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GROUP 4

• HARRIOT ELIZABETH BABU (2019143)


• AJITESH HANDU (2019132)
• SRINATH NAIR (2019179)
• MEGHRAJ BHARDWAJ (2019156)
• SAUVIK GHOSH (2019171)
• RABPRIT SINGH (2019165)
RESEARCH OBJECTIVE (PHASE 1)

To find out if
Gaming
impacts
Emotional
Intelligence.
PHASE 1 DESIGN

Emotional
We floated a Intelligence Scale
developed by 15: People who
questionnaire Anukool Hyde, Sample size: 30
15: People who
do not play
on Emotional play games All from GIM.
Sanjyot Pethe, games
Intelligence. and Upinder
Dhar (2002)
ANALYSIS

The mean of
Emotional
Gaming has an Intelligence of
impact on the Gamers was
greater than the
Emotional mean of
Intelligence. Emotional
Intelligence of
Non-Gamers
RESEARCH OBJECTIVE (PHASE 2)

To find out if gaming affects the


academic performance of an
individual.
Phase 2 Design

This 30 was a different


Out of the 30, 15 who
We took a sample size sample other than the
played games and 15
of 30. one we used for Phase 1
who did not play games.
of the project
DOES GAMING HAVE AN EFFECT ON EMOTIONAL INTELLIGENCE?

• H01: Mean of Emotional Intelligence of Gamers = Mean of Emotional


Intelligence of Non-Gamers

• H02:Variance of Emotional Intelligence of Gamers = Variance of Emotional


Intelligence of Non-Gamers
DOES GAMING HAVE AN IMPACT ON ACADEMIC PERFORMANCE?

• H01: Mean of Academic Performance of Gamers = Mean of Academic


Performance of Non-Gamers

• H02:Variance of Academic Performance of Gamers = Variance of Academic


Performance of Non-Gamers
The results obtained by looking at the Independent Sample T-test are as follows :

Academic Performance is affected by Gaming

Emotional Intelligence is Not affected by Gaming


Recommendations
In this homogenous Due to the fact that
population in GIM, the GIM population is
there is a positive homogenous in nature,
impact of gaming on we could only come to
academic performance. the conclusion that
Results could vary if a gaming does not affect
heterogenous the emotional
population is taken into intelligence of an
consideration. individual.