Exploring Grade 6 Students' Perceptions of the Influence of School-Related Factors on Their Online Gaming Experiences

Proponent/s Name/s (Last Name, First Name, Middle Initial)

• Jennica Diane C. Tabucanon, De La Salle Santiago Zobel School - Brother Rafael Donato FSC Night High SchoolFollow
• Crisvier P. Romano, De La Salle Santiago Zobel School - Brother Rafael Donato FSC Night High SchoolFollow
• Sharmaine R. Reloj, De La Salle Santiago Zobel School - Brother Rafael Donato FSC Night High SchoolFollow
• Leohj Wilhelm Jeff Palanog C. Palanog, De La Salle Santiago Zobel School - Brother Rafael Donato FSC Night High SchoolFollow

Document Types

Paper Presentation

Research Theme (for Paper Presentation and Poster Presentation submissions only)

21st Century Learning and Innovations (CLI)

School Name

De La Salle Santiago Zobel School - Brother Rafael Donato FSC Night High School

Track or Strand

General Academic Strand (GAS)

Research Advisor (Last Name, First Name, Middle Initial)

Gamboa, Gerald, B.

Start Date

23-6-2026 1:30 PM

End Date

23-6-2026 3:00 PM

Zoom Link/ Room Assignment

DLSU Manila Campus (In-person) - Don Enrique T. Yuchengco Hall - Y306

Abstract/Executive Summary

This descriptive qualitative study examined how Grade 6 students at Alabang Elementary School perceive the influence of school-related factors on their online gaming experiences. Specifically, it aimed to understand how academic demands, peer interactions, and parental involvement shape students’ gaming behaviors. Using purposive sampling, semi-structured interviews and focus group discussions were conducted with 18–20 students aged 11–12 who engaged in online gaming for at least three hours daily. Data were analyzed through thematic analysis, generating six themes: coping with school-related stress, balancing gaming and academics, peer pressure, peer relationship building, perceived academic and social consequences, and parental intervention. Findings revealed that students use online gaming as a coping mechanism for stress, boredom, and loneliness. Peer influence played a significant role in gaming participation, while gaming also functioned as a platform for social connection. Although students were aware of negative effects such as reduced focus, sleep deprivation, and declining academic performance, they continued gaming due to emotional and social benefits. Guided by Uses and Gratifications Theory, the study highlights students’ intentional use of gaming to meet unmet needs. The findings suggest that school-based interventions should address students’ emotional and social needs through supportive and structured alternatives rather than punitive restrictions.

Keywords

Keywords: online gaming, academic stress, peer influence, elementary students, coping behavior

Initial Consent for Publication

yes

Statement of Originality

yes