Social Media’s Influence on Scatter Gambling at Cagayan State University (CSU) Sanchez Mira Campus

Abstract

This study explored the influence of social media on students’ engagement in scatter gambling and its perceived impacts among Criminology students at Cagayan State University–Sanchez Mira Campus, Philippines, and used the findings as the basis for a proposed intervention program for the College of Criminal Justice Education (CCJE). It examined students lived experiences, interpretations of gambling-related social media content, meanings attached to participation, impacts of engagement, and insights regarding the risks, consequences, and normalization of scatter gambling. A qualitative phenomenological design was employed. Sixteen Criminology students who were active social media users and engaged in scatter gambling were selected through purposive sampling, four from each year level, and were interviewed using an expert-validated semi-structured interview guide. Data were analyzed using Braun and Clarke’s six-phase thematic analysis. The findings revealed that social media served as the primary gateway to scatter gambling through advertisements, influencer promotions, livestreams, shared links, and repeated content, with peers reinforcing its persuasive effect. Participants interpreted such content as emphasizing winning, financial rewards, and excitement, and repeated exposure normalized scatter gambling as an ordinary online activity. Participation carried economic and recreational meanings but resulted in behavioral and psychological, financial, academic, and family-related consequences. Awareness of risks generally developed through financial losses, guilt, and moral reflection; however, awareness alone did not always prevent continued participation, as repeated exposure and the expectation of winning continued to reinforce gambling behavior. Based on the findings, Project S.T.O.P. (social media and Scatter Gambling Threat Orientation and Prevention) was proposed to promote awareness, critical evaluation of gambling content, responsible decision-making, financial literacy, family involvement, and early support for students.