In-person classes influencing behavioral changes that affect students' academic performance were evident for young learners throughout the post-pandemic time. For instance, exposure to technological activities, particularly online games played at home during lockdowns, has been associated with these behavioral changes. Thus, based on the behavioral change theory, this qualitative research study was carried out to explore the lived experiences among young learners on academic-related behavioral changes while indulging in online games. The phenomenological research design was used in the study, with six (6) purposefully selected informants - grade 3 learners based on the inclusion criteria. The interviews and focus group discussions data collection methods were administered using the quality-assured research guide questionnaires tested for validity and reliability by qualitative research experts. The research study developed four (4) major themes from noteworthy statements and saturated sub-themes from informants utilizing transcriptions, data line coding, thematic analysis, and interpretation. The study's major themes were (1) a sense of euphoria, (2) acquisition of 21st-century skills, (3) physical and mental health issues, and (4) online game escapism. Consequently, the research suggested holding a symposium among parents and young learners to discuss the positive and negative effects of online gaming on grade 3 learners. Furthermore, the study advised strengthening physical and outdoor school activities so that young learners, especially grade 3 pupils, could engage. With these type of activities, young learners' attention may be diverted from online gaming to more exciting, participatory, and pleasurable outdoor activities in schools and the community.
Online Games, Behavioral Change Theory, Post-pandemic, Young Learners, Outdoor Activities
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Marasigan, F.E. (2023). The Lived Experiences of Young Learners Involved in Online Gaming. Industry and Academic Research Review, 4 (1), 278-291.
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