Impact of Internet Usage and Video Gaming on the Academic Performance of Postgraduate Students in a Prestigious Taiwanese University

Abstract

Abstract The influence of technology usage on the growth and academic achievements of children, teenagers, and young adults is still a topic of ongoing discussion and debate. This study investigates the intricate relationship between internet usage, video gaming, and the academic performance of postgraduate students at a prestigious Taiwanese university. With a diverse sample of master's and Ph.D. students, research objectives guided a comprehensive analysis blueprint. According to the results, descriptive statistics provided nuanced insights into academic and lifestyle factors, revealing diverse engagement patterns in internet use and gaming. Correlation analyses explored relationships between Grade Point Average (GPA) and lifestyle factors, with modest associations noted, though statistical significance was not achieved. The regression model indicated that study hours, gaming hours, internet usage, and sleeping hours did not significantly predict GPA. The Chi-square test revealed a meaningful association between video game addiction and academic performance, emphasizing the need for further exploration. Friedman tests delved into negative impacts, coping mechanisms, and alternative leisure activities, offering valuable insights into students' experiences. Notably, female Ph.D. students exhibited a slightly higher GPA, and age-related variations in gaming habits were observed. These findings contribute to the discourse on digital well-being, shedding light on the multifaceted recreational landscape and academic challenges faced by postgraduate students. This study underscores the importance of addressing these concerns to foster balanced lifestyles and promote holistic well-being in the evolving digital landscape of postgraduate education.