The Impact of Mobile Legends Online Games on Negative Behavior of Primary School Students
Keywords:
Online Games, Negative Behavior, Bullying, StudentsAbstract
The rapid development of digital technologies in the 4.0 era has had a profound effect on the educational environment, especially with the rise of games like Mobile Legends. This study aims to examine the potential impact of Mobile Legends on negative behavior, particularly bullying, in primary school students. It seeks to explore the link between the frequency of playing Mobile Legends and negative behaviors, such as verbal aggression, in Indonesian primary school students. A quantitative method was used, involving a survey with 20 questions about gaming habits and negative behaviors. The study involved 25 fifth-grade students. Data analysis was conducted using descriptive statistics, regression analysis, and Pearson correlation. The results showed that while students played Mobile Legends moderately, a significant correlation (r = 0.753, p < 0.001) between the frequency of gaming and negative behaviors, especially bullying, was observed. Regression analysis indicated that about 68% of the variance in negative behavior could be explained by the frequency of gaming. The study concludes that frequent Mobile Legends gameplay is positively linked to negative behaviors like bullying. The study recommends that educators and parents monitor gaming time, promote responsible gaming, and incorporate conflict resolution skills into school programs to help mitigate the negative effects of online games on students' social behavior
References
Akel, M., Fahs, I., Haddad, C., Kheir, N., Obeid, S., & Hallit, S. (2023). Association of violent video gaming with mental health among male teenagers in Lebanon. Vulnerable Children and Youth Studies, 18(1), 76–86. https://doi.org/10.1080/17450128.2022.2160884
Allen, J. J., Anderson, C. A., & Bushman, B. J. (2018). The General Aggression Model. Current Opinion in Psychology, 19, 75–80. https://doi.org/10.1016/J.COPSYC.2017.03.034
Bandura, A. J., Wright, R., Tanner, A. B., Right, F., & Dane, M. (1977). Social learning theory. Englewood Cliffs. Prentice Hal.
Bonny, J. W., & Castaneda, L. M. (2022). To Triumph or to Socialize? The Role of Gaming Motivations in Multiplayer Online Battle Arena Gameplay Preferences. Simulation and Gaming, 53(2), 157–174. https://doi.org/10.1177/10468781211070624
Cho, H., Lee, S.-K., Choi, J.-S., Choi, S.-W., & Kim, D.-J. (2017). An exploratory study on association between Internet game contents and aggression in Korean adolescents. Computers in Human Behavior, 73, 257 – 262. https://doi.org/10.1016/j.chb.2016.12.077
De Medeiros, B. G., Pimentel, C. E., Sarmet, M. M., & Mariano, T. E. (2020). “Brutal kill!” violent video games as a predictor of aggression. Psico-USF, 25(2), 261–271. https://doi.org/10.1590/1413-82712020250205
Del Rey, R., Espino, E., Ojeda, M., & Mora-Merchán, J. A. (2022). Bullying. In The Wiley-Blackwell Handbook of Childhood Social Development (pp. 591–608). https://doi.org/10.1002/9781119679028.ch32
Ge, F. A. N., Zhang, C., Wang, K., Yingjie, L. I., Chen, J., & Zenglin, X. U. (2024). CUPID: Improving Battle Fairness and Position Satisfaction in Online MOBA Games with a Re-matchmaking System. Proceedings of the ACM on Human-Computer Interaction, 8(CSCW2). https://doi.org/10.1145/3686978
Getenet, S., & Tualaulelei, E. (2023). Using interactive technologies to enhance student engagement in higher education online learning. Journal of Digital Learning in Teacher Education, 39(4), 220–234. https://doi.org/10.1080/21532974.2023.2244597
Ghuman, D., & Griffiths, M. D. (2012). A Cross-Genre Study of Online Gaming: Player Demographics, Motivation for Play, and Social Interactions Among Players. International Journal of Cyber Behavior, Psychology and Learning, 2(1), 13–29. https://doi.org/10.4018/ijcbpl.2012010102
Gupta, S., & Kumar, P. (2021). Attention Recognition System in Online Learning Platform Using EEG Signals. Lecture Notes in Electrical Engineering, 765 LNEE, 139–152. https://doi.org/10.1007/978-981-16-1550-4_15
Harjanto, A., Hidayat, N., Tanod, M. J., Wahyudi, A., Irawan, D., Nguyen, P. T., Lydia, E. L., & Shankar, K. (2019). Online games, brain and communication ability. International Journal of Engineering and Advanced Technology, 8(6 Special issue), 732 – 734. https://doi.org/10.35940/ijeat.F1177.0886S19
Kim, Y.-Y., Oh, S., & Lee, H. (2005). What makes people experience flow? Social characteristics of online games. International Journal of Advanced Media and Communication, 1(1), 76–91. https://doi.org/10.1504/IJAMC.2005.007724
Lesko, C. J. (2011). Virtual world technologies provide platform for interaction between on-campus and online students: A case study. ASEE Annual Conference and Exposition, Conference Proceedings. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167008476&partnerID=40&md5=69e76331dee63d35e2c941254d30883d
Munn, L. (2023). Toxic play: Examining the issue of hate within gaming. First Monday, 28(9). https://doi.org/10.5210/fm.v28i9.12508
Nelson, H. J., Burns, S. K., Kendall, G. E., & Schonert-Reichl, K. A. (2019). Preadolescent children’s perception of power imbalance in bullying: A thematic analysis. PLoS ONE, 14(3). https://doi.org/10.1371/journal.pone.0211124
Ong, A. K. S., Prasetyo, Y. T., Robas, K. P. E., Persada, S. F., Nadlifatin, R., Matillano, J. S. A., Macababbad, D. C. B., Pabustan, J. R., & Taningco, K. A. C. (2023). Determination of Factors Influencing the Behavioral Intention to Play “Mobile Legends: Bang-Bang” during the COVID-19 Pandemic: Integrating UTAUT2 and System Usability Scale for a Sustainable E-Sport Business. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15043170
Soundarya, N. P., Kumar, T., & Gupta, H. K. (2024). A Framework to Deploy Immersive Technologies for Effective Education. Lecture Notes in Networks and Systems, 1080 LNNS, 216–225. https://doi.org/10.1007/978-3-031-67444-0_21
Stojanovic, M. (2019). The effects of playing violent video games on children and youth; [Efekti igranja nasilnih video!igrica na decu i mlade]. Specijalna Edukacija i Rehabilitacija, 18(2), 199 – 220. https://doi.org/10.5937/SPECEDREH18-20876
Türkay, S., Formosa, J., Adinolf, S., Cuthbert, R., & Altizer, R. (2020). See No Evil, Hear No Evil, Speak No Evil: How Collegiate Players Define, Experience and Cope with Toxicity. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3313831.3376191
Weber, R., Behr, K. M., Fisher, J. T., Lonergan, C., & Quebral, C. (2020). Video game violence and interactivity: Effect or equivalence? Journal of Communication, 70(2), 219 – 244. https://doi.org/10.1093/joc/jqz048
Yarahmadi, F. (2021). Exploring the Emergence of Industrial Revolution 4.0: A Journey to Higher Education 4.0. In Contributions to Economics (pp. 263–274). https://doi.org/10.1007/978-3-030-61342-6_11
Zhang, Q., Cao, Y., & Tian, J. (2021). Effects of violent video games on players’ and observers’ aggressive cognitions and aggressive behaviors. Journal of Experimental Child Psychology, 203. https://doi.org/10.1016/j.jecp.2020.105005
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ahmad Yudi Saputra, Zulfadli Hamdi, Ade Sopyan Hadi, Nur Ilmi Wathoni (Author)
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
