Online gaming engagement and academic performance among nursing students: A cross-sectional study
DOI:
https://doi.org/10.63868/majhs.v1i02.95Keywords:
Academic performance; coping mechanism; internet gaming disorder; nursing students; online gaming.Abstract
Background: The exponential surge in online gaming among university students has raised global concerns regarding internet gaming disorder and its potential detriment to academic performance. However, its specific impact on nursing students—a population enduring high academic stress and rigorous clinical demands—remains underexplored.
Objective: This study aimed to investigate the relationship between online gaming involvement and the academic performance of undergraduate nursing students in Mataram, Indonesia.
Methods: A quantitative observational study with a cross-sectional design was conducted. A total of 79 undergraduate nursing students were selected using a simple random sampling technique. Data were collected using the validated Internet Gaming Disorder Scale–Short-Form (IGDS9-SF) and official Cumulative Grade Point Average (CGPA) records from the last two semesters. Bivariate analysis was performed using the Chi-Square test with a significance level of α < 0.05.
Results: The findings indicated that while a notable proportion of students (41.8%) exhibited symptoms of online gaming addiction, the Chi-Square test revealed no significant relationship between online gaming involvement and academic performance (p = 0.361). Students who engaged heavily in gaming maintained their academic grades comparably to those who did not.
Conclusion: High exposure to online gaming does not inherently degrade the academic achievement of nursing students. The absence of a negative correlation suggests that gaming may serve as an active coping mechanism for severe academic stress, which is effectively neutralized by the students' self-regulated learning and the practical skills-based nature of the nursing curriculum. Psychoeducational approaches focusing on stress management and self-regulation are recommended over absolute digital restriction.
References
Batmaz, H., & Çelik, E. (2021). Examining the Online Game Addiction Level in terms of Sensation Seeking and Loneliness in University Students. Addicta: The Turkish Journal on Addictions, 8(2), 126–130.
Baturay, M. H., & Toker, S. (2019). The relationship among internet gaming disorder, problem behavior, and academic performance. Education and Information Technologies, 24(5), 2821-2838.
Elindawati, R. (2020). Dampak game online bagi pendidikan anak. AL-WARDAH: Jurnal Kajian Perempuan, Gender dan Agama, 13(2), 281-295.
Elizabeth, E. (2019). Hubungan kecanduan bermain game online dengan motivasi belajar pada siswa SMP di Kota Bandar Lampung tahun 2019. Jurnal Psikologi Universitas Muhammadiyah Lampung, 1(2), 98-105.
Fauzi, A. (2019). Pengaruh game online PUBG (Player Unknown’s Battle Ground) terhadap prestasi belajar peserta didik. ScienceEdu, 2(1), 61-66.
Fuadi, H. (2021). Analisis dampak peningkatan laju pertumbuhan penduduk (Data SP2020) terhadap pengendalian kuantitas penduduk di Nusa Tenggara Barat. Elastisitas: Jurnal Ekonomi Pembangunan, 3(2), 148-155.
Kuss, D. J., & Griffiths, M. D. (2012). Internet gaming addiction: A systematic review of empirical research. International Journal of Mental Health and Addiction, 10(2), 278-292. https://doi.org/10.1007/s11469-011-9318-5
Kusumawati, R., Yolivia, I. A., & Yosi, M. (2017). Perbedaan tingkat kecanduan (adiksi) game online pada remaja ditinjau dari gaya pengasuhan. Jurnal RAP UNP, 8(1), 75-84.
Labrague, L. J., McEnroe-Petitte, D. M., Gloe, D., Thomas, L., Papathanasiou, I. V., & Tsaras, K. (2017). A literature review on stress and coping strategies in nursing students. Journal of Mental Health, 26(5), 471-480. https://doi.org/10.1080/09638237.2016.1244721
Latumahina, F. (2020). Hubungan kecanduan game online dengan prestasi akademik mahasiswa prodi S1 keperawatan angkatan VIII di STIKES Jayapura [Disertasi Doktoral/Skripsi tidak diterbitkan]. Sekolah Tinggi Ilmu Kesehatan Jayapura.
Masumbuko, A. B., Matthews, L., Mhango, L., & Msiska, G. (2021). Level of stress and coping mechanism among nursing students. Journal of Nursing Education and Practice, 11(11), 30-38. https://doi.org/10.5430/jnep.v11n11p30
McCarthy, B., Trace, A., O'Donovan, M., Brady-Nevin, C., Murphy, M., O'Shea, M., & O'Regan, P. (2018). Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review. Nurse Education Today, 61, 197-209. https://doi.org/10.1016/j.nedt.2017.11.029
Pine, R., Fleming, T., McCallum, S., & Sutcliffe, K. (2020). The effects of casual videogames on anxiety, depression, stress, and low mood: A systematic review. Games for Health Journal, 9(4), 255-264. https://doi.org/10.1089/g4h.2019.0132
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Purwanto, I. (2023). Hubungan motivasi pemain game online dengan prestasi belajar mahasiswa selama masa Covid-19 di Akademi Keperawatan Yatna Yuana Lebak. Medisina, 9(1), 48-56.
Ratnawati, D., & Putra, H. (2020). Hubungan perilaku bermain game online dengan carpal tunnel syndrome pada remaja. Fakultas Ilmu Kesehatan, Universitas Pembangunan Nasional Veteran Jakarta, 2(1), 1–12.
Samaha, M., & Hawi, N. S. (2016). Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Computers in Human Behavior, 57, 321-325. https://doi.org/10.1016/j.chb.2015.12.045
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review. Psychological Bulletin, 133(1), 65-94. https://doi.org/10.1037/0033-2909.133.1.65
World Health Organization. (2022). International classification of diseases 11th revision (ICD-11). https://icd.who.int/en
Zheng, G., Zhang, Q., & Ran, G. (2023). The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations. Frontiers in Psychology, 14, 1008679. https://doi.org/10.3389/fpsyg.2023.1008679
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Abuzar Algifari, Sukardin Sukardin, Wahyu Cahyono
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
