

provided gamers an environment where they could feel they are belong.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the procedures adapted by the researchers about the

details on the researcher design, sources of data, population of the study,

instrumentation and validation, data gathering procedure, and statistical

treatment of data applied in order to come up with this study.

Research Design

The researchers utilized the descriptive-correlational method of

research that describes the nature of the situation, as it exists at the time of

the study and correlation method of research (Bermudo et al., 2005). It aimed

at determining the effect of Mobile Online Game, and Academic Performance

of selected Junior High School of Seventh Day Adventist in Binan City,

Laguna.

Population of the Study

The population of the study are the students of Biñan SDA High

School. Composing of 58 students from Grade 7 to Grade 10. Most of them

were living with parents and that stands as their guardians. The researchers

will gather the total population in this study.

Instrumentation and Validation

The research will use a questionnaire for the purpose of collecting the

needed primary data through google forms that will be sent to students

online for they are in Online Learning Modality. The research instrument will

be composed of three parts. Part I is about the respondents profile, Part II is

composed of the effects of mobile online game and Part III is the Academic

performance of the respondents.

Evaluation and Scoring

To determine the effect of Online Mobile Games among Junior High School

Seventh Day Adventist at Binan City, Laguna, the following measures were

used:

Assigned Points Numerical Categorical Responses Verbal

Ranges Interpretations

4 3.51-4.00 Strongly Agree (SA) High Effect

3 2.51-3.50 Agree (A) Effect

2 1.51-2.50 Disagree (D) No Effect

1 1.00-1.50 Strongly Disagree (SD) Highly No Effect

Data Gathering Procedure

The questionnaire is considered as the most appropriate data-

gathering instrument for this descriptive research study.

Permission to conduct the study and administer the questionnaire was

secured from the the Principal and the students’ respective advisers.

No actual visit to the research locale made due to the existing

minimum health protocol implemented by the local authorities and the locale

of the study itself. Through the google forms, the administration of the

questionnaire and retrieval ensure a 100% accomplishment.

Statistical Treatment of Data

The statistical tools used for the quantitative analysis in this study

were the following:

1. Frequency – used to determine the respondents profile

2. Weighted mean was used to determine the respondents’s effect of

Online Mobile Games.

3. Pearson r was used to determine if there is significant relationship in

the students’ (a) Effect of Online Mobile Games, and (b) Academic

Performance.
 Research Questionnaire

Part I. Respondents Profile

Directions: Below are statements about the respondent’s profile. Please
indicate your agreement by simply putting a check (√) mark on the box below
that corresponds to your honest answer. Use the scale below as your guide.

Age

( ) 12 – 13 years old
( ) 14 – 15 years old
( ) 16 – 17 years old
( ) 18 years old and above

Gender

( ) Male
( ) Female

Grade Level

( ) Grade 7
( ) Grade 8
( ) Grade 9
( ) Grade 10
Part II. Effect of Online Mobile Games
Directions: Below are statements about the Effect of Online Mobile Games.
Please indicate your agreement by simply putting a check (√) mark on the box
below that corresponds to your honest answer. Use the scale below as your
guide.

Options:
4 = Strongly Agree SA
3 = Agree A
2 = Disagree D
1 = Strongly Disagree SD

Effect of Online Mobile Games 4 3 2 1

I prefer to play online
mobile games
rather than go out
with classmates to
have a group study

I cannot do my
assignments in
school on time
because of playing
online mobile
games.

I cannot attend classes

on time because of
playing online
mobile games.

I have a low grade in

most of my subjects
because of playing
online mobile
grades.

I spent a lot of time

playing online
mobile games.

I get a lot of friends

because of playing
online mobile
games.

I play online mobile

games as my
spiritual sustenance
in a time that I am
lonely.

I play online mobile

games to relax
because of study
pressure.

I have less sleep

because of playing
online mobile
games.

I think playing online

mobile games has
increased my
self-confidence
Part II. Academic Performance
DirectionsPlease indicate your agreement by simply putting a check (√) mark
on the box below that corresponds to your honest answer.

98 – 100___
95 – 97 ___
92 – 94 ___
89 – 91 ___
86 – 88 ___
83 – 85 ___
80 – 82 ___
77 – 79 ___
75 – 76 ___
60 - 74 ___
References:

A vacation from your mind: Problematic online gaming is a stress response

Computers in Human Behavior, 38 (2014), pp. 248-260
https://doi.org/10.1016/j.chb.2014.06.004

H. Cole, M.D. Griffiths
Social interactions in massively multiplayer online role-playing gamers
CyberPsychology and Behavior, 10 (4) (2007), pp. 575-583
https://doi.org/10.1089/cpb.2007.9988
CrossRefView Record in ScopusGoogle Scholar

D.A. Gentile, P.J. Lynch, J.R. Linder, D.A. Walsh
The effects of violent video game habits on adolescent hostility, aggressive
behaviors, and school performance
Journal of Adolescence, 27 (1) (2004), pp. 5-22, 10.1016/j.adolescence.2003.10.002
ArticleDownload PDFView Record in ScopusGoogle Scholar

E.C. Hastings, T.L. Karas, A. Winsler, E. Way, A. Madigan, S. Tyler
Young children's video/computer game use: Relations with school performance
and behavior
Issues in Mental Health Nursing, 30 (10) (2009), pp. 638-649
https://doi.org/10.1080/01612840903050414
CrossRefView Record in ScopusGoogle Scholar

THE IMPACT OF VIDEO GAME PLAYING ON ACADEMIC

PERFORMANCE AT A COMMUNITY COLLEGE
Lynn E. McCutcheon & Janice D. Campbell
Pages 59-63 | Received 29 Mar 1985, Accepted 26 Jun 1985, Published online: 09
July 2006
https://doi.org/10.1080/0361697860100105

The Impact of Mobile Phone Usage on Student Learning

Jeffrey H. Kuznekoff  &Scott Titsworth
Pages 233-252 | Received 21 Aug 2012, Accepted 12 Jan 2013, Published online: 12
Feb 2013
 https://doi.org/10.1080/03634523.2013.767917
Internet gaming disorder (2013)
Retrieved from:
https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-
Internet-Gaming-Disorder.pdf
Google Scholar