CHAPTER II

REVIEW OF RELATED LITERATURE

The researchers made a thorough review of literature and studies which

have relevant contribution to the present research. This chapter presents the

Review of Literature and Studies, Synthesis of the-state-of-the-art, and Gap bridged

by the study. It also includes the Theoretical and Conceptual Framework.

RELATED LITERATURE

FOREIGN

Dockrill (2016) pointed that research in Australia involving more than 12,000

high school students found that, when it came to internet usage, students who

regularly played online video games scored higher in math, reading, and science

tests than their peers who didn’t. Students who regularly spend time playing online

games are developing analytical and problem-solving skills that can also help them

in their schoolwork.

Ip, Jacobs and Watkins (2008) emphasized that the notable finding is the fact

that there is a telling relationship between gaming and examination results, where,

in most cases, frequent gamers perform less well than non- or infrequent gamers.

Remarkable result of all is that not a single significant positive correlation was found
between gaming frequency and academic performance a finding which, in effect,

vindicates the stereotypical view that gaming is detrimental (or at least of no benefit)

to academic study. The patterns uncovered here show strong indications that

frequent gamers (both males and females) generally perform less well than less

frequent gamers in examinations.

Anderson & Dill (2000) states that 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 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.

Turner et. Al (2017) mentioned that as the number of nontraditional students

enrolled in colleges courses and online classes increase, post-secondary

institutions are pressured to develop effective strategies to not only engage but

promote academic success for this population of students. As a result, the demand

for digital games in education for nontraditional undergraduate students will

continue to grow because of the potential role in academic achievement and

student engagement. Digital games have been found to promote students’

confidence, satisfaction, interest, and effort.

Anand (2007) in his study analyzes the correlation between video game

usage and academic performance. Scholastic Aptitude Test (SAT) and grade-point

average (GPA) scores were used to gauge academic performance. The amount of

time a student spends playing video games has a negative correlation with
students’ GPA and SAT scores. The effects of video games maybe be cumulative;

however, drawing a conclusion is difficult because SAT scores represent a measure

of general knowledge. GPA versus video games is more reliable because both

involve a continuous measurement of engaged activity and performance.

LOCAL

Vinluan (2016) pointed out that in the Philippines, the population of gamers is

very huge. Beginning from the simple cartoon games played by the toddlers up until

the riot playing games played by the college students and the older ones too.

Researchers found that video games, particularly shooter games, have tendency to

strengthen the cognitive skills of their test subjects, especially in the area of spatial

navigation, reasoning, memory, and perception.

Dumrique, Castillo (2018) states that there is a significant relationship

between the academic performance of the respondents and playing online games

during weekends. Which result to having a good grade while playing online games.

This can be interpreted as the trade-off when playing computer games. If the

student decides not to play, then there will be no deduction in the grades. Which is

true to the researchers’ study for the respondents’ academic performance is only

significant to playing online games during weekend. Weekends are the days when

the respondents have their pleasure time for recreational activities.

(Cortes, Alcalde, & Camacho, 2012) cited that computer gaming, measured

by number of hours spent playing, contributes to the probability of student to fail.

Because computer gaming poses negative effect on a student’s performance in

school, there is a possibility that education in high school would have a tendency to

deteriorate. As computer gaming industry continues to grow, bigger number of

students will lose interest for studies. This might mean that investment on higher

education will lead to lower rate of return among students. Thus, resources such as

money, time, school inputs, etc. are probably go to waste.

(Iris L. Gulbe, 2016) emphasized that students chose generation-trending

online games, as the MMORPGs, on themes, as survival, teamwork, adventure,

and competition, with levels of addiction, as not so serious, reflecting that their

academic responsibility was being affected by the level of their online gaming

addiction in meeting daily attendance of classes, doing assignments, engaging in

daily review of studies, though, not on project.

Castillo (2016) Most children regularly engaging in Video Game Play have

demonstrated by sophisticated imaging studies that the release of the hormone

dopamine is increased, which is associated with most types of addiction. A high

level of dopamine makes one experience pleasure. Repeated exposure to an

addictive substance or behavior such as playing video games conditions the brain

cells in key areas like the prefrontal cortex-the area of the brain involved in planning

and executing tasks-to crave and go after the substance or behavior causing the

release of dopamine. The end result is being “addicted” to the source of pleasure,

and in our children’s case-addiction to video games. Kruger a noted researcher and

healthcare professional who’s not involved in the study, commented though that it’s

difficult to conclude whether the structural brain abnormalities were the effect or the
cause of excessive video game playing. “It is quite possible that children with lower

IQs are drawn to gaming because of its intrinsic features whereas more capable

children are attracted to more intellectual pursuits.

RELATED STUDIES

FOREIGN

Skoric, Teo, and Neo (2009) went one step farther and studied addiction to

video gaming versus simple engagement in video gaming. Although no definitive

definition of addiction was given, they found that those addicted to gaming

consistently performed negatively in the academic setting, while there was no

negative correlation between time spent playing or engagement and academic

performance.
 Wongwaitaweewong, and Sangsupawanich (2009) found that the excessive

playing of video games (five hours or more per session) resulted in school grades

that were below a 3.00 average, and that time spent playing was a predictor of

academic performance. They also suggested that video games indirectly lead to

decreased performance through promoting violence. Finally, they noted that playing

video games took time away from school activities, homework, social interaction,

etc.

Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied addiction (once again no

definitive definition was given) and noted a decrease in school performance when

the student was addicted to gaming. They found that gaming addiction physically

impacts academic achievement because the student is too involved in the game to

do homework or prepare academically.

Wood, Griffiths, and Parke (2007) included open-ended questions that

encouraged participants to report different feelings about playing video games.

Some of the negative consequences indirectly related to school performance, in that

participants reported often missing lectures, skipping homework, etc. They also

found that these consequences were

More likely to impact males, because males play more often and were more

likely to report losing track of the time while playing.

Hart et al (2009) used the Problem Video Game Playing survey to measure

four different areas of life, including academic behavior, impacted by the playing of

video games and suggested that there was not a significant correlation in any area.
 LOCAL

Villarosa (2013) a Filipino blogger, from his research of “The effects of

computer games to Filipino Children”, he believes that the rise of computer games

can mean the rise of information and knowledge that leads to good economy, but

like everything else it also has some negative effect to our society. There are a lot

who got interested and time were wasted by spending it mostly on computer games

and some invested on those games that causes unnecessary spending of money

which can be used for something that much more important.

Salazar (n.d) according to his study most of the respondents play online

games for about two to three hours per day and two to three days per week. With

their academic performance, majority of them received a grading period average of

85-89, they usually spend less than 1 hour in studying and almost of them never

missed school to play online games. Although there is a relationship between online

gaming and academic performance still it is very low and it cannot be supported.

Baylas et. Al (n.d) in their study majority of the respondents have the same

thought about online games as a distraction, therefore we prove that it do really

have effects and we also conclude that online game is a distraction in the lives of

student and especially to their studies according the result of the study.

Orendain (2017) In the findings of their study, they concluded that the

respondents agree that playing online games can affect their study or their

academic performance in school. The respondents agree for according to them they
are fine but it has a negative impact on their lives specifically on their health. The

respondents agree on this portion for some of the respondents are affected of the

symptoms process between online games and academic performance.

Lumbay et. al (2017) according to their study results showed that an

astonishing sixty (62) percent of the gamers were good performers in the academe.

Twelve (12) percent were having an incomplete grade within the entire school year

and seven (7) percent were dropped out of school during the second semester.

Based on the findings of the study, it was revealed that being a computer gamer

may affect the students' academic performance negatively if, a gamer plays too

much (more than four hours a day), a gamer plays too often (more than four times a

week), and a gamer plays until late night (10 to 12 midnight).

SYNTHESIS OF THE STATE OF THE ART

The related studies both foreign and local were found closely related to the

present study. There were also some aspects wherein the previous studies differ

from the present study, such as the respondents, data-gathering and treatments

including solutions to the problem met by the respondents.

The published articles showed that the academic performance of the

students is affected by playing online video game but some of the articles says that

playing online video game help the students to strengthen their skills in school

specifically their analytical and problem-solving skills, spatial navigation, reasoning,

memory and perception.

 Also, previous studies explain that excessive playing of online video game

resulted to have a low grade in schools. Thus, playing online video game has a

negative effect on academic performance of the students.

GAP BRIDGED BY THE STUDY

Most of the studies reviewed dwelt on impacts of Online Video Game to

Academic Performance of the students or players. Some were causes and effect,

positive and negative impacts, and significance of academic performance of online

video games to its players or the students. All studies were on academic

performance of online video game players but not specifically on the measures that

are proposed to improved academic performance of online video game players.

The present study will focus on the profile of the students: a. Age b. Sex. c.

Nos. of year/s playing d. Game being played e. Time of playing f. Average Daily

number of hours spent playing Online Video Games; the academic performance of

online video game players in terms of: a. Punctuality b. Participation c. Quiz; and

measures proposed to improve the academic performance of online video game

players. Furthermore, it also shows that this is first topic conducted as of the

moment.
 THEORETERICAL FRAMEWORK

UniThis study was anchored by the Theory of Performance of Don Elger.

Elger’s Theory of Performance (ToP) develops and relates six foundational

concepts to form a framework that can be used to explain performance as well as

performance improvements. He states that humans are capable of extraordinary

accomplishments. Also, wonderful accomplishments occur in day to-day practice in

higher education. An advisor inspires students to follow their dreams. A teacher

magically connects with students. A researcher continually asks the quintessential

questions that lead to revolutions in thinking. A dean inspires an entire college to

collaborate and attain wonderful outcomes.

The performance of a system, for example a home enter yuptainment

system, depends on the components of the system and on the interactions between

these components. Similarly, level of performance of an individual or an

organization depends on the components.

 INPUT PROCESS

OUTPUT

Demographic profiles of the

respondents

1.1 age

1.2 sex

1.3 Nos. of year/s playing

Measures to improve
1.4 game of being played the academic
Intrepetation and
1.5 Ave. Daily number if performance of
analysis
hours playing online video game
players
Academic performance of
online video game player in
terms of:

 Punctuality
 Participation
 Quiz

Figure 2. Conceptual paradigm of the study

 THEORY OF PERFORMANCE

Notes:

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Level Level Level
Fixed factors
of
Anderson, of Video games andof
C. A. (2000). Personalfeelings,
aggressive thoughts, factors and
behavior in the
Identity skills Knowledge
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ACADEMIC PERFORMANCE OF ONLINE VIDEO GAME PLAYERS IN SAN JOSE NATIONAL HIGH

SCHOOL
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49.pdf
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Gaming on High
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Dockrill, P. (2016, August 9). Sciencealert. Retrieved from Students Who Play
Online
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Performance and
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