Volume 27, Issue 9 (11-2020)
RJMS 2020, 27(9): 120-128 |
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Ghaffari M. Examining the Relationship Between English Online Gaming Addiction and Academic Vitality and Psychological Well-being in Language Learners. RJMS 2020; 27 (9) :120-128
URL: http://rjms.iums.ac.ir/article-1-9275-en.html
URL: http://rjms.iums.ac.ir/article-1-9275-en.html
PhD candidate in TEFL, Maragheh Branch, Islamic Azad University, Maragheh, Iran , Mostafa.ghaffari@gmail.com
Abstract: (84 Views)
| Background & Aims: This study was designed to investigate the relationship between addiction to English online games and academic vitality and psychological well-being among language learners. Recognizing the pervasive influence of digital technologies in contemporary education, particularly among young learners, this research endeavors to shed light on a critical intersection of gaming culture and academic engagement. The proliferation of online gaming, especially those in English, presents a unique set of challenges and opportunities for language learners. While these games can offer immersive environments for language practice and cultural exposure, they also carry a significant risk of addiction, which may, in turn, negatively impact crucial aspects of a student’s development. This study aims to bridge this gap by examining the nuanced interplay between the severity of online gaming addiction, levels of academic vitality, and indicators of psychological health within this specific demographic. By understanding the depth of this relationship, we aspire to contribute to a more comprehensive understanding of this phenomenon, paving the way for the development of targeted preventive strategies and effective therapeutic interventions. The increasing accessibility of online gaming platforms, coupled with the inherent addictive design of many modern games- often employing reward systems, social dynamics, and constant engagement loops- necessitates a thorough investigation into their potential detrimental effects. For language learners, the dual challenge of mastering a new language and navigating the complexities of academic life can be exacerbated by the allure of escapism offered by online gaming. The potential for these games to consume significant amounts of time and cognitive resources raises concerns about their impact on a student’s ability to focus on their studies, maintain motivation, and foster a sense of enthusiasm for learning. Furthermore, the psychological toll of excessive gaming, including potential impacts on mood regulation, social interaction, and overall mental health, warrants careful consideration. This research is therefore crucial for educators, parents, and policymakers seeking to support language learners in achieving a healthy balance between their digital lives and their academic pursuits. By quantifying the strength and direction of these relationships, this study seeks to provide empirical evidence that can inform educational practices and interventions aimed at mitigating the risks associated with online gaming addiction and promoting the holistic well-being of language learners. The findings are expected to underscore the importance of digital literacy and responsible technology use, offering insights into how to harness the benefits of online resources while safeguarding against their potential downsides. The study’s focus on language learners is particularly pertinent, as the acquisition of a new language often requires sustained effort, dedication, and a positive psychological disposition – all elements that could be compromised by excessive gaming. Therefore, a deep dive into this nexus is not merely an academic exercise but a practical necessity for fostering a supportive and conducive learning environment for this population. Methods: This study employed a descriptive-correlational research design. The statistical population comprised beginner-level language learners attending English language training centers in Maragheh during the academic year 2017-2018, totaling 220 individuals. A sample of 60 participants was selected using convenience sampling. Data were collected using standardized questionnaires: the Online Game Addiction Questionnaire by Nazari and colleagues (2015), the Academic Vitality Scale by Hosseinchari and colleagues (2012), and the Goldberg and Hillier (1979) General Health Questionnaire. Pearson correlation coefficient was utilized for data analysis. Results: The results indicated a significant negative relationship between addiction to online games and both academic vitality (r = -0.62, p = 0.000) and psychological well-being (r = -0.75, p = 0.000) among language learners. Specifically, an increase in online gaming addiction was associated with a decrease in academic vitality and psychological well-being, and vice versa. Conclusion: In conclusion, this research underscores that addiction to English online games transcends mere casual entertainment or a language learning challenge; it represents a multifaceted phenomenon with serious and systemic implications for the cognitive, emotional, social, and academic development of language learners. Consequently, the imperative to address this issue, raise awareness among learners, parents, and educators, and formulate effective preventive and intervention programs is more pronounced than ever. By doing so, we can harness the positive potentials of technology while simultaneously safeguarding against its detrimental pitfalls. The findings strongly suggest that the allure of immersive online gaming environments, particularly those in English, can significantly detract from a learner’s ability to engage meaningfully with their academic responsibilities and maintain robust psychological health. The observed negative correlations highlight a critical need for proactive measures. Educational institutions and language centers should consider integrating digital literacy programs that educate students about the risks of excessive gaming and promote balanced technology use. Parental involvement is also crucial, requiring open communication about gaming habits and their potential consequences. Furthermore, the development of specific interventions, perhaps incorporating elements of cognitive-behavioral therapy, could be beneficial for language learners struggling with gaming addiction, helping them to re-establish a healthy relationship with gaming and re-prioritize their academic goals and overall well-being. The study’s emphasis on language learners is particularly noteworthy, as the effort required for language acquisition can be easily derailed by the escapist tendencies often fueled by online gaming. Addressing this addiction is not just about improving academic performance; it’s about fostering resilient, well-adjusted individuals capable of navigating the complexities of both the digital and real worlds. Future research could explore specific types of games that pose higher risks, investigate the mediating role of psychological factors like self-esteem and coping mechanisms, and evaluate the effectiveness of different intervention strategies. Ultimately, the goal is to empower language learners to leverage technology as a tool for enrichment rather than allowing it to become a barrier to their educational and personal growth. This study serves as a critical call to action for a more holistic approach to student support, one that acknowledges and actively addresses the profound impact of digital habits on young minds. The dual focus on academic vitality and psychological well-being provides a comprehensive framework for understanding the far-reaching consequences of gaming addiction, emphasizing that true success in learning and life requires a foundation of both intellectual engagement and emotional equilibrium. |
Type of Study: Research |
Subject:
Biotechnology
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