Exploring Academic Decline Among E-Gamers: A Phenomenological Approach to Learners’ Academic Experiences

Abstract

This qualitative study explored the real-life experiences of high school students who struggle with their academic performance because of excessive e-game playing. Through interviews with eight learners from different schools, the study gathered a variety of personal stories and insights. The findings revealed how playing e-games affects their schoolwork, study habits, academic responsibilities, emotional well-being, mental health and time management. While students acknowledged the recreational and cognitive benefits of e-games—such as stress relief, enjoyment, and improved thinking skills—most of them also experienced negative academic consequences. Participants shared that their gaming habits often led to poor time management, decreased study time, and lower academic achievement. Many learners reported feeling overwhelmed, anxious, and stressed as they struggled to balance school responsibilities with their gaming routines. Despite these challenges, the study also found hope in the experiences of some students made efforts to control their gaming habits through time management, self-discipline, and behavioral adjustments such as deleting games or limiting playtime. These changes led to the improvements in academic performance, better time use, and enhanced personal responsibility. Overall, this study highlights the negative academic and emotional impacts of excessive gaming and the potential for recovery and growth through intentional habit management. In today’s digital world, where gaming is very common among young people. The study emphasizes the importance of guiding students toward healthier digital habits by involving parents, educators, and communities in promoting balanced lifestyles that prioritize education and well-being.