Abstract
This study investigated the impact of Mobile Legends gameplay on academic performance in Mathematics among junior and senior high school students. A linear regression model was employed to analyze the impact between specific gaming variables—Gameplay Experience Duration, Gaming Time, Gaming Schedule, Weekly Gaming Frequency, and Matches per Session—and students' Mathematics grades. Using a sample of 101 respondents, the regression model yielded an R² value of 0.051 and an adjusted R² of 0.002, indicating that the gaming variables collectively explained only 5.1% of the variance in Mathematics grades, with minimal improvement after adjustment. The overall model was not statistically significant (F = 1.031, p = 0.404). Individually, all gaming variables had p-values above the 0.05 threshold, confirming no statistically significant impacts. The standardized beta coefficients (β) ranged from negligible positive to negative values: Gameplay Experience Duration (β = 0.213, p = 0.219), Gaming Time (β = -0.119, p = 0.438), Gaming Schedule (β = 0.045, p = 0.712), Weekly Gaming Frequency (β = -0.032, p = 0.806), and Matches per Session (β = -0.021, p = 0.856). These findings suggest that playing Mobile Legends, even with frequent or extended gameplay, does not significantly impact Mathematics performance. The results highlight that none of the examined gaming behaviors significantly impacted students' academic outcomes in Mathematics. These findings contribute to existing literature, suggesting that moderate gaming may not inherently harm academic performance when balanced with academic obligations. Future research could explore additional variables, such as gaming intensity, motivation, or time management skills, to provide a more comprehensive understanding of how gaming behaviors interact with academic performance.
