BINGE-WATCHING ADDICTION ON OVER-THE-TOP (OTT) AND ITS IMPACT ON ACADEMIC PERFORMANCE AMONG UNDERGRADUATE STUDENTS
DOI:
https://doi.org/10.24191/joa.v13i2.5391Keywords:
Binge-watching, Over-The-Top (OTT), Addiction, Students, Academic PerformanceAbstract
The prospect of video on demand in the streaming industry contributed to binge-watching and has risen. Binge-watching can be defined as “watching two or more episodes of the same TV series in a row”. The scenario of binge-watching has definite benefits and disadvantages for viewers. Binge-watching, due to its highly immersive nature, carries the risk of addiction, potentially resulting in a loss of control. Many studies have been conducted in discussion of mental health issues but less on students’ learning performance. 162 respondents were selected among undergraduate students via an online survey using a purposive sampling technique. The data was analysed through a multiple regression analysis. A 25-item survey instrument from past research studies on binge-watching addiction and academic performance was adopted and modified. Respondents were asked about their binge-watching experiences on OTT services. The Binge-Watching Addiction Questionnaire was used to measure respondents’ behaviour. The scale has 20 items divided into four domains (dependency, avoidance, craving, anticipation), and academic performance with a five-point Likert-response. This scale has between four to nine items with total possible scores that can be categorized as low, moderate, and high binge. The results for binge-watching addiction in four domains show moderate as well as academic performance. Multiple regression was used to predict the relationship between binge-watching addiction and how these variables influence academic performance. The results show that Dependency (β=.00, p>0.05), Craving (β=.07, p>0.05), and Anticipation (β=.01, p>0.05) have insignificant relationships towards academic performance. This indicates that increased Dependency, Craving, and Anticipation of binge-watching do not lead to any significant changes in academic performance. Meanwhile, Avoidance shows a positive and significant relationship with academic performance (β=.35, p<0.001). It shows that there is a lack of awareness regarding the problematic behaviour of binge-watching and the tendency to minimize or hide the actual time spent watching TV series with academic performance. Studies on binge-watching that if done in moderation it is not dangerous. Thus, moderate behaviour on binge-watching is harmless and can be integrated into a balanced healthy lifestyle if students use it in a regulated manner without adversely affecting other sides of life.
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