Students gaming in school: is technology rotting brains?

By Charlotte Lewis

Kids VS adults: Students game frequently in the day and in class. What do people have to say about it?

For the past few years, students at RCHK have been addicted to gaming in class, and at break and lunch. People suspect it is because of growing screen time use and continuously

Vice Principal of Secondary Wellbeing, Mr. Copley, explained his intention to “teach students how to interact with games healthily.” When asked if he wanted to enforce a rule against screens, he noted that he “doesn’t have a desire to stop laptops and gaming, because then we would be pushing the problem somewhere else instead of solving it.”

There are both positive and negative effects associated with gaming. In a study published on the National Institutes of Health (NIH) database, gaming addiction was shown to “reduce time and interest in other important activities, [lead to] poor academic performance, physical harm, and emotional distress, disrupt friendships with non-gaming peers, and risk family relationships and financial stability.”

On the flip side, the study noted that “the benefits of gaming included fun and satisfaction, fostering social support and teamwork, meeting new friends and becoming sociable, boosting cognitive techniques and intellectual agility, and improving responsiveness and quick thinking.”

Some students who play games in class are negatively affected by their laptop misuse. Bryant Fok, a student at RCHK, says that gaming impacts him negatively and that he wants to limit his screen time. He stated, “Gaming affects me in a negative way because it makes me tired mentally, especially when I’m gaming more than working.”

In a small Year 7 class survey analyzing eight students' grades, the average score for students who frequently use screens for gaming was 36/56. In contrast, students who do not game in class averaged 45/56. From this survey, it is evident that gaming and classroom distractions can adversely affect academic performance.

Still, many students remain on task in class. Kasey Kong, a Year 8 student, offered her perspective on laptop usage during lessons: “I think that because the younger secondary students have just gotten their laptops, they tend to use them whenever they want.” She believes that the novelty and excitement of having unrestricted access to a personal device contributes to the habit.

Kevin Lewis, a parent, shared his thoughts: “I think the problem with gaming is that it can be addictive, it’s not easy to stop, and you lose a lot of time.” He also observed, “The obvious difference between a younger student and an older student is that as children get older, they become more aware of the addictive nature of gaming.”

A study conducted by HKU surveyed 2,006 children from eight different schools and found that male students spend an average of 11 hours per week gaming, whereas female students spend around 5 hours and 45 minutes. Researchers noted that “students spent too much time on gaming, which might influence other aspects of their lives, such as learning, physical activity, and family time.”

Ultimately, gaming has evolved into a tool that, if used correctly, can build knowledge and understanding. It can teach students self-management skills and foster cognitive development, but it can also be easily misused or lead to addiction. Developing self-regulation over gaming hours remains essential for maintaining a balanced lifestyle.