An exploratory study of students treating Singapore Polytechnic T16 “white space” as a Gaming Hub instead of Study Hub.

GROUP: HACHI NO ROUNIN

Title : An exploratory study of students treating Singapore Polytechnic T16
“white space” as a Gaming Hub instead of Study Hub.

Date : 11th January 2008, AY 2007/08, Semester 2

Conducted by :
Khoo Sin Yee (P0510929), You KaiFa (P0620545), Lai Wei Xian (P0656708), Ng Boon Choon (P0643878), Teo Yu Tian (P0749352), Woo Pi Chin Elvina (P0732853), Chin Ying Glenda (P0725015), Adilah Binte Mohamed Fadali (P0716332)

AIM OF STUDY
The aim of this study is to answer the main research question as below:
Why do students treat Singapore Polytechnic T16 “white space” as a gaming hub instead of a study hub?

DATA COLLECTION AND ANALYSIS METHODS
This study employs a qualitative social-psychological research paradigm. The research is conducted in Singapore Polytechnic. The various research subjects are interviewed and observed in different venues, such as T16 “white space” for the interviewing and observing of gaming and non-gaming students, School of Manufacturing and Mechanical Engineering conference room for the interview of Head of Lecturer, as well as W1A for the interview of Estates officer. The research takes a total of nine weeks to complete. The research stretches from 16th November 2007 to 11th January 2008.


The forms of data collection for the research are as below:
a) Non-participant observation of the group of students in T16 “white space”, taking a total of two observation sessions of fifteen minutes each. An example of an observation in this study is shown in Appendix A.
b) Selected informal open-ended interviews of the various research subjects, which comprise of three groups of gaming students, three groups of non-gaming students, School of Manufacturing and Mechanical Engineering Head of Lecturer, and Estates Department officer. We took an average of fifteen minutes for each interview. An example of an interview in this study is shown in Appendix B.

The forms of analysis used are as follow:
a) Open Coding.
b) Noting themes and patterns.
c) Noting relations between variables
d) Seeing plausibility
e) Finding intervening variables
f) Clustering.


FINDINGS
The findings for this research are as follows:
A) The 2 major groups of interviewees are the students and the School.
i) Students
a. Gamers.
The factors constituting students choosing to game at T16 “white space” are as follows:
· School of Electrical Electronic and Engineering (EEE) students
· School of Manufacturing and Mechanical Engineering (MM) students
Through the interviews, distance, environment and cost are factors that gaming students take into consideration when choosing their place to game. Since majority of the gamers are from School of EEE and School of MM, they prefer to game at T16 instead of Moberly which is intended for gaming, as the distant is comparatively shorter. For the environment, air-conditioned place is more favourable due to the higher comfort level. Thus, from the limited choices of air-conditioned places in school available for access (Main Library, Moberly, T16 “white space”), T16 has appear to them as the most convenient place amongst all air-conditioned areas. This may be attributable to the nature of the library, where strict rules are imposed such as no making of loud noise is allowed. Thus, it makes much more sense for them to game at a place that is free from restrictions. In addition, the availability of the power plugs make T16 an even more attractive place to game, as it is observed that majority of the gamers rely on the laptop adaptor rather than the battery during their gaming period. The cost factor constitutes the main reason for gaming students for not patronising the LAN shop in Moberly. Gamers are required to make monetary payments on an hourly basis, and being students with limited pocket money, majority are unwilling to pay to game there when they can choose to play from their laptops without any charges.
· School of Media and Infocomm Technology (SMIT) students
For SMIT gamers who game at T16, they share the same mentality that T16 is convenient for meeting up with friends studying in the various schools before proceeding to the Dover MRT station. I infer that they do not game in their school areas much as it seemed to be more for studies’ purposes.
(The above findings answers the specific research question ‘Why of all places you choose to game at this place?’)

b. Non-Gamers
· School of Electrical Electronic and Engineering (EEE) students
· School of Manufacturing and Mechanical Engineering (MM) students
· School of Media and Infocomm Technology (SMIT) students

Having known the reasons behind students treating T16 as a Gaming Hub instead of a Study Hub, we are also interested to find out the motivation behind non-gaming students continuing to study at the place in spite of the noise.

Despite the varying responses given by the non-students, the interviews revealed the common consensus that majority feel that the problem is not significant. Some choose to be ignorant to the surroundings, with the perception that they are unable to do much to control the noise level. A part of them feel that all places bound to have distractions, so focusing on individual work will divert their attention from the surroundings. Hence, they think that there is no pressing need to urge the gamers to leave the studying hub or reflect the issue to the school’s management for further actions. This may be attributable to the groupthink of students who have the common attitude of not bothering about others or standing up for their own rights. Another reason for students choosing to study at T16 is due to the comparatively more conducive area as compared to other areas in school. This may be as a result of the presence of air-conditioning, tables and wireless network needed for academic use. Thus, the need for proper facilities has overpowers their concerns regarding the noise level created by gaming students. Nevertheless, a minority feel that the gamers should be self-conscious by not creating noise that may possibly distracts students who are studying. As for SMIT non-gaming students, their usual study areas are School of Business library or SMIT basement areas. They are aware of the noise situation at T16, and thus feel that it is not a conducive place for studying.

ii) The School
The school has a part to play for managing the situation at T16. Interviews have also been conducted on the following two groups to find out the respective opinions on this issue.

a. Management
We have specified the management to be the Singapore Polytechnic Estates Department, as T16 is under the control of them. The objective of interviewing them is to understand their stance with regards to the situation at T16, and whether they have any plans to improve it. During the ten minute phone interview, the Estates Department Officer has repeatedly emphasized that they will take actions if students are disturbing the place. Nevertheless, he also feels that students should be treated as adults and be given the freedom to manage their own conduct. Thus, it is inferred that the school management is adopting a laid-back attitude towards managing students’ behaviours.
Please refer to Appendix C for the transcript of this interview.

b. Lecturers
Below depicts a fifteen minute interview with the School of Manufacturing and Mechanical Engineering Head of lecturer. An interpretation of his replies is given on the right column.

Verbal

Interpretation
Interviewer
Is T16 under the management of School of MM?

Respondent
· “Management School of MM don’t manage the white space, although it’s located at Block 16.”
· “White space is a resource room. All resources in polytechnics are control by Estates.”
· “Blocks are managed by Estates but allocated to MM for timetabling.”
· “MM’s Management has got no control over it.”
He is clearly drawing a line on the responsibilities between Estate and School of MM. Probably because he is aware that our interviewing purpose is concern with the situation at “white space” and therefore is in a rush to clarify it right from the beginning of the interview.
Interviewer
So far has any student feedback to the School of MM?

Respondent
· “One of the students sent an email saying students are disturbing, making a lot of noise. MM Management quickly informed Estates, “Eh Estates, you must put up some reminders la, we cannot go there and –very difficult for us la—we cannot go there like policeman and ‘eh what are you doing there? You doing proper thing not? Don’t make noise,’ I mean, students see us they’ll keep quiet, you know,”
· “Cannot put security guard down there, so we call Estates to put up signs there. That’s the best they can do.”
He is illustrating that School of MM has play its part in dealing with the situation at “white space”. Probably wanting to let us know they have already contributed efforts but there is limited result. On the other hand, School of MM is perhaps afraid of playing the “bad guy” role and thereby straining the relationship with its students. Thus, issues concerning students’ discipline they will either “close one eye” or leave it to Estate to resolve it. Yet, they also understand that Estates could not help much in curbing the situation of students playing LAN games and making a lot of noise.
Interviewer
Has the school tried to do anything regarding the issue?

Respondent
· “We cannot do very much about personal actions. Not say cannot do very much…like if students feedback to us through emails, we can only put up posters.”
· “Other than that, if students chose to drink coffee, milo there, we cannot do very much unless students play football and others complain then we’ll call security guards down to check.”
School of MM has limited control over students’ personal actions like being inconsiderate and makes noise, play audio using loud speakers and not using headphones, using the area to play LAN games instead of studying.
Unless it is concern with serious matters or violating of school rules, they will not put its hands into disciplining the students.
Respondent
· “So far, we presume that students are making full use of white space. Have to make assumption what, correct…”
· “So far, in terms of rowdiness all that, it’s still alright. We have to assume certain norms and certain practices in Poly.”
He reiterated this point about assuming certain norms and practices of students. This further verifies that the school adopted a “close one eye” approach in students’ discipline. They assume students will follow the rules and therefore unwilling to bother much about it.
Respondent
· “Management really don’t have solution because they’re in the academic department.”

The truth is that the school’s management is in a difficult position in dealing with students’ behaviours, as their focus and responsibility is on academic.
Interviewer
What are some possible solutions you think is feasible to improve the situation?

Respondent
· “What we can do is maybe to suggest classing tutors, reminding students that when using white space there, it’s meant for study purposes; but how much would go into the students’ mind?”
· “Students have to be discipline and be more conscious about the environment.
· “The only way to cultivate these people is to be more conscious about their neighbour, we’re all in a community.”
· “Not easy to cultivate just by going to classes and preach.
· “Could be inherent in Character Development to teach students to be conscious about the community.”
He is providing some possible solutions to curb the situation, but on a later note realize himself that it is not exactly effective, as students tend to be defiant.
He felt that students should have the right attitude in behaving.
By being conscious about the environment- probably he is referring to by being considerate not to disturb others while in the stud zone.


One solution that on the academic department side they can help to play a part in.
·
· “You all observe yourselves la, hahahaha…I mean, don’t quote me la,”

Probably he is afraid of implicating himself into unnecessary problems and therefore repeated twice throughout the interview that we do not reveal his identity for whatever that was said.
·
· “I would say the situation at T16 is still manageable.”
· “Many times, suggests from students are more effective. Students’ feedbacks are very important.”
By now, he is summarizing his points.

Before he ended, he prompts us to voice out our concerns to the school through the feedback channels. Probably he understands that as lecturers they would not want implicate themselves into such complicating issues. Thus, students should stand out to improve the school situation.


B) Two categories of reactant behaviours employed by the students and the school evolve from this study. They are named as the categories of delusive behaviours and resistant behaviours respectively. The first part of research study answers the specific research question ‘How do the students feel upon the gamers breaching the rules and disturbing others who are genuine in studying?

i) Delusive Behaviour
Delusive behaviour is mainly categorized as self-deluding behaviours.

Self Deluding Behaviours
Refusal to be considerate
This section refers to gaming students, who predominantly are aware of the rules to oblige with when using the facilities in the study hub. The most basic one is to be conscious of the noise level, as the study hub is meant for studying purposes and silence is the foremost condition required for concentration. Some students are ignorant, and refuse to cooperate by lowering the sound produced from the laptop, or by using headphone while gaming. This has led to the rampant outspread of more students creating noise due to the diffusion of responsibility. They feel that given the considerable number of students gaming there, they have less faults and responsibility to be blamed for contributing to the noise level.
Gaming is for releasing stress
Majority of the gamers feel that gaming is a way to release stress from their school work and projects. Hence, they usually game after school or during breaks. In their opinion, “Studying must go with play, you can’t study without play.” It actually shows how that gaming to them is an enjoyment and a breather from their studies which is also why they show no qualms in gaming in T16.
Refusal to game at Moberly
Gamers have the choice to game at Moberly LAN shop, which is specifically intended to provide a form of relaxation for students after their stressful school hours. Yet, due to their laziness to walk the distance, they choose to game at their best convenience – T16.

ii) Resistant behaviours
Resistant behaviours are categorised into two groups – independent resistance and influencing resistance.

Independent Resistance
Refusal to take strict actions against gaming students
This section is referring to the school’s management, specifically Estates Department Officer who is in charge of T16. Given his personal responsibility, he should be ensuring that the school’s facilities are use for the right purpose. With students abusing the privileges of an air-conditioned study hub, he ought to impose stricter rules to curb the situation for the benefits of students who want to study there.

Influencing Resistance
Distractions creation
Some gaming students set out to create distractions in the study hub. They may make noise, talk to other gaming playmates, and play the sound out from their laptop at full volume to experience the thrill of the game. These activities usually disrupt the process of learning as required by non-gaming students, as concentration and silence are of utmost importance for studying.
Promoting overt non study activities
Such gaming students will try to influence their peers to adopt their stance for gaming. They try to influence other students to game at T16, or encourage them to participate in group playing even the self-exclaimed break times to release stress after studying. These moments are usually opportunistic where such gaming students make calculated moves of certain situations to achieve their aim.

DISCUSSION
Students, lecturers, estates officer
From a social psychological viewpoint, students choose to abuse the privileges of a conducive environment for studying in the “white space” because it has become a norm for students’ to game there. Given the increasing number of students who game there, there is diffusion of responsibility as it has become a groupthink among the gaming students that they are simply replicating what the rest are doing. The interviews revealed that students are aware of original intended purpose of the ‘white space’, which is a student study hub. However, due to the tremendous pressure and stress on students attributable to the presence of societal standards in the Singapore education system, students turn to the virtual worlds to release their stress. They game for purpose of releasing their stress after the intensive studying. Nevertheless, only a minority feel this way. Most of them choose to game at ‘white space’ due to the convenience of facilities needed for gaming (such as wireless, power points, air-conditioners). They feel that the ease of such facilities make it a prime location for gaming, as the room is comfortable and no monetary payment is required unlike gaming at Moberly Hub.

As for non-gaming students, some of them hold a prejudice view towards the gamers, with the perception that they are attributable to the noise level in the studying hub. This may not be true as a few considerate gamers actually use headphones while playing instead of projecting the sound out from the laptop. This has led to unsatisfied students creating negative unpleasant emotions in them, as they feel that the gamers are creating disturbance and occupying studying seats. In addition, they feel that the school’s management should not remain unconcerned as the situation may go beyond control should the gaming persists.

As for the lecturers, they have taken a bystander approach with regards to the issues at T16. This is especially evident as the interview with the School of Manufacturing and Mechanical Engineering Head of Lecturer revealed that the school has chosen to leave it to the Estates Department to handle situations of students misusing the facilities at T16. Lecturers also presumed that persuasion will not attribute any effect to gaming students to stop their behaviours, and that explains the reason for lecturers to assume a group norm whereby students are presumed to be using the ‘white space’ for the right purpose.

We learnt that the Estates Department has tried to engage in strategies to counter the situation, such as by putting up signs to remind students that the ‘white space’ is a study hub. However, it seems to be ineffectual as students continue to game there.

CONCLUSION
In this study, we get to know about how the lecturers and managements look at the current polytechnic students; by treating them as young adults, and hence expecting them to behave in a manner that they should be. However, we also get to know that the polytechnic students may not think the same way as the lecturers and management. Hence, it is necessary in knowing the needs of the students, which allow the lecturers and managements to handle the matter more efficiently, and resolve or improve the current situation. Nevertheless, the students must also do their part by respecting the given rules and be more considerate and mindful. In summary, in order to provide the most effective solution to a problem, there is a need to understand the problem thoroughly.