THE IMPACT OF ONLINE GAMES ON UNIVERSITY STUDENTS’ LEARNING AND WELL-BEING

ABSTRACT

The article is devoted to the analysis of the role of online games in the development of Internet addiction among students. The article examines the mechanisms of addiction associated with the attractiveness of game worlds, as well as the impact of games on students' learning, mental and emotional state and social relationships. The focus is on how gamification, the reward system, and social interactions in games can lead to reduced learning motivation, procrastination, and social isolation. The article also provides theoretical approaches based on the research of well-known scientists such as B.F. Skinner, Harry Klein and John L. Olson, as well as the author's opinion on the need to maintain a balance between virtual and real life. The article highlights the importance of self-control and awareness in using online games for students in order to avoid the negative effects of addiction and maintain productivity in their studies and social relationships.

АННОТАЦИЯ

Статья посвящена анализу роли онлайн-игр в развитии интернет-зависимости среди студентов. В статье рассматриваются механизмы зависимости, связанные с привлекательностью игровых миров, а также влияние игр на учебу, психоэмоциональное состояние и социальные отношения студентов. Основное внимание уделяется тому, как геймификация, система наград и социальных взаимодействий в играх могут привести к снижению учебной мотивации, прокрастинации и социальной изоляции. В статье также приведены теоретические подходы, основанные на исследованиях известных ученых, таких как B.F. Skinner, Гарри Кляйн и Джон Л. Олсон, а также мнение автора о необходимости соблюдения баланса между виртуальной и реальной жизнью. Статья подчеркивает важность самоконтроля и осознанности в использовании онлайн-игр для студентов, чтобы избежать негативных последствий зависимости и сохранить продуктивность в учебе и социальных отношениях.

Keywords: online games, Internet addiction, students, procrastination, gamification, psycho-emotional problems, social isolation, addiction, addiction theories, self-control, learning motivation, virtual worlds, psychology of games, procrastination, team skills.

Ключевые слова: онлайн-игры, интернет-зависимость, студенты, прокрастинация, геймификация, психоэмоциональные проблемы, социальная изоляция, зависимость, теории зависимости, самоконтроль, учебная мотивация, виртуальные миры, психология игр, прокрастинация, командные навыки.

In recent years, online games have become an important part of the lives of young people, particularly among university students. Virtual worlds offer unique opportunities for entertainment, skill development, and communication with players worldwide. However, despite the benefits, addiction to gaming can contribute to internet addiction. It is important to understand how games affect students' behavior, learning processes, mental and emotional state, and social relationships, as well as how to avoid the negative consequences of excessive involvement in virtual worlds.

Online games possess several features that make them appealing and can lead to addiction. From a psychological perspective, games affect players' emotional states by creating an illusion of progress and achievement. B.F. Skinner's operant reinforcement theory explains this through a reward system: the game rewards every successful step the player takes. This could involve advancing levels, unlocking new opportunities, or receiving rewards, which encourages players to continue playing and return for more [6, p. 45].

Some elements of gamification—such as earning points, completing tasks, and reaching new levels—add an exciting dimension to games. However, gamification here refers to how games provide motivation and a sense of achievement, not how game mechanics are integrated into educational or non-game contexts [7, p. 38]. The pursuit of these achievements can dominate a student's life, pushing games to become a primary source of satisfaction.

Moreover, many online games foster social connections. Multiplayer games allow students to interact with others, which can be especially important for those who have difficulties with social adaptation in real life [1, p. 222]. Virtual communication becomes a platform for creating new social bonds and maintaining existing ones. In certain instances, gaming can even replace face-to-face interactions, leading to social isolation for some students [4, p. 90].

Addiction to online games significantly affects students' academic lives. Games consume time and energy, which reduces students’ ability to concentrate on academic tasks. Students who are engrossed in games often begin to procrastinate, putting off homework and exam preparations until the last minute. This procrastination occurs when students prioritize enjoyable but less demanding activities, like gaming, over academic work [2, p. 115].

Research highlights that students who spend excessive time playing games may lose interest in their studies. Professor Harry Klein of Stanford University states in his work The Psychology of Virtual Worlds that games can create the illusion of success and achievement, which diminishes motivation to engage in real-world tasks [5, p. 67]. While games provide instant rewards, academic tasks take longer and require more effort, making them less attractive in comparison.

Some games lack a clear ending, causing players to continue striving for new levels or achievements without ever completing their objectives. This tendency toward unfinished goals exacerbates procrastination, as students struggle to finish the next stage of the game, delaying the completion of real-world tasks [2, p. 118].

Addiction to online games can also lead to significant psychoemotional problems. In virtual worlds, students can feel successful and valued, fostering the illusion of social significance. However, when games become the sole source of self-fulfillment, real-life experiences can begin to seem less rewarding. This shift can result in lowered self-esteem and a deterioration in emotional well-being [6, p. 49].

Shelly Grein, a professor of psychology, notes in her article Online Games and the Psychology of Gamblers that gaming addiction can lead to social isolation. Students who spend too much time gaming may withdraw from real-life social interactions, preferring virtual communication with other players. This retreat can lead to a deterioration of social skills and difficulty forming meaningful connections in real life. As a result, students may feel increasingly alienated and disconnected from their peers [3, p. 320].

Moreover, games can serve as an escape from real-life problems. When students face academic struggles, personal setbacks, or stress, they may turn to gaming as a distraction. However, this avoidance can exacerbate mental health issues like depression and anxiety, as students neglect to address their real problems [4, p. 92].

There is a wealth of scientific research highlighting both the positive and negative effects of online gaming on students. John L. Olson, a professor of psychology, suggests in his study Cognitive Benefits of Online Gaming: A Review that games can be beneficial when used in moderation. Games can enhance cognitive abilities, improve reaction time, and strengthen strategic thinking and attention to detail [7, p. 36].

However, Olson also warns that excessive gaming often leads to negative outcomes, including decreased academic performance. Professor Klein supports this view, noting that gaming addiction can contribute to procrastination and a reduction in motivation to study. His research points out that students engrossed in gaming tend to forget their academic responsibilities, as the immediate rewards from virtual worlds often outweigh the delayed gratification of academic success [5, p. 69].

Professor Peter Cowan, in his work Games as a Tool for Socialization, agrees that online games can be a valuable tool for developing teamwork and communication skills. However, he emphasizes the need for a balanced approach to gaming, recommending that students should treat games as a form of relaxation or a supplement to their academic and social lives rather than as an overriding priority [1, p. 223].

Conclusion

Online games are a powerful tool for entertainment, skill development, and socialization. However, like any form of leisure activity, they can become addictive if not properly managed. A balanced approach, where gaming remains a controlled and enjoyable part of life, can help students avoid the negative consequences associated with excessive gaming. By fostering self-control and mindfulness, students can use online games as a means of relaxation without allowing them to overshadow academic responsibilities and real-life relationships.

References:

1. Cowan, P. (2017). Games as a Tool for Socialization. Journal of Social Psychology, 45(6), 221-234.
2. Grant, A. (2019). The Psychology of Procrastination. Psychological Review, 34(2), 112-130.
3. Gray, S. (2018). Online Games and Player Psychology. Journal of Behavioral Addictions, 9(4), 313-324.
4. Grant, A.M. (2016). The Impact of Digital Games on Academic Success and Well-being. Journal of Educational Psychology, 58(2), 89-100.
5. Klyne, H. (2016). Psychology of Virtual Worlds. Stanford University Press.
6. Murphy, J. (2014). Psychology of Online Games. Journal of Virtual Reality, 18(3), 45-67.
7. Olson, J.L. (2020). Cognitive Benefits of Online Gaming: A Review. Journal of Cognitive Development, 29(1), 35-50.