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STA116 Group Project Report

Introduction to probability and statistics (Universiti Teknologi MARA)

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INTRODUCTION TO PROBABILITY
AND STATISTICS
(STA116)

GROUP ASSIGNMENT
LECTURER : DR BASRI BADYALINA

TITLE : ONLINE GAME ADDICTION

GROUP : JCS1104B
SESI: 2021/2022

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GROUP MEMBER STUDENT ID PICTURE

NURUL HANNAH BINTI 202047682
SHAHRIZAMAN

NUR AISHAH BINTI MD 2020626572

SAHROM

NUR SYAHIRAH BINTI 2020497254

SAHRUDIN

MUHAMMAD DANIEL 2020431232

AIMAN BIN MD AMAN

MUHAMMAD HAFIZ 2020461014

IMRAN BIN AHMAD

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Table Of Content
1.0 | INTRODUCTION 3

2.0 | SAMPLING TECHNIQUE 4

3.0 | DATA COLLECTION METHOD 6

4.0 | DATA ANALYSIS AND RESULTS 8

5.0 | CONCLUSION 30

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1.0 | INTRODUCTION

Online Game Addiction for UiTM Students are mostly designed for students studying
computer science. Online gaming is hugely popular with young people. Online gaming
addiction has become a serious public health concern around the world. Further research
shows that gaming disorders can also be linked with anxiety, depression, obesity, sleeping
disorders, and stress.

The main purpose of this online survey is to find out how online games affect computer
science students in UiTM Segamat, Johor in their social,educational and daily life, as well as
their physical activity. We may conclude from this survey that online games addiction is
crucial to computer science students in UiTM Segamat, Johor.

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2.0 | SAMPLING TECHNIQUE

A sampling technique can be defined as a type of observation in which

individuals are chosen from a population to be included in a sample for a survey. In
this case study, our selected population are UiTM Segamat students who are
currently taking Computer Science courses. We employ sampling techniques for the
following reasons which are beneficial to us such as reducing the cost of research, is
ideal for damaging tests, ensures the accuracy of sample findings and also reduces
the amount of time it takes to conduct research.

In groups, sampling techniques are divided into two categories which are
probability samples and non-probability samples. However, we shall employ
probability samples in this study since non-probability samples are not appropriate for
this study. Non-probability sampling has the significant disadvantage of preventing
the researcher from determining whether the population is properly represented. It
also has an ambiguous sample size because there is no method to determine the
size of the population that is relevant to our study.

Probability sampling techniques are divided into four categories. However, we

only use one of the four approaches which is cluster sampling. The advantages of
using the probability sampling approach is that it ensures that the sample picked is
representative of the entire population and also it is a more feasible approach.This
guarantees that the statistical findings are correct.

Cluster sampling is a probability sampling technique where researchers divide

the population into multiple groups for research. For data collection and analysis,
researchers use a basic random or systematic random sampling approach to pick
random groups and then choose all members from those selected clusters. We chose
to do research from Computer Science part 4 students only. Each of the data
students about this game addiction are divided into two categories which are

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qualitative and quantitative. From that, we will choose data that is involved in our
research based on the data collections.

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3.0 | DATA COLLECTION METHOD

Data collection method is a process of gathering information from all the relevant
sources to find a solution to the research problem. It helps to evaluate the outcome of
the problem.Data collection method that our group uses in this research is online
surveys.

During the process of designing questionnaire, we identify a minimum of

precautionary measures to ensure that:
1. Questionnaires should be as short as possible.
2. Avoid doubt, confusion, and vagueness.
3. Avoid biased questions.
4. Avoid double-barreled questions.
5. Avoid leading questions.
6. Avoid asking questions that are beyond the respondents' capabilities.
7. Avoid questions that involve calculation.

These are the following questionnaires that needs to be answer :-

1. Are you male or female?
2. How old are you?
3. Status
4. College
5. State
6. What type of games do you usually play?
7. What time do you usually play?
8. How much time do you normally spend in one day?
9. What type of gaming device do you use often?
10. How much do you spend money on games?
11. Do you skip sleep just to finish your game?
12. Why do you play games?

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We will conduct an analysis for our research based on the answers supplied by
the participants in response to the query.

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4.0 | DATA ANALYSIS AND RESULTS

Qualitative data

1. Are you male or female?

GENDER NUMBER OF STUDENTS

Male 29

Female 74
Table 1: The result of gender and its frequency.

Figure 1: Data shows bar charts of the student’s gender that plays the game.

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Figure 2: Data shows pie charts of the student’s gender that plays the game.

2. Status
STATUS NUMBER OF STUDENTS

Single 99

Married 4
Table 2: The result of status and its frequency.

Figure 3: Data shows bar charts of the student’s status that plays the game.

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Figure 4: Data shows pie charts of the student’s status that plays the game.

3. College
COLLEGE NUMBER OF STUDENTS

KKA 20

KKB 49

KKC 6

Stay at home 16
Table 3: The result of college and its frequency.

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Figure 5: Data shows bar charts of the student’s staying that plays the game.

Figure 6: Data shows pie charts of the student’s staying that play the game.

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4. State
STATE NUMBER OF STUDENTS

Selangor 24

Johor 47

Negeri Sembilan 4

Perak 3

Kelantan 3

Kuala Lumpur 3

Sabah 2

Melaka 1

Perlis 1

Putrajaya 1

Pahang 1

Pulau Pinang 1
Table 4: The result of state and its frequency.

Figure 7: Data shows pie charts of the student’s state that play the game.

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5. What type of games do you usually play?

TYPE OF GAME GENRE NUMBER OF STUDENTS

Horror 25

Sports 25

Fighting 41

Racing 25

Adventure 48

Action 47

Simulation 30

Puzzle 42

Music 29

RPG 3

Cooking 2

Visual Novel 1

FPS 1

Roguelike/ Roguelite 1

Arcade 1

Tetris 1
Table 5: The result of the type of game genre and its frequency.

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Figure 8: Data shows vertical bar charts of the game genre for the student that plays the
game.

6. What time do you usually play?

TIME PLAYING NUMBER OF STUDENTS

12.00 AM - 3.00 AM 29

3.00 AM - 6.00 AM 8

6.00 AM - 9.00 AM 6

9.00 AM - 12.00 PM 13

12.00 PM - 3.00 PM 16

3.00 PM - 6.00 PM 22

6.00 PM - 9.00 PM 33

9.00 PM - 12.00 AM 70
Table 6: The result of the time of playing games and its frequency.

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Figure 9: Data shows vertical bar charts of the time playing for the student that plays the
game.

7. What type of gaming device do you use often?

DEVICE USED NUMBER OF STUDENTS

Smartphone 70

Laptop / PC 28

PlayStation 4

Tablet 1
Table 7: The result of the device used for playing games and its frequency.

Figure 10: Data shows pie charts of the device used in playing the game.

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8. Do you skip sleep just to finish your game?

SKIP SLEEP NUMBER OF STUDENTS

Yes 39

No 64
Table 8: The result of whether the students skip sleep just to play the game and its frequency.

Figure 11: Data shows pie charts of whether the students skip sleep to play the game.

9. Why do you play games?

REASON PLAYING GAMES NUMBER OF STUDENTS

Stress relief 88

Have fun 94

Looking for new friends 18

Work in teams 6

Competition 25

Escape from reality 2

Career 1

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Fun activities to spent time with online 1

friends

Ignoring responsibility and to escape reality 1

Table 9: The result of the reason for playing games and its frequency.

Figure 12: Data shows vertical bar charts of the reason playing in the game.

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Quantitative data

10. How old are you?

AGE NUMBER OF STUDENTS (f)

10 - 19 22

20 - 29 79

30 - 39 2
Table 10: The result of age and its frequency.

AGE NUMBER OF CLASS fx CUMULATIVE

STUDENTS (f) MIDPOINT (x) FREQUENCY

9.5 - 19.5 22 14.5 319 22

19.5 - 29.5 79 24.5 1935.5 101

29.5 - 39.5 2 34.5 69 103

Table 11: The continuous table of student’s age.

Figure 13: Data shows the histogram in student’s age in playing games.

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Mean
Σ𝑓𝑥
=
Σ𝑓
(319 + 1935.5 + 69)
=
(22 + 79 + 2)
2323.5
= / 22.5583
103

103
Position of median = = 51.5 ≈ 52
2
Lm =19.5 (20 - 29 is the median class interval), fm = 79, C = 9, <C.F = 22
Median
𝑁
⎡ 2
− < 𝐶.𝐹
⎤× 𝐶
= 𝐿𝑚 + ⎢ ⎥
𝑓𝑚
⎣ ⎦
103
⎡ 2 − 22 ⎤× 9
= 19. 5 + ⎢ ⎥
79
⎣ ⎦
= 22.8608

Lmo = 19.5 (20 - 29 is the mode class interval), f0 = 79, f1 = 22, f2 = 2, C = 3

Mode
𝑓𝑜 − 𝑓1
= 𝐿𝑚𝑜 + ⎡ (𝑓0 − 𝑓1) + (𝑓0 − 𝑓2) ⎤ × 𝐶
⎣ ⎦
79 − 22
= 19. 5 + ⎡ ⎤× 9
⎣ (79 − 22) + (79 − 2) ⎦
1563
= = 23.3284
67
Most student are 23 years old who plays game

AGE CUMULATIVE FREQUENCY

9.5 0

19.5 22

29.5 101

39.5 103
Table 12: The cumulative table of age.

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Figure 14: Data shows the ogive in student’s age in playing games.

AGE NUMBER CLASS 2 𝑓𝑥 2

OF MIDPOINT 𝑥 𝑓𝑥
STUDENTS (x)
(f)

9.5 - 19.5 22 14.5 210.25 319 4625.5

19.5 - 29.5 79 24.5 600.25 1935.5 47419.75

29.5 - 39.5 2 34.5 1190.25 69 2380.5

Σ𝑓 = 103 Σ𝑥 = 73. 5 2 2
Σ𝑥 = 2000. 75 Σ𝑓𝑥 = 2323. 5 Σ𝑓𝑥 = 54425. 75
Table 13: The calculation of a student's age.

2
Variance , σ
2
=
1 ⎡Σ𝑓𝑥2 − (Σ𝑓𝑥) ⎤
𝑛−1 ⎢ 𝑛 ⎥⎦
⎣
2
1 ⎡54425. 75 − (2323.5) ⎤
=
103 − 1 ⎢⎣ 103 ⎥
⎦
1 5398652.25
=
103 − 1 ⎣
⎡54425. 75 − ⎤
103 ⎦
1
=
102
[54425. 75 − 52414. 09951]

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1
=
102
[2011. 65049]
= 19.7221

Standard deviation = 19. 7221 = 4. 41

𝑚𝑒𝑎𝑛 − 𝑚𝑜𝑑𝑒
Pearson’s Measure of skewness = 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
22.5583 − 23.3284
= 4.41
= − 0. 1746 (the graft is skewed to the left)

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11. How much time do you normally spend in one day?

TIME SPENT (hours) NUMBER OF STUDENTS (f)

1-3 27

4-6 49

7-9 21

10 - 12 6
Table 14: The result of the time spent in playing games and its frequency.

TIME SPENT NUMBER OF CLASS fx CUMULATIVE

STUDENTS (f) MIDPOINT (x) FREQUENCY

0.5 - 3.5 27 2 54 27

3.5 - 6.5 49 5 245 76

6.5 - 9.5 21 8 168 97

9.5 - 12.5 6 11 66 103

Table 15: The continuous table of time spent in playing games.

Figure 15: Data shows the histogram of time spent for the students in playing games.

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Mean
Σ𝑓𝑥
=
Σ𝑓
(27 + 196 + 147 + 60)
=
(27 + 49 + 21 + 6)
533
= / 5.1748
103

103
Position of median = = 51.5 ≈ 52
2
Lm = 3.5 (4 - 6 is the median class interval), fm = 49, C = 3, <C.F = 27
Median
𝑁
⎡ 2
− < 𝐶.𝐹⎤× 𝐶
= 𝐿𝑚 + ⎢ ⎥
𝑓𝑚
⎣ ⎦
103
⎡ 2
− 27 ⎤
= 3. 5 + ⎢ ⎥× 3
49
⎣ ⎦
=5

Lmo = 3.5 (4 - 6 is the mode class interval), f0 = 49, f1 = 27, f2 = 21, C = 3

Mode
𝑓𝑜 − 𝑓1
= 𝐿𝑚𝑜 + ⎡ (𝑓0 − 𝑓1) + (𝑓0 − 𝑓2) ⎤ × 𝐶
⎣ ⎦
49 − 27
= 3. 5 + ⎡ ⎤× 3
⎣ (49 − 27) + (49 − 21) ⎦
241
= = 4.82
50
Most student play games 4.82 hours per day

TIME SPENT CUMULATIVE FREQUENCY

0.5 0

3.5 27

6.5 76

9.8 97

12.5 103
Table 16: The cumulative table of time spent in playing games.

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Figure 16: Data shows the ogive of how much time the student play games

TIME NUMBER CLASS 2 𝑓𝑥 2

SPENT OF MIDPOINT 𝑥 𝑓𝑥
STUDENTS (x)
(f)

0.5 - 3.5 27 2 4 54 108

3.5 - 6.5 49 5 25 245 1225

6.5 - 9.8 21 8 64 168 1344

9.8 - 12.5 6 11 121 66 726

Σ𝑓 = 103 2 Σ𝑓𝑥 = 533 Σ𝑓𝑥2 = 3403

Σ𝑥 = 214
Table 17: The calculation of time spent in playing games.

2
Variance , σ
2
=
1 ⎡Σ𝑓𝑥2 − (Σ𝑓𝑥) ⎤
𝑛−1 ⎢ 𝑛 ⎥⎦
⎣
2
1 ⎡3403 − (533) ⎤
=
103 − 1 ⎢⎣ 103 ⎥⎦
1 284089
=
103 − 1 ⎣
⎡3403 − 103 ⎦
⎤
1
=
102
[3403 − 2758. 1456]

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1
=
102
[644. 8544]
= 6.3221

Standard deviation, σ
= 6. 3221
= 2.5144

Mean = 5.1748
Median = 5
Mode = 4.82

Pearson’s measure of skewness

𝑚𝑒𝑎𝑛 − 𝑚𝑜𝑑𝑒
=
𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
5.1748 − 4.82
=
2.5144
= 0.1411 (The graft is skewed to the right)

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12. How much do you spend money on games?

MONEY SPENT FREQUENCY OF CLASS CLASS MIDPOINT
(RM) STUDENTS (f) BOUNDARY (x)

1 - 10 48 0.5 - 10.5 5.5

11 - 20 17 10.5 - 20.5 15.5

21 - 30 6 20.5 - 30.5 25.5

31 - 40 4 30.5 - 40.5 35.5

41 - 50 28 40.5 - 50.5 45.5

Table 18: The result of the money spent for students in playing games.

Figure 17: Data shows the histogram of money spent for the students in playing
games.

Σ𝑓𝑥
Mean = Σ𝑓
(48 × 5.5) + (17 × 15.5) + (6 × 25.5) + (4 × 35.5) + (28 × 45.5)
=
(48 + 17 + 6 + 4 + 28)
1655
=
103

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= 16. 0680

MONEY FREQUENCY CLASS CLASS CUMULATIVE

SPENT (RM) OF STUDENTS BOUNDARY MIDPOINT (x) FREQUENCY
(f)

1 - 10 48 0.5 - 10.5 5.5 48

11 - 20 17 10.5 - 20.5 15.5 65

21 - 30 6 20.5 - 30.5 25.5 71

31 - 40 4 30.5 - 40.5 35.5 75

41 - 50 28 40.5 - 50.5 45.5 103

Table 19: The continuous table of time spent in playing games.

103
Position of median = 2
= 51. 5

( )
𝑛
2
− 𝑓𝑚−1
Median = 𝐿 + 𝑓𝑚
× 𝑐
𝑚

( )
103
2
− 48
= 10. 5 + 17
× 10

= 12. 5588

Mode = 𝐿
𝑚𝑜
+ ( 𝑓0 − 𝑓1
(𝑓0 − 𝑓1) + (𝑓0 − 𝑓2) ) × 𝑐

= 0. 5 + ( 48 − 0
(48 − 0) + (48 − 17) ) × 10
= 6. 5759
Most students spent RM6.58 on playing games.

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Figure 18: Data shows ogive of how much money spend by students on games

MONEY FREQUENCY CLASS 𝑓𝑥 𝑓𝑥

2
SPENT (RM) OF STUDENTS MIDPOINT (x)
(f)

1 - 10 48 5.5 26 4 1452

11 - 20 17 15.5 263.5 4084.25

21 - 30 6 25.5 153 3901.5

31 - 40 4 35.5 142 5041

41 - 50 28 45.5 1274 57967

𝑛 = 103 Σ𝑓𝑥 = 2096. 5 2

Σ𝑓𝑥 = 72445. 75
Table 20: The calculation of money spent in playing games.

Mode = 6. 5759
Median = 11. 0385
Mean = 19. 9126

2
Standard Deviation =
1 ⎡Σ𝑓𝑥2 − (Σ𝑓𝑥) ⎤
𝑛−1 ⎢ 𝑛 ⎥
⎣ ⎦

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2
1 ⎡72445. 75 − (2096.5) ⎤
= 103−1 ⎢ 103 ⎥
⎣ ⎦
= 291. 8903
= 17. 0848

𝑚𝑒𝑎𝑛 − 𝑚𝑜𝑑𝑒
Pearson’s Measure of skewness = 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
19.9126 − 6.5759
= 17.0848
= 0. 7806
The graft is skewed to the right.

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5.0 | CONCLUSION

As a conclusion, from this project we can figure out the online or offline game
addiction among computer science students is in a controlled state and we can
conclude that they are able to divide time between study and playing video games
efficiently and well in UiTM Segamat. From the data analysis we also can say that
most students in UiTM Segamat play video games to have fun and get rid of stress
after a tiring day of studying.

From the survey, we also can conclude that most Computer Science students
in UiTM Segamat use smartphones as their main device for playing video games
compared to other devices like laptops and PlayStation. It is because smartphones
are light which means they can play that game no matter where they are as well as
smartphones can also be taken anywhere. This shows that smartphone usage is very
efficient compared to other devices.

We see that most students in UITM Segamat are also more likely to choose
the time to play video games from 9pm to midnight. This time is suitable because
most students at that time want to calm their minds to release their stress and
pressure from the fatigue of studying all day while playing video games of interest.
This is to lower the rate of video game addiction to a normal level and it can also play
it with friends as well as can strengthen the friendship between them.

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RUBRIC AND EVALUATION FORM FOR STA116 GROUP PROJECT

CRITERIA RANGE OF MARKS MARKS

8 – 10 4–7 1–3

Introduction Gives very clear Gives basic overview of the Gives unclear
overview of the topic and overview of the
topic and issue. issue. Does not topic and issue.
Triggers the interest really trigger the Does not trigger
of readers to read interest of readers to read any interest of
further. further. readers to read
further.

Sampling Sampling technique Sampling technique is Sampling

technique is explained in an explained in a technique is
and data interesting way. good way. Provide fair explained in a
collection Provide detailed amount of simple way.
method explanations on the explanations on the Provide only few
instrument created instrument created for explanations on
for collecting data. collecting data. the instrument
created for
collecting data.

Data analysis Accurate with no Accurate with a few Not accurate.

and results mistakes. Very easy mistakes. Easy to Contain many
to understand. understand. mistakes. Some
are not easy to
understand.

Conclusion Very clear and Moderately clear Not very clear and
concise. Sums up the and concise. Sums up the concise. Does not
whole project. whole really sum up the
project. whole project.

Creativity Use a fun and unique Use a normal way of Use typical and
way of writing. Know writing. Know how to mundane way of
how to capture capture readers’ interest a writing. Does not
readers’ interest. little bit. know how to
Readers feel Readers feel a bit happy capture readers’
extremely happy after reading the report. interest. Readers
after reading the do not feel happy
report. after reading the
report.

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