A STUDY ON PARENTS’ VIEWS REGARDING VIOLENT VIDEO GAMES AND THEIR IMPACT ON CHILDREN’S ACADEMIC PERFORMANCE IN NIGERIA

CHAPTER ONE INTRODUCTION 1.1 Background of the Study The immense popularity of video games among children and teenagers as a source of entertainment has garnered significant academic interest, especially concerning the potential adverse effects violent video games may have on children’s behavior and academic performance (Anderson & Dill, 2020). In many countries, including Nigeria, violent video games are easily accessible across multiple platforms such as gaming consoles, personal computers, and mobile devices, making it challenging for parents to effectively monitor or control their children's exposure. This accessibility has led to growing concern among parents and educators about the possible behavioral and cognitive consequences associated with prolonged exposure to violent content. Many argue that excessive gaming contributes to reduced academic focus (Igwe et al., 2015). The Social Learning Theory, which posits that children learn behaviors by observing and imitating role models around them—including those encountered in video games—provides a theoretical framework to understand the influence of violent games on children (Bandura, 1986 in Anderson & Bushman, 2021). This theory explains how continuous exposure to violent video games might divert children’s attention away from their academic objectives by normalizing aggressive attitudes and conduct (Anderson & Bushman, 2021). Additionally, cognitive development theories emphasize how repeated stimuli impact children’s cognitive abilities, potentially hindering learning when focus shifts from educational activities to violent or stimulating gameplay (Gentile & Anderson, 2015). Research findings on the influence of video games on academic performance have been mixed. Some studies suggest that violent video games can desensitize children to violence, fostering aggressive attitudes and behaviors that harm interpersonal relationships and distract from schoolwork (Anderson et al., 2020). Moreover, children might prioritize gaming over studying, leading to reduced academic engagement and poorer performance. For instance, Gentile et al. (2015) found that excessive gaming correlated with diminished academic involvement and lower grades, implying that gaming can disrupt students’ study routines and concentration. Conversely, other scholars argue that video games—particularly educational and non-violent ones—may enhance cognitive functions such as critical thinking, spatial skills, and problem-solving (Gee, 2018). In Nigeria, sociocultural and economic factors amplify parental concerns about video gaming. The nation’s expanding technological infrastructure has facilitated greater access to digital devices, thereby increasing children’s engagement with violent video games (Igwe et al., 2015). However, Nigerian parents’ attitudes towards violent video games may be shaped differently than elsewhere due to distinct cultural values, parental expectations, and economic conditions (Adeboye et al., 2021). While some parents in Nigeria believe violent video games contribute to moral decline and deteriorating academic discipline, others may lack the necessary knowledge or resources to regulate their children’s gaming behavior effectively (Igwe et al., 2015). Parental responses vary depending on individual beliefs and available support, with many Nigerian parents—who highly value academic success—expressing worries about the negative impact of violent games on children’s school performance (Adeboye et al., 2021). Consequently, this study aims to explore Nigerian parents’ perceptions of violent video games and their influence on children’s academic achievement. 1.2 Statement of the Problem The rising prevalence of violent video games in Nigeria has sparked concerns among parents, educators, and policymakers due to their potential effects on children’s academic performance and overall development. Research indicates that exposure to violent media can influence children’s cognitive and social behaviors, which may indirectly affect their academic outcomes (Gentile, 2021). For example, frequent video gaming often reduces time spent on studying, resulting in diminished academic focus and performance (Chiu et al., 2015). Despite these findings, there is limited knowledge about how Nigerian parents perceive the effects of violent video games on their children’s academic achievement and whether these perceptions align with actual academic results. Additionally, Nigeria’s unique cultural characteristics and socioeconomic factors—such as variations in technology access and parental monitoring practices—may contribute to distinct parental attitudes compared to other regions (Igwe et al., 2014). Since parents play a vital role in regulating their children’s gaming habits and encouraging academic success, it is essential to examine these perceptions and their relationship with children’s educational performance. Therefore, the objective of this study is to investigate parental views on violent video games and their impact on children’s academic achievement in Nigeria. 1.3 Objective of the Study The overall aim of this study is to investigate Nigerian parents’ perceptions of violent video games and how these games affect their children’s academic achievement. The specific objectives include: i. To evaluate the extent of awareness among Nigerian parents regarding the effects of violent video games on their children’s academic performance. ii. To examine parents’ views on why children engage in violent video games. iii. To assess parents’ perceptions of the impact of violent video games on children’s academic achievement in Nigeria. iv. To offer recommendations aimed at reducing the perceived negative effects of violent video games on children’s academic success. 1.4 Research Questions The study will address the following questions: i. To what extent are Nigerian parents aware of the effects violent video games have on their children’s academic performance? ii. What are parents’ perceptions regarding the reasons children indulge in violent video games? iii. How do parents perceive the effects of violent video games on children’s academic achievement in Nigeria? iv. What recommendations do parents propose to mitigate the perceived negative impacts of violent video games on children’s academic achievement? 1.5 Significance of the Study The findings of this research will be valuable to policymakers by providing evidence-based insights to inform policies addressing children’s exposure to violent video games. This study can guide initiatives aimed at increasing public awareness of responsible gaming and the risks associated with violent game content. It may also support the implementation of age-appropriate content regulations to protect children from potential negative developmental effects. Furthermore, the study will contribute to academic literature, enrich library resources, and serve as a reference for future researchers interested in this topic. 1.6 Scope of the Study This study focuses on Nigerian parents’ perceptions of violent video games and their effects on children’s academic achievement. Empirically, it will examine the extent of parental awareness about these effects, explore parents’ views on why children engage in violent video games, assess perceived impacts on academic performance, and propose recommendations to counteract any negative outcomes. Geographically, the study will be limited to parents residing in Ika South Local Government Area of Delta State. 1.7 Limitation of the Study As with any research, certain challenges were encountered during this study, including: Time Constraints: The researcher had to manage this study alongside other academic responsibilities, such as attending lectures and fulfilling other educational requirements. Financial Constraints: The research incurred various expenses, including costs for typesetting, printing, sourcing relevant materials, and data collection activities. Availability of Materials: There was difficulty in accessing sufficient literature on this specific subject due to the limited nature of the discourse, which posed a limitation for the study. 1.8 Definition of Terms Parental Perceptions: This refers to the beliefs, attitudes, and understandings held by parents about specific issues. In this study, it concerns how Nigerian parents view the influence of violent video games on their children’s behavior and academic success. Violent Video Games: These are digital games characterized by graphic violence, aggressive actions, or combat scenarios. Such games typically include themes of conflict, shooting, fighting, and other aggressive behaviors, which may influence players’ social and behavioral patterns. Academic Achievement: This denotes measurable educational performance, often represented by grades, test scores, and overall success in school. In this research, it refers to children’s learning outcomes potentially affected by violent video game exposure. Children: Individuals usually aged between 6 and 18 years, attending primary or secondary school. This age group is the focus because they are more vulnerable to the influence of video game content and parental supervision. Exposure: The frequency and duration of children’s interaction with violent video games, including how intensely they engage with such content, which may impact their behavior and cognitive development. Behavioral Impact: The influence of violent video games on children’s conduct, encompassing aggression, social interactions, and responsiveness to others. This study uses this term to describe how violent game content might affect children’s attitudes and behaviors both inside and outside academic settings.