Motives, Wellbeing, And Study Skills of Learners Engaged In E-Games: Basis of Intervention Measures

Abstract

This study examined the motives, well-being, and study skills of public elementary learners engaged in electronic games (e-games) in the Candijay, Alicia, Mabini, Anda, and Guindulman Districts, Division of Bohol, Philippines. The study aimed to determine the profile of learners in terms of age, sex, grade level, gadget used, and highest academic award received, and to analyze the relationship among gaming motives, well-being, and study skills. A quantitative descriptive-survey design with correlational and comparative methods was utilized. Respondents included 1,575 learners and 309 teachers, with a total of 1,884 participants selected through stratified random sampling. Adapted and modified survey instruments were used, namely the Motives for Online Gaming Questionnaire (MOGQ), EPOCH Measure of Adolescent Well-being, and Study Skills Questionnaire. Data were analyzed using percentage, weighted mean, regression analysis, test of normality, and Spearman’s rho. Findings revealed that mobile phones were the most commonly used gaming device, and male learners showed slightly higher engagement in e-games than females. Learners’ motives for gaming included socializing, escape, competition, coping, skill development, fantasy, and recreation. The study further identified significant relationships among gaming motives, well-being, and study skills. Based on the findings, intervention measures were proposed to guide learners, parents, teachers, and school administrators in promoting responsible gaming habits, improving learner well-being, and strengthening academic performance. The study concludes that while e-games offer motivational and social benefits, excessive engagement may negatively affect learners’ study habits and wellness, thus requiring balanced supervision and educational support.