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EFFECTS OF GAMING ON STUDENTS ACADEMIC PERFORMANCE

AIM OF THE TOPIC: This study was conducted to assess and find out the impact of on-
line gaming on the academic performance and social behaviour. The significant relationship
between playing on-line games and academic performance and to social behaviour of the
students.

IDEA OF THE RESEARCH: This research is based on how gaming affects student’s life.
Gaming refers to playing electronic games, whether through consoles, computers, mobile
phones or another medium altogether. Gaming is a nuanced term that suggests regular
gameplay, possibly as a hobby. Although traditionally a solitary form of relaxation, online
multiplayer video games have made gaming a popular group activity as well.so coming how
gaming has influenced and affected the student’s life are by the following ways (i)affecting
the student’s mental health(ii)the problem of addiction(iii)playing for long hours (iv)health
problems like eye sight, lack of sleep and headaches(v)lack of playing outdoor games and
apart from this the parents are very much worried about the weakness of planning to pass
leisure time and shortage of cultural, recreational and sport facilities are the factors increasing
the inclination of children and adolescents to computer games.

Flipping the coin there is positive aspect of gaming too, so let’s consider puzzles, chess,
Sudoku, and other mind developing games and games also help the army people to analyze
the real scenario in a virtual way.

LITERATURE REVIEW:

According to Ghatrifi et al., Beside all concerns and different views regarding the

effect of computer games on psychological state of people, there are some concerns

regarding the effect of computer games on academic performance of students. The

selected schools had three fourth grade classes. Of each school, two fourth grades

were selected randomly as sample of study. For data collection, two methods of math

test and structured interview were applied. A key test with analytical scoring method was

provided for test to minimize the mistakes in scoring in corrections. As the term computer

was common for students, this term was used. So coming to the procedure The test took
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35min and the researcher and teachers were also present. Third, learning method in computer

or video games is trial and error method. Another finding of study showed the lack of

significant difference between war and sport games in terms of the effect on improvement of

math performance of students. Both kinds of games had the above features.

WRIGHT, JANCEE (2011) "THE EFFECTS OF VIDEO GAME PLAY ON

ACADEMIC PERFORMANCE,"MODERN PSYCHOLOGICAL STUDIES

They found that gaming addiction physically impacts academic achievement because the

student is too involved in the game to do homework or prepare academically. There are also

others that have found decreased academic performance in relation to involvement in playing

video games. In an experiment by Williams, school performance increased after the

participants dramatically decreased their usage of all technology, including video

games. Then there are those in the research field who have come up with neutral results.

MMORPG group reported greater interference in academic work as opposed to the other

groups, overall the groups did not differ in academic performance. Jackson et al found that

the usage of games is causally related to an increase in visual-spatial skills, which often come

in handy in the fields of science, mathematics, technology, and engineering. They found a

positive correlation between game play and English test scores, which suggests that gaming

can actually lead to better test scores.

THE EFFECT OF VIDEOGAMES ON STUDENT ACHIEVEMENT :

It is clear from the literature that the effect of video games on the college campus is both

positive and negative. Video games can certainly lead to negative effects such as social

isolation and increased aggression, but they are going to remain a part of college culture for

the foreseeable future. Some research has shown that video games may be one way to engage

students more in the learning process. This seems especially true in areas involving analytical
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skills. They can contribute another way of learning in addition to the many other pedagogical

methods which are currently popular. Students and educators need to be aware of the dangers

of excessive gaming. It can have academic, social, and spiritual consequences. Students have

been known to completely disconnect from their friends and surroundings when playing

games like World of War craft. As was shown by several statistics presented earlier a small

percentage of students, especially men, spend a huge amount of time playing video games.

MITCHELL & SAVILL-SMITH (2004)

An extensive summary of the literature pertaining to computer games and education can be
found and an overview of the contexts in which games have been used in teaching can be
found in Prensky (2001), Jayakanthan (2002) and Jackson (2004), who between them address
commercial games as well as those developed especially for educational purposes (so-called
edutainment), and who stress the potency and general potential of games as instructional
tools. Other research provides evidence that games are advantageous for various aspects of
cognitive development, including spatial awareness (Greenfield et al, 1994; Beck et al,
2003), Enhanced attention and motivation (Blumberg, 1998; Rosas et al, 2003), experiential
learning (Feinstein et al, 2002), promoting deeper thinking (Hong & Liu, 2003), and problem
solving (Perrone et al, 1996).

(BECTA, 2001; P.13; MCFARLANE ET AL,2002; EGENFELDT-NIELSEN, 2004),

It is not all that surprising that commercial games have been fairly extensively reported as
being powerful tools for enhancing ICT skills, as engaging users with the educational content
in a way hard to achieve by other means, as encouraging collaborative working, and as
increasing self-esteem and library use (Becta, 2001; p.13; Mitchell & Savill-Smith, 2004).

(DENIS & JOUVELOT, 2005).

For example, researchers have compared the cognitive changes related to skill and drill
educational games versus immersive digital games (Williams, 2005). Skill and drill games
such as Alge-Blaster, which includes a tutorial of terms, systematic worked-out sample
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problems, and a graphing simulator, provide opportunities for students to practice already
taught concepts. Educators consider skill and drill games to be easy to incorporate into their
existing curricula and classroom practices. According to Denis and Jouvelot linear
progression of skill and drill digital games simply requires users to practice repetitive skills or
rehearse memorized facts. Thus, skill and drill games fail in “transmitting non trivial (or
previously assimilated) knowledge, calling again and again the same action patterns and not
throwing the learning curve into relief”

(SQUIRE, GIOVANETTO, DEVANE, & DURGA, 2005)

learning environments, which positively affected learning on motivation and digital games.
Engagement and motivation are difficult concepts to define and quantify. However,
Csikszentmihalyi’s work on optimal experience theory or flow, effectiveness of digital
gaming on cognitive achievement is due in part to inherent differences in the types of has
provided insight for digital game designers interested in developing engaging learning games.

(GEE, 2005; 22 KIILI, 2005).

Kiili’s research concluded that when used as instructional tools, the digital games that were
associated with higher levels of student-perceived flow resulted in larger increases in student
learning.

RESEARCH GAP ANALYSIS:

I am trying to find a research gap in the field of games, but on average what I find is only
about developing educational games. Here are some factors:

 Skill and Drill games to be easy to incorporate into their existing curricula and
classroom practices
 Effectiveness of digital gaming on cognitive achievement is due in part to inherent
differences in the, has provided insight for digital game designers interested in
developing engaging learning games
 When used as instructional tools, the digital games that were associated with higher
levels of student-perceived flow resulted in larger increases in student learning.
 Flow, fun, and play within a pedagogically sound framework may all contribute to
student motivation to sustain engagement in activities that promote learning.
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 Thus, despite concerns surrounding various technical obstacles and implementation

This is the brief sketch of my research