In recent years, the term “Internet entertainment” has become a familiar phrase in many parts of the world. The main reason for this is that the Internet offers a wide range of entertainment options. One can enjoy video games, chatting, instant messaging, instant photography, instant messaging, online radio, movies, television shows, recreation software, etc. ; in short, the Internet is able to provide the user with an almost unlimited choice of entertainment options. However, some people become addicted to Internet entertainment due to certain specific reasons. The current research aimed to study the relationship between Internet addiction and educational performance of university students.

In this study, the relationship was examined between Internet use and academic performance in terms of academic achievement, school grades, college acceptance and graduation. The study also studied the psychometric properties of the Turkish version of Problematic Internet Entertainment Use Scale, which concentrates on major Internet entertainments like online games, social network sites, and video games, specifically with reference to teenagers. An international sample was included, comprising of 725 students from a Middle Eastern university, yielding a sample of students with above average computer savvy and educational ability. Data was analyzed by using a one-way correlation to evaluate the positive and negative relationships between Internet use and academic achievement.

Overall, the results showed a significant positive association between Internet use and academic achievement (r = 0.2). Significant differences were observed only among students from Turkey, suggesting that these relationships are also influenced by cultural factors. The positive association between Internet use and academic performance was mostly found among girls (although the effect was modest for boys; p =.10), suggesting that young women are more likely to engage in online games and other entertainment activities. No significant association was observed between Internet use and academic performance among boys. The results were consistent with the idea that, in this setting, entertainment can be a positive substitute for or complement to academic achievements.

Second, the nature of academic task required to assess performance was related to the nature of the Internet and online games in this setting. In general, Internet-based educational games require players to make choices. In terms of academic achievement, the results were again quite significant (r = 0.2), though this was the case only for girls (p =.10), suggesting that young women in this setting are more likely to engage in online games and other entertainment activities. This difference did not reach significance when controlling for factors such as age, sex and participation in sports and other extracurricular activities. This result suggests that the type of games that a student plays makes little contribution to academic success, but that entertainment can nonetheless have positive influences on the performance of students.

Third, there was a trend for academic gamers to also be higher performing students in terms of intelligence. Intelligence is a factor that is included in almost all categories of personality tests and can be correlated with academic achievement. Intelligence has been shown to be positively associated with engagement in online games by gamers, even those who do not consider themselves highly intelligent (e.g., by using the IQ test battery online). This is noteworthy because academic computer games typically require complex reasoning and decision making skills. The present findings therefore suggest that gamers, who are able to use these skills, are better prepared for academic work in a classroom setting.

Fourth, there was also a trend that gamers had higher levels of socialization and communication skills than non-gamers. This is particularly notable since there is some evidence that games can help people learn to interact more effectively in real-world situations. Gamers also showed greater socialization and communication skills, which could have important implications for their academic performance at xổ số miền tây.

Lastly, there was also a positive effect of entertainment on academic work. This is especially noteworthy because of the nature of most games: strategic thinking and abstract problem solving. Academic computer games have long had an important role in helping individuals learn to think critically and solve complex problems. Gamers seem to learn these skills more efficiently and also get more involved with the subject matter. This suggests that they would be better equipped to take on realistic challenges in the classroom.

Internet entertainment is one of many possible influences on academic performance. Given these results, the question is not if gaming could impact education, but how much. In the end kqxs, it appears that there is a strong correlation between game playing and increased intellectual functioning and socialization. This makes it a likely channel to use as a learning tool.