INFLUENCE OF eGAMES IN SHAPING THE STUDENTS’ COGNITIVE AND SOCIAL DEVELOPMENT: A DESCRIPTIVE-CORRELATIONAL STUDY

Adminitration Management

The increasing prevalence of educational games (eGames) has raised questions about their impact on students' cognitive and social development. This study investigated the relationship between eGames usage and the cognitive and social development of elementary students at San Juan Elementary School, Trento, Agusan del Sur. The growing integration of digital learning tools in education highlighted the need to assess their effects on students' learning experiences and interpersonal skills. The study employed a descriptive-correlational research design to explore the degree of relationship between eGames usage and students' development. Data were gathered from 81 students in Grades 4, 5, and 6 using a survey questionnaire adapted from Hatzis (2006). The instrument assessed students' cognitive and social development using a four-point Likert scale. The collected data were analyzed using the Pearson correlation coefficient to determine the strength of relationships among variables. Findings revealed that students spend a significant amount of time playing eGames, which was positively correlated with cognitive development (r = 0.393, p < 0.001). This suggested that eGames contribute to enhancing students' problem-solving and critical thinking skills. However, the correlation between eGames usage and social development was weak (r = 0.182, p = 0.104), indicating that while eGames may provide opportunities for interaction, they do not significantly enhance social skills. The study concluded that while eGames have a notable impact on cognitive development, their role in social development remains limited. It recommended integrating eGames with collaborative learning activities to maximize both cognitive and social benefits. Future research should explore the long-term effects of eGames on student development.

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