CHAPTER 1

Introduction

Rationale of Study

Online gaming is one of the broadly utilized relaxation exercises by

numerous individuals especially teenagers. Teenagers who are playing online

games said that they are playing these games (for no particular reason, to avoid

the warmth of the sun, without realizing that there is great deal of impacts of playing

these games that are more than what they think. Playing online games, as per

some examination is advantageous. empowers the psyche of the players to be

increasingly dynamic, particularly those puzzle "based games. It encourages the

player to concoct choices in difficult spots, particularly those experience games

that keep the players to be caution, dynamic and vital. Playing these kinds of

games makes the player experienced various sentiments since it seems as though

the player is extremely the one taking the challenges. despite those advantages,

playing these games additionally bring negative impacts. It requires a significant

part of the players time, leaving school exercises and home works unattended.

In global, recent data from UCLA’s higher education Research Institute provides

useful information about video game usage on college campuses. The data show

that most college students have played video games, many play them regularly,

and a small percentage use them as a primary means of entertainment and

leisure. In the freshman survey, around 1% of respondents admitted to playing over 20

hours of videogames per week. Over 35% of the respondents stated that they play

at least one hour per week. There is an enormous gender disparity in the amount

of time spend on videogames. While less than 1 in 50 incoming freshmen women

played more than 10 hours of videogames per week, 1 in 10 males admitted to doing

this UCLA Higher education Research Institute (2009). The disparity increases

with 10 times more males than females admitting to playing more than 20 hours per week.

Video game usage tends to drop significantly during the first year of college. Over

7% more students report playing no video games at all after the first year than they

did at the start of their freshman year.

In 2007, complaints have been received from schools all over Manila,

Philippines’ capital city regarding students getting more and more addicted to

online computer gaming. This is in spite of the fact that the government’s

Department of Education (DepEd) values how online computer gaming also helps

sharpen the young generation into highly proficient individuals in new technologies

and digital trends. DepEd also recognizes that internet and computer shops cater

to the research needs of students, especially those without internet access at

home. In addition, it is viewed that computer gaming is a shift from the usual vices

of young students today, such as drinking and smoking. Apparently, computer

game critics are clamoring that many internet and computer shop owners could

not care less since it meant more income for the business. The effects of computer

games on student’s academic performance can be both advantageous and

disadvantageous. With the boom of computer games, income of computer shop

owners and operators are expected to increase. This will mean higher revenue for
the local town economy. However, additional revenues from computer shops are

generated at the expense of future potential human capital through education.

Estimates show that in the Philippines, online computer gaming makes up around

80% of the total usage of Internet in the Philippines. Also, computer gaming

constitutes to a quarter of the entire business. (Cortes, Alcalde & Camacho, 2013)

Statement of the Problem

This study will discuss the effects of online games on academic

performance of the senior students in the grade 11.

1.What is the profile of the respondents, in terms of:

1.1. Gender

1.2. Age

1.3. Strand

2.What are the effects of online games?

2.1. Health Problem

2.2. Increases Aggressive Behavior

2.3. Improve Academic Function

3. What affects student’s academic performance?

 3.1. Poor eyesight

3.2. Peer Relationship breakdown

3.3. High Grades

Significance of students

This study will help the students have an insight on the impact of online ga

mes towards their academic performance.

To the parents, it will serve as basis to help share with other parents the

information about certain games or ideas to help each other in parenting. Also, it

will help them understand the behavior and study habit of their children when

they’re engaged into such activity.

To the Teachers, it will provide additional knowledge on what strategy to use to educate

the students about the well-known effects of online gaming to students’ academic

performance, problem solving strategy, decision making and spatial visualization.

Review Related Literature

a. Online Video Games

Playing video games is often associated in our society with poor academic

performance. This anecdotal idea is supported by some research. A 2000 study

found a negative correlation between GPA and time spent playing video games

(Anderson & Dill, 2000). The correlation was relatively small. Time alone

accounted for a 4% variance in GPA, yet the findings are significant. However,

several older studies contend that the results of research have been mixed. A 1997

study suggests that “there is no clear causal relationship between video game
playing and academic performance” (Emes, 1997, p. 413). It goes on to say that

the research is “sparse and contradictory” (Emes, 1997, p. 413).

The effect that interactive digital media has on the learning process is not

completely negative. It is not that the medium itself is inherently flawed, but much

of the information that gets transmitted through it may be. As was noted in a 2008

study on media attention and cognitive abilities, “content appears to be crucial”

(Schmidt & Vanderwater, 2008, p. 63). If the content being consumed is positive,

then positive results can be expected. If the content is negative, then negative

results can be expected. The study examined research from many sources in

arriving at this conclusion.

b. Student Engagement and Sociological Effects

Research on the social effects of video games is also mixed (Allison,

Wahlde, Shockley, & Gabbard, 2006). Some studies have found that video games

are similar to addictions such as gambling which create negative social effects.

Massively Multiplayer Online Role Playing Games (MMORPGs) have been called

“heroinware” because they are “simultaneously competitive and highly social”

(Allison, Wahlde, Shockley, & Gabbard, 2006, p. 383). Other studies have noted

positive aspects of the games such as the ability to experiment with aspects of

individual identity which do not come out in public.

MMORPGs have been criticized for hampering academic and job

performance. The FCC has specifically accused World of Warcraft, one of the most

popular games, as leading to college dropouts (Somaiya, 2009). Students can

become obsessed with these games and become disengaged from schools,

friends, and life in general. Video games can also have positive social effects. One

measure of this which has significant research is that of prosocial behavior.

Prosocial behavior is defined as when one person acts to help another. While

research on this topic is mixed, there is evidence that games which focus on

prosocial behavior lead to prosocial results (Schie & Wiegman, 1997).

c. Intelligence Benefits

According to All Academic Research, playing computer games may not be

all that bad for your children. Peng Wei states that educational games can be

effective assisting tools in the educational areas of management, medicine and

science. If you choose the right educational computer games, your child may learn

better problem-solving skills and eye-hand coordination. Your child may also get

the ability to think fast and think of multiple things all at once. Skills obtained from

playing computer games may help your child learn quickly when it comes to his

studies. If your child is struggling in one of his school subjects, there are many

educational computer games available for him. There are math and reading related

games that may help boost your child’s skills. These games can be both fun and

educational for your children.

d. Positive Effects of Video Games

When your child plays video games, it gives his brain a real workout. In

many video games, the skills required to win involve abstract and high level

thinking. These skills are not even taught at school. Some of the mental skills
enhanced by video games include following instructions, Problem solving and logic

(When a child plays a game such as The Incredible Machine, Angry Birds or Cut

The Rope, he trains his brain to come up with creative ways to solve puzzles and

other problems in short bursts), Hand-eye coordination, fine motor and spatial

skills. In shooting games, the character may be running and shooting at the same

time. This requires the real-world player to keep track of the position of the

character, where he/she is heading, his speed, where the gun is aiming, if the

gunfire is hitting the enemy, and so on. All these factors need to be taken into

account, and then the player must then coordinate the brain's interpretation and

reaction with the movement in his hands and fingertips. This process requires a

great deal of eye-hand coordination and visual-spatial ability to be successful.

Research also suggests that people can learn iconic, spatial, and visual attention

skills from video games. There have been even studies with adults showing that

experience with video games is related to better surgical skills. Also, a reason

given by experts as to why fighter pilots of today are more skillful is that this

generation’s pilots are being weaned on video games. Planning, resource

management and logistics. The player learns to manage resources that are

limited, and decide the best use of resources, the same way as in real life. This

skill is honed in strategy games such as SimCity, Age of Empires, and Railroad

Tycoon. Notably, The American Planning Association, the trade association of

urban planners and Maxis, the game creator, have claimed that SimCity has

inspired a lot of its players to take a career in urban planning and architecture.

Multitasking, simultaneous tracking of many shifting variables and managing

multiple objectives. In strategy games, for instance, while developing a city, an

unexpected surprise like an enemy might emerge. This forces the player to be

flexible and quickly change tactics. (Daphne Bavalier)

e. Computer Game Addiction

Because there is no official diagnosis of computer game addiction, there is

obviously no universally agreed upon list of symptoms. Psychologists and other

mental health professionals initially adapted the diagnostic criteria for gambling

addiction and used this as a rough assessment tool for computer game addiction.

This classification approach is rarely used today and for better or for worse, it is

essentially up to the individual researcher or clinician to define the symptoms of

computer addiction. Still, there are some signs and behaviors that are almost

always included in definitions of computer addiction, such as: Significant

interference with school, work, or relationships. Often avoiding other commitments

in order to keep playing, Frequently turning down social invitations in favor of

gaming, Using most or all of one's free time for gaming, Regularly playing late into

the night and which results in poor sleep habits, Loss of interest in previously

enjoyed activities, Regular gaming "binges" of 8 hours or more nonstop.

Theoretical Framework

The recent inclusion of Internet Gaming Disorder (IGD) in Section III

(“Emerging Measures and Models”) of the fifth edition of the Diagnostic and

Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association,

2013) appears to have increased the interest of researchers in the development of

new standardized psychometric tools for the assessment of various online

addictions. IGD has been characterized by a “persistent and recurrent use of the

Internet to engage in games, often with other players, leading to clinically

significant impairment or distress” (APA, 2013, p. 795). The DSM-5 asserts that

further empirical evidence is needed to confirm the nine criteria proposed for the

clinical diagnosis of IGD, and to formally define IGD as a mental disorder in future

editions of the DSM. Of the nine criteria, seven criteria are identical to those of

gambling disorder and five criteria to substance use disorder (Petry et al., 2014),

and refer to preoccupation with Internet games, withdrawal symptoms, tolerance,

unsuccessful attempts to control participation in Internet games, loss of interest in

previous hobbies, continued excessive use of Internet games, deceiving family

members, use Internet games to escape, and losing a significant relationship, job

or education, or career opportunity. To be diagnosed as a disordered gamer, five

(or more) out of these criteria need to be endorsed over a period of 12 months

(APA, 2013).

The nine IGD criteria directly map onto the six criteria of Griffiths’

components model of addiction, and which have been used to conceptualize a

number of technological addictions. According to Griffiths, by “determining whether

non-chemical […] addictions are addictive in a non-metaphorical sense” other

potentially addictive behavior should be compared “against clinical criteria for other

established drug-ingested addictions” (Griffiths 2011). The six criteria comprise

salience, mood modification, tolerance, withdrawal symptoms, conflict, and

relapse. Salience occurs when addictive activities dominate a person’s thinking,

feelings, and behavior; mood modification occurs when a person uses substances

or is engaged in activities to change their mood state; tolerance refers to the need

to increase (over time) the amounts of engagement in the addictive behavior to

achieve the initial mood-modifying effects.

In other theoretical studies, it stated that digital gaming is known to affect

several aspects of individuals’ psychological, social health, and physical health.

Digital game addiction is characterized by features such as low self-efficacy (Jeong

& Kim, 2011), anxiety, low self-esteem, and impulsivity traits (Billieux et al., 2015;

Gentile et al., 2011). Moreover, maladaptive cognitions, shyness and physical

problems (Peng & Liu, 2010) were also seen as predictive characteristics of

gaming addiction. Gaming addiction was accompanied by symptoms which might

have developed as a consequence of other disorders such as depression, anxiety

and social phobia (Gentile et al., 2011). Correspondingly, addictive players

exhibited signs or symptoms such as social neglect, loss of interest in other leisure

activities, social and psychological isolation, escape problems (Billieux et al., 2015;

Young, 2009), aggressive behavior (Anderson, 2004; Anderson et al., 2010),

psychological stress, reduced school performance, decreased sleep quality,

suicidal ideation (Rehbein, Kleiman & Mössle, 2010), low sociability and self-

efficacy and lower satisfaction with life (Festl, Scharkow & Quandt, 2013). In

certain cases, digital game playing was allow to act as a coping strategy for

deficiencies or problems in the player’s life such as a lack of friends, relationship

troubles, or dissatisfaction with physical looks (Griffiths & Beranuy, 2009).

Furthermore, prolonged exposure to digital game was associated with physical

health problems such as musculoskeletal symptoms (Lui, Szeto & Jones, 2011).

In Finland, the effects of problematic game playing on players’ health are

still largely unexplored. Considering the increased prevalence of online gaming,

this study aimed to identify the problematic gaming behavior among Finnish

adolescents and young adults, and evaluate its connection to a variety of

psychological (psychopathological symptoms, satisfaction with life), social

(preferences for online social interaction) and physical health (general health, BMI,

body discomforts, physical activity) symptoms. In this paper we consider

problematic gaming behavior in accordance with the recent framework that sees it

as “a continuum state which can range from a normal to severe condition” (Griffiths

et al., 2015).

Conceptual Framework

Independent Variables Dependent Variables

Definition of terms

Academic Performance - is measured by taking written and oral tests,

performing presentations, turning in homework and participating in class activities

and discussions. Teachers evaluate in the form of letter or number grades and

side notes, to describe how well a student has done.

Game Addiction - is an excessive or compulsive use of computer games or

video games, which interferes with a person's everyday life.

Gamer - is a person who plays a game or games, typically a participant in a

computer or role-playing game.

Online Game - is any game that is played online, based online, or has a majority

of its content/gameplay online.