CENTRAL MINDANAO COLLEGES

Osmea Drive, Kidapawan City

THE INFLUENCE OF ONLINE GAMING ON ACADEMIC INTEREST AMONG THE

SENIOR HIGH SCHOOL STUDENTS

RESEARCH PAPER PRESENTED TO THE CMC-SHS FACULTY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN PRACTICAL RESEARCH

BALUYOT, EDELYN

BENZONAN, TWINKLE JESSICA

CASPE, MARILOU

LAUREN, ANGELIE

PANARAAG, JASMINE

MARCH 2017

CHAPTER 1
 INTRODUCTION

Background of the Study

Being a technology-dependent country, the rise of the internet use has led to
many changes in our daily lives. And this rise has not been made up only through
the social networking sites such as Facebook, Twitter, Instagram, YouTube or any
other but mostly, of Online games. Online game refers to any game that a person
plays through the use of internet over a computer network; this is played by
multiple players in different scopes around the world. Particularly, online games are
computer software programs that can be used without the limit of time and is free.
And these games were often written in Java languages because they play up simpler
than games that require downloading.

The popularity of online gaming has spread at an increasing rate since its
introduction. However, given the increasing number of studies on the phenomenon
of problematic gaming, there have been growing concerns about negative
consequences for a small minority. These gamers spend more time with gaming
than planned while ignoring other important activities causing negative effects on
their performance, social relationships, and withdrawal symptoms. There are
different names present regarding this phenomenon in scientific literature. The
phenomenon is referred to as addiction, problematic use, excessive game use or
engagement. However, all these authors irrespective of the name agree in that
there exists an excessive form of online gaming that shows a problematic pattern
and that is related to behavioural addictions. The present authors propose to use
the name problematic gaming. This term describes both the epitome of the
phenomenon (i.e., that the behavior is not only excessive but gaming-related
problems are also expected to be present), while avoiding the notion of dependency
(as the exact definition and diagnostic criteria have not yet been clarified or
agreed).

The aim of our study was therefore twofold. Firstly, to explore what
components span problematic online gaming and how it affects the interest of a
child towards Academic countenance. Secondly, to make these dimensions
measurable, to develop such a scale on which the identified extent can be
assessed. The objective here was to create a questionnaire suitable for students
playing Online Games. A further intention was to carry out an empirical based
analysis to ensure that all components of problematic gaming as a factor to loss of
Academic interest remain in focus.

Nowadays, people see online games having a good impact for students and
kids considering it as an effective mind exercise. This also shapes a students ability
to think and react faster as they do in gaming. A research shows that a child playing
online games becomes more active and can change your brain to be smarter (C.
Shawn Green, University of Wisconsin). Online gaming plays a major role for a
teens involvement to modernization and preparation for the 21 st century. However,
we should not lose sight of the negative impacts it may bring to us. Online gaming
is one of the most blamed issues by the media why teenagers today becomes
violent and commit extreme anti-social behaviour which they probably adapt from
the things happening on the virtual world.

The concerns appear to be grounded as a growing number of studies indicate

that Internet gaming addiction is associated with various negative
consequences. The psychological consequences include the following: sacrificing
real-life relationships, other pastime activities, sleep, work, education, socializing,
and relationships, obsession with gaming and a lack of real-life relationships, lack of
attention, aggression and hostility, stress, dysfunctional coping, worse academic
achievement, problems with verbal memory, and low well-being and high
loneliness. Moreover, psychosomatic consequences have been found in a number of
studies. These included problems with sleeping, seizures, and psychosomatic
challenges. This long list indicates that Internet gaming problems must be taken
seriously as they can affect the individual negatively in a variety of ways.

In recent years, research about Internet gaming addiction has increased both
in quantity as well as in quality. Research on gaming addiction dates back to 1983,
when the first report emerged suggesting that video gaming addiction is a problem
for students. Shortly thereafter, the first empirical study on gaming addiction was
published by Shotton, based on self-reports of young male players who claimed they
were hooked on their games. The early studies suffered from a lack of
standardized psychometric instruments used for assessing gaming
addiction. However, research indicates that self-reports correlate with standardized
measures.

The studies on Internet gaming addiction in the new millennium reported

prevalence estimates which vary significantly and range from 0.2% in Germany to
50% of Korean teenagers. This discrepancy in estimates is due to various
conceptualizations, diverse measurement instruments, as well as the different cut
off points used. Further, dissimilar constructs (Internet gaming addiction,
dependence, problematic, and excessive play) are measured in various
samples (children, adolescents, gamers) and cultures. In most studies, self-reports
have been used, which puts the reliability and validity of the potential diagnosis in
question. However, research indicates that self-diagnosis correlates with
standardized measures of addiction, suggesting that the individuals perception of
problems can be relatively accurate.

In South-East Asian countries, the negative impacts of Internet gaming

addiction have led governments and health care providers to take the problem
seriously and to develop a series of initiatives to curb and alleviate the problem. In
South Korea, Internet gaming addiction is viewed as a significant concern for public
health, and up to 24% of children who have been diagnosed with Internet addiction
are hospitalized. In Japan, the government has recognized the problem following a
study by the Ministry of Education, which has led to the development of fasting
camps where individuals suffering from Internet and gaming addiction are helped
by being cut off from technology completely. It has been stated that the higher the
Internet penetration and social acceptance of gaming, the higher the prevalence of
gaming problems, partially explaining the higher prevalence rates reported in
South-East Asian countries. In addition to this, there is good reason to think that the
lower acceptance of excessive gaming in a culture, the more distress (not less)
gamers experience in engaging in the activity, potentially fuelling problem
perception. Therefore, a lack of acceptance of excessive gaming and thus
stigmatization of the behavior might contribute to higher rates of addiction and
problematic play in some way. Following growing concern, specialized treatment
centers and programs have been established in Europe (including the outpatient
clinic for behavioral addictions in Mainz, Germany, and the Capio Nightingale
Hospital in London, UK) and the US (including the inpatient centers RESTART
Internet Addiction Recovery Program in Seattle and the recently opened digital
detoxification and recovery center in Pennsylvania), reflecting the growing need for
professional help.

Although the core criteria appear to be established, the analysis of Internet

gaming addiction has yet to be studied in detail. Research indicates that a number
of risk factors are associated with Internet gaming addiction. These risk factors
include certain personality traits, gaming motivations, and structural game
characteristics. The personality traits most commonly associated with Internet
addiction include neuroticism, aggression and hostility, and sensation-
seeking. Factors that appear to protect frequent online gamers from developing
problems with their gaming were found to be conscientiousness and
extrusion, suggesting that for different individuals the same behaviour can have
different psychological effects.

In addition to this, the following gaming motivations were found to be most

commonly associated with gaming addiction: coping with daily stressors and
escapism, online relationships, and mastery, control, recognition, completion,
excitement, and challenge. This indicates that the reasons for game play may be an
important indicator of potential risk for Internet gaming addiction. For instance,
elements of exposure therapy may be used for the socially fearful in order to
decrease discomfort and reintroduce clients to real-life social environments.

Statement of the problem

 This study aims to know and get an over-all understanding about the effects
of online gaming among the Senior High School students of Central Mindanao
Colleges (CMC).

Specifically, this study cast about answers to the following questions:

1. What is the demographic profile of the students in terms of:

Age

Gender

Section

Online games commonly played

Length of time the respondent spends in playing

2. What is the level of influence of Online Gaming among the Senior High School
students?

3. What is the level of academic interest of the Senior High School students?

4. Is there a significant relationship between Online Gaming and the Senior High
School students academic interests?

Significance of the Study

 This study will serve as a useful reference to the students, for will provide
them awareness about online gaming corrupting their interests academically. Thus,
the parents will also benefit to this study because it will give them knowledge about
the effects of online gaming among their childrens enthusiasm and interest in class
sessions that they may be able to keep their child from addiction to and to surely
know how to limit their child from playing online games. Lastly, this study will also
help the teachers to know that online gaming could be a factor of a low
performance and interest of his/her students and that it needs a warning.

Assumptions of the Study

This study expects to have the effects of online gaming among the Senior
High School students of CMC be identified and to help the parents be informed
about online gaming affecting their childs performances and interest in schooling.

Scope and Delimitations

This study is mainly concerned and limited only with the effects of online
gaming among the Senior High School students of Central Mindanao Colleges (CMC)
Grade 11- Cluster A.

Definition of Terms
 Online games- are games played or run online that requires Internet
connection.

Academic interest- Ones attentiveness and focus on academic

purposes.

Problematic Gaming- Gaming in cause to trouble.

Psychological Effects- effect of something to mental aspect.

Addiction- an obsession or too much love/passion for something..

Virtual World- existing on computers or on the internet.

CHAPTER II

REVIEW OF RELATED LITERATURE

According to the study of Chang (2009), online gaming was referred to as

internet gaming or electronic gaming. It was a gathering of players with common
game using a Local Area Network (LAN) where they could be on the same settings.

C. Shawn Green (Psychologist, University of Wisconsin) states that playing

video games change the brains physical structure the same way as do learning to
read, playing the piano or navigating using a map. Much like exercise can build a
muscle, the powerful combination of concentration and rewarding surges of
neurotransmitters like dopamine strengthen neural circuits that build the brain.

Academic achievement may be negatively related to over-all time spent

playing video games. Studies have shown that the more time a kids spends playing
video games, the poorer is his performance in school (Anderson & Dill 2000; Gentile,
Lynch & Walsh 2004).

Internet gaming addiction is a behavioral problem that has been classified

and explained in numerous ways. According to Griffiths, biopsychosocial processes
lead to the development of addictions, such as Internet gaming addiction, which
include the following components. First, the behavior is salient (the individual is
preoccupied with gaming). Second, the individual uses the behavior in order to
modify their mood (ie, gaming is used to escape reality or create the feeling of
euphoria). Third, tolerance develops (the individual needs increasingly more time to
feel the same effect). Fourth, withdrawal symptoms occur upon discontinuation of
the behavior (the individual feels anxious, depressed, and irritable if they are
prevented from playing). Fifth, interpersonal and intra-personal conflict develops as
a consequence of the behavior (the individual has problems with their relationship,
job, and hobbies, and lack of success in abstinence). Finally, upon discontinuation of
the behavior, the individual experiences relapse (they reinitiate gaming).

As the world become more and more advance people also start to find
themselves an entertainments that suits with the world development. One of the
entertainment is online games. According to Edward Castronova (2008) in his book
of Synthetic Worlds: The Business and Culture of Online Games, online game is also
known as Massively-Multiplayer-Online Games (MMOG). To better understand
MMOGs, first of all, video game is usually defined as an electronic game that is
played by a controller and provides user interactions by generating visual feedback.
A multiplayer game is a game played by several players. Players can be simply
independent opponents or they can play in teams. They can play against each other
or can play against the game, that is, opponents that are controlled using Artificial
Intelligence (AI) (Yahyavi&Kemme, 2013, p. 9).
 An MMOG is a game capable of supporting hundreds or thousands of players
and is mostly played using the Internet. Online games are fun and also entertaining
not to mention with the popular games such as Final Fantasy XIV online (FFXIV,
2014), Defence Of The Ancient 2 (DOTA2), Counter-Strike: Global Offensive, Team
Fortress 2 and Football Manager 2014 those games get the most highest rate of
online games in 2014 (Steam,2014). With this kind of games that being brought up
to this era, how can students and also the adult themselves can resist and lost
themselves in virtual world. The illustrious developments in modern computing and
communication technology have allowed millions of people to dive into these games
and enjoy their so-called second-life inside a fantastical world. The most alluring
aspect of MMOGs is that one can escape the dull, stressful reality and roam freely
while fulfilling their fantasies of an alternate identity.

According to Bachhuber and Saulnier (2012) games help students understand

that words can have multiple, discrete definitions. Through formative testing, they
found that students often conflate the different definitions of multiple meaning
words into a single inaccurate interpretation. A range of existing research suggests
that this is a serious impediment to reading comprehension. Their research shows
that the person plays games can improve their grammar, vocabulary and
comprehension. This is perfect reason why students should play games. They can
have an interactive way to learn english or any other language.

However, according to a case study of Jeremy, he was an accountant who had

been married 13 years old and had two children but because of his addiction of
online games his marriage has come to an end when he ignore to spend time with
his children and wife ( Rosenberg &Feder, 2014). Jeremy claimed that giving up
online gaming was worse than giving up smoking and that he was extremely
moody, anxious, depressed and irritable if he was unable to play online games
(Rosenberg &Feder, 2014). Even for a working and married man, Jeremy also need a
place where he can release tension and find his own medium to release them.

The second objective is that, the researcher want to know how can these
games balancing their fantasy and reality world. Like Jeremy case study, he cannot
balanced his real life and online games. He mostly prefer to be in fantasy world
rather than mingle with other people outside, that is why he lost he job, he lost his
family most importantly he lost his self consciousness.

The researcher also wants so study about how is their social behavior when
they are just too addicted with online games. According to Kraut and Seay (2007)
Participation in online communities allows them to stay in touch with old friends,
meet new people, learn, and share information. It also enables self-exploration and
discovery as users extend and idealize their existing personalities or try out new
ways of relating to one another that can positively affect real life relationships. On
the other hand, some fear that virtual communities detract from social activity and
involvement in the real world, replacing real social relationships with less robust
online substitutes and causing users to turn away from more traditional media
(Mohamed, Jan, &Daud, 2010).

The trend toward increased video game and other interactive digital media
usage does not appear to be going away. The upcoming college students are even
more likely to be tightly tied to their technology than students are today. The
current generation is exceedingly comfortable with technology and electronic
entertainment. One study noted that the average American youngster now spends
one-third of each day with some form of electronic media (Escobar-Chaves &
Anderson, 2008).

There is a large body of evidence which suggests that violent video games
lead to increased aggression and even violence. There is some mixed evidence on
the psychological effects of video game violence, but Craig Anderson (2003) offers
overall implications that can be reached by looking at all studies that relate video
games to risk factors:

Some studies have yielded nonsignificant [sic] video game effects, just as
some smoking studies failed to find a significant link to lung cancer. But when one
combines all relevant empirical studies using meta-analytic techniques, five
separate effects emerge with considerable consistency. Violent video games are
significantly associated with: increased aggressive behavior, thoughts, and affect;
increased physiological arousal; and decreased prosocial (helping) behavior.
(Anderson, 2003, Myths and Facts, para. 1)
 In another study which considers available research on media violence,
several relevant conclusions were reached (Anderson, et al., 2003). It was found
that there are sufficient studies with sufficient consistency to back up several
important findings (Anderson, et al., 2003, p. 93). Video game violence is linked to
aggression in the short term. Cross-sectional studies have been able to show a
correlation between long term exposure to video game violence and real world
violence. A few longitudinal studies are also able to suggest that video game
exposure has long term effects on aggression. It should be noted that Craig
Anderson, one of the authors of this study has been criticized for overstating the
data on video games and its link to aggression and violent behavior (Block & Crain,
2007).

A study in 2008 considers the correlation between increasing interactive

digital media usage and unhealthful behaviors (Escobar-Chaves & Anderson, 2008).
The researchers looked at five major areas of risky behavior. These include obesity,
smoking, drinking, violence, and early sexual activity. These categories were chosen
because the Center for Disease Control and Prevention (CDC) has identified these
areas among the activities that contribute to the leading causes of death and
disability in the United States among adults and youth (Escobar-Chaves &
Anderson, 2008, p. 148).

The study found that, in general, there is at least a modest link between
electronic media consumption and obesity, smoking, drinking, and violence. The
study focused largely on TV and movies as the basis for the first three, but
specifically mentioned the effect of videogame violence as increasing the risks of
violence in teens. The research in this study concluded that brief exposure to
violent video games increases aggressive thoughts, feelings, and behavior
(Escobar-Chaves & Anderson, 2008).

Effects related to learning

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.

There is a movement to leverage video games as a part of the learning

process. A paper from EDUCAUSE suggests that faculty need be aware of games
that could be helpful to the in class learning experience (Hitch & Duncan, 2005). It
mentions using tactical and strategy games to enhance the level of understanding
and engagement with the material. It specifically mentioned using Civilization IV, a
game which focuses on empire building and economies of scale to aid in the
understanding of history and economics.

A 2005 paper suggests that videogames are changing education and that
games are more than a simple form of entertainment (Shaffer, Squire, Halverson, &
Gee, 2005). It explains that student learning can be enhanced by experiences in
vast virtual worlds. These worlds can allow students to interact as a community.
Virtual worlds are useful because they make it possible to develop situated
understanding (Shaffer, Squire, Halverson, & Gee, 2005, p. 106). This means that
students are able to actually experience and experiment with the things that they
are learning rather than simply being told them as facts or equations.

Some research concludes there is little evidence to suggest that interactive

media enhances the learning experience (Schmidt &Vanderwater, 2008). Other
sources have noted positive impacts on student performance. One study of a game
relating to numerical analysis in an engineering curriculum found that students
experienced significantly more intellectual intensity, intrinsic motivation, positive
affect and overall student engagement when completing homework
(Coller&Shernoff, 2009, p. 315). Research on the subject has been mixed, but it
seems that video games can have a positive effect on learning when used in
particular ways.

Azad Fallah et al (2001) in their study investigated the relationship between

games and social skills of 258 male students of first grade of high school. The
results showed a significant relationship between the game-type and presence of
others in the game location with social skills of adolescents. Selecting home as the
place of game had a significance negative relationship with social skills and those
adolescents who were mostly playing at home, had less social skill (cited from
Doran).7 However, in the present study, there was an inverse relationship between
addiction to computer games and social dysfunction. It means that as the addiction
to computer games increases, social dysfunction will decrease.

Ahmadi (1998) studied the effects of computer games on adolescents of the

city of Isfahan. The aim of his study was to find out if computer games have social
effects. The results showed that violence and aggression in students who played
these games was higher than those who did not play. Also, social participation of
students who were playing computer games was low

Payne et al (2000) studied the role of computer games on social isolation, low
self-esteem and violence. The results showed no relationship between playing
computer games and self-esteem in girls, but there was a negative relationship
between the two in boys. Also, the scores of violence had a positive correlation with
amount of exposure to computer games. Other results showed that in spite of
children's attraction to games, there was no evidence that computer games cause
social isolation.17 Since in computer games, players conform to the characters in
the game, in creating the new situations that occur in the game, the theory of
participatory modeling and active conditioning can be used in explaining data on
violent behaviors and possible rewards they get in response.

A study by Argosy Universitys Minnesota School on Professional Psychology

found that video game addicts argue a lot with their teachers and friends and score
lower grades than other who play video games less often.
 A group of boys who didnt own video games, each of the boys was randomly
assigned to one of two conditions; the video games now and the video games
later. After the end of the study, the researchers tracked the boys academic
performance at school, and found evidence of an effect. Not only did the boys who
received game systems less time doing homework, they also performed worse on
standardized tests of reading and writing four months later. Moreover, their
teachers were more likely to report academic problems experiment by Weis and
Cerankosky (2010).

Nie & Erbring (2000) & Kraut, et al. (1998) stated that some fear that virtual
communities was detracted from social activity and involvement in the real word ,
replaced real social relationships with less robust online substituted and caused
users to turn away from more traditional media.

Gentile et al (2004) said that the majority of these studies have shown that
the online games can be addictive and that some online games have been
associated with aggressive behavior. However these studies have been relatively
controversial as they examine these factors using self-report methods and artificial
scenarios. The type of research is fraught with problems and criticism.

In the study conducted by Wood, Gupta, Devevensky & Griffiths (2004),

online gaming can be addictive. The research has tended to concentrate on
negative aspects, such as excessive play and addiction. Instead of spending their
hours on studying and doing their home works, children spend their time on playing
computer games.

Some video games have been associated with aggressive behavior. In that
case, children imitate online character. Some children are at the period of modeling
(Anderson & Bushman, 2001).

Stated by Hassan (2011), online gaming is good and bad. Good for those who
know their limits and bad for those who fix themselves in the seats for long hours
and cut off the interaction with rest of the world.]

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).

Both Orzack (2004) and French (2002) found out that in internet search
gaming addiction yields list of physical and psychological symptoms from dry eyes
and carpal tunnel syndrome to problems with school or work offered as indicative
of problem usage behavior.

Turkle (1995) found out that online games enabled self-exploration and
discovery that user extended and idealized their existing personalities or try out
new ways of relating to one another that can positively affect real life relationships.

The study of Carrasco (2001) stated that computers have become a part of
mans life. Almost all the things around us were made by computers with the aid of
modern machines. Associated with the computer is the internet where we can find
online games. Online game has a big impact to children especially to teenagers.
They tend to be hock by the computer.

On the other hand, online gamers can also benefit on playing online games. A
great variety of forms have been developed and put into practice to enhance
learning, offer solace, to drive away boredom, and/or to persuade players to adopt
certain actions and opinions. The game play improve various thinking skills but it
can also boost cognitive speed for those who play action games and can also
improve cognitive accuracy for players who solve puzzle, and strategy games
(Klabber, 2001).

Taha, J. (n.d) said that online games are seen as good learning tool because
many think that they can teach children in ways that their teachers are failing by
sparking their minds, stimulating their thinking, and inspiring their imagination.

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 addiction such as gambling which create negative social effects.

Video games can deprive a person from the real world. According to this
database, Users may play compulsively, isolating themselves from other forms of
social contact, and focus almost entirely on in-game achievements rather than
broader life events. (Weinstein 2010). This means video game addicts focus all of
their attention on the video game and they do not try to interact with life outside
the game. Symptoms a person can have are isolation from the outside world; the
person stays quarantined in their home, having no connection with the outside
world. They spend all day playing video games rather than being with friends and
family. They also make goals for themselves, but not life goals such as striving for
good grades, being in clubs or trying to get a boyfriend/girlfriend. Instead they
make video game goals as in trying to achieve in completing a certain level, getting
a high score or beating the whole game in one day. All these are symptoms of a
video game addict.

There have been various amounts of effects for video addicts. According to
this database, a study Found that self-reported sleep problems, depression, suicidal
ideation, anxiety, obsessions, and compulsions as well as alcohol and substance
abuse were positively related to the frequency of video game playing. (Mentzoni
2011). This means the syndromes that a video game addict can obtain range from
a minor problem (sleep problems) to major problems (suicide). When a person does
not have at least eight hours of sleep a day, he or she can develop stress and
become moody. This not only affects the video game addict themselves but also
family or friends that are close to the individual. The way suicides occur is some
people try to reenact what they play in the game. Violent video games are believed
to contribute in this factor. According to this article, One of the primary concerns
with violence in video games is that gaming is not passive. In order to play and win,
the player has to be the aggressor. Rather than watching violence, as he might do
on television, he's committing the violent acts. (Violence and Video Games). Video
games are rated to show the age appropriateness. Video games have ratings to
show the appropriateness of the video game. The ratings start at C, which means
children and range up to A which means adults only. The most common rating is E,
which stands for everyone. Most shooting and violent games are M for mature
which says they are only meant for people over the age of 17, meaning, only people
over the age of 17 can purchase these types of games. However, children and
teens are still able to get their hands on these games because parents or older
siblings buy them without noticing the ratings.
 Video game companies have made it easier for people to get more games at
a time by making them available for rent. People can now play a game for a week,
send it back and get another one. Another spike in video game addiction has been
remote controllers usage. Meaning when used for a long time, remote controllers
ran out of battery and people had to keep buying batteries but now people can buy
a rechargeable pack so that the player can never stop playing.

Video game addiction normally affects males more than females. As you can
see in the graph above, males play any type of video games more than females.
The graph consists of different console categories and shows how many males and
females play the console. In all the categories, males played more than females.

There could be trends though that children and teens can go through.
According to this database, Given trends for television usage, one might expect
videogame usage to increase across elementary school, peak at about middle
school, and drop off across high school The frequency of video-game play
appeared to be relatively steady from ages 8 to 13, and to decrease thereafter
(Gentile 2009). This means video addiction can be just a phase a person goes
through. Kids in elementary start using video games because everyone has them,
in middle school they have nothing else to do, but by high school, kids turn into
teens and start going to parties and joining sports teams which diminishes video
game use. These statistics are different for video game addicts though, because
according to the pie graph below, video game addiction affects 18-49 year old
people more than 18 and under people. The average age of a video game addict is
35 years old.

Video games do not just have negative effects on people; they can also have
positive effects. According to this database, Players play video games due to
various motivations and purposes. Some believe video games help them boost
mental skills and improve physical coordination reading ability, attention, hand-
eye coordination, and speed reactions to novel situations. (Shu-Hsun 2011). This
means that video games can contribute mental skills because some video games
require critical thinking and that can enhance peoples reaction. Also since most
video games require a remote control, hand-eye coordination increases a persons
movement. Some video games can also help people lose weight while exercising.
This method uses a kinetic sensor device, which is a motion sensor that does not
require a remote control. All you have to do is put the sensor device near your
television where it can scan the persons playing, and any kind of movement the
person does, the player on the television will do the same thing. This establishes an
exercise activity in which people who play will not be sitting on a couch. All kinetic
games promote the act for cardio activity. For instance; pumping your feet and
arms to make it seem like you are running. Other activities include jumping up and
down, dancing and even martial arts movements.

The video games industries are also a big market for the economy. According
to a Forbes research, citizens in the United States spend roughly between 16.3 to
16.6 billion dollars on video games a year. This also included online and mobile
games as well. The U.S. is not the only country that uses video games to boost the
economy; other countries as well succeed in selling video games. According to this
database, With the popularity of online games in South Korea, the total revenue of
the online gaming industry reached about 1.8 billion U.S. dollars in 2006, 24 percent
of which was comprised of revenue from the South Korean gaming industry. (Bong-
Won 2010). This means not only are people in the United States buying video
games, but also other countries purchase these games to increase currency in their
economy as well. The popularity and addictiveness to these games make people of
all age buy them.

Treatments for video game addicts include putting the person in a rehab
facility where the person has no access to a video game console or computer. A
family and friends intervention can also be useful to show the person what he/shes
been missing since being focused on video games. Another example can be
outdoor programs such as wilderness camps. According to this article, "Wilderness
camps" or "outdoor education," are highly effective in treating teens struggling with
behavioral problems like video game addiction or obsessive Internet use. (Why
Wilderness Works). These programs are designed to get people outside and interact
with nature. All the person has to do is call to get more information.

In conclusion, video game addictiveness can have various effects. As studies

show video games usage increase during middle school age but slowly decrease
throughout high school. The effects though can be more severe to some people and
can go on past high school. There are helpful websites that can instruct parents on
how to control their childs playing habits. Since this starts at an early age, the
websites target parents to be focused on what their children are playing and how
long they are playing it.

CHAPTER III

METHODOLOGY

This chapter contains the Research Design, Subjects of the Study, the
Research Instruments, Research Locale, Data Gathering Procedures, and the
Statistical Treatment Applied.

Research Design

The researchers used the descriptive co-relational to conduct this study

entitled ONLINE GAMING: a factor affecting the CMC-SHS academic interests

Research Locale

This research was conducted at Central Mindanao Colleges located at Osmea

Drive, Kidapawan City.

Subjects of the Study

 The researchers made use of the cluster A among the Senior High School
Students of Central Mindanao Colleges.

After choosing the respondents, each of them were given a survey

questionnaire to answer.

Table 1

Distribution of Survey Questionnaire to the selected SHS-Cluster A

CLUSTER A SECTIONS FREQUENCY

Temperance 10
Love 10
Justice 10
Fortitude 10
Wisdom 10
TOTAL: 50 respondents

Research Instruments

Survey questionnaire was used as the main instrument of the study to

determine the effects of online gaming among the Senior High School students. The
designed questions focused on the disadvantages and advantages of online gaming.

The questionnaire was prepared by the researchers themselves after doing a

research and vehement reading on the internet and browsing into related links. It is
made up of 10 questions containing interrogations concerning the effects of online
gaming to their academic interests if they ever been in to this.

The questionnaire has three parts. Part I contains the profile of the
respondents in terms of age, gender, section, online game/s they play, and the
length of time they usually spend in gaming. Part II focused on the effects they
experience from playing online games to their academics on the positive and
negative sides. Part III focused on the impacts of online gaming to them in the
aspects of Mental, Behavioral and Social.

The researchers initially distributed the survey questionnaire among the

selected SHS-Cluster A students in Central Mindanao Colleges. After the
questionnaire was sent back to the researchers, the responses were analyzed and
interpreted. It was done through the use of percentage and ranking.

Data Gathering Procedures

The researchers first looked for possible and necessary resources that could
help them in their study. After an intensive reading and browsing to related
literatures, they constructed ideas and a survey questionnaire containing questions
in concern with the effects of online gaming to their academic interests.

A letter of transmittal was then prepared and was submitted to their adviser,
and to the CMC-SHS head teacher for the approval in producing and distributing of
the questionnaires.

The researchers asked the permission to their adviser to allow them to

proceed with the distribution of the questionnaires in the Cluster-A sections.

With the permission granted, the researchers started the procedures in

gathering data for the conclusion. The researchers clearly explained all the
directions and items to the selected respondents from the five sections to ensure
understanding and correctness of their responses.

Retrieval of the questionnaires was done right after the fill-up. The responses
were tailed, analyzed and interpreted in accordance to the items found in the
instruments.

Statistical Treatment Applied

Percentage and ranking were used by the researchers to convert the

numerical data gathered from the questionnaires. Only tallying, getting of
percentage, and getting of ranking were the methods needed to come up with the
conclusion for the study. Descriptive statistics which include basic summary of the
data gathered was used to explain further the result of the study. The descriptive
statistics used frequency, percentage and ranking. These things could be explained
further in the following:

Frequency- pertains to the number of respondents that have the same

answer in a specific question.
 Percentage- used to determine the ratio of respondents that have
same answers with general number of respondents.

Formula: Wherein:

%= percentage
%= f x 100
N f= number of respondents
that answered the question.

N= total number of
respondents.

Ranking- used to determine the order of the results according to their

percentage.

References

Allison, S. E., Wahlde, L. v., Shockley, T., &Gabbard, G. O. (2006). The Development
of the Self in the Era of the Internet . American Journal of Psychiatry, 381-385.

Anderson, C. A. (2003). Violent Video Games: Myths, Facts, and Unanswered

Questions. Psychological Science Agenda.

Anderson, C. A., & Dill, K. E. (2000).Video games and agressive thoughts, feelings,
and behavior in the laboratory and in life. Journal of Personality and Social
Psychology, 772-790.

Anderson, C. A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J. D., Linz,
D., et al. (2003). The Influence of Media Violence on Youth.Psychological Science
and the Public Interest, 81-110.

Bartholow, B. D., & Anderson, C. A. (2001). Effects of Violent Video Games on

Aggressive Behavior: Potential Sex Differences. Journal of Experimental Social
Psychology, 283-290.

Block, J. J., & Crain, B. R. (2007). Omissions and errors in "Media violence and the
American public". American Psychologist, 252-253.

Burrill, D. A. (2008). Die tryin': Videogames, masculinity, culture. Popular culture &
everyday life. New York: Peter Lang.Coller, B. D., &Shernoff, D. J. (2009). Video game
based education in mechanical engineering: A look at student engagement.
International Journal of Engineering Education, 308-317.

Dietz, T. L. (1998). An exampination of violence and gender role portrayals in video

games: Implications for gender socialization and aggressive behavior. Sex Roles,
425-442.

Emes, C. E. (1997). Is Mr Pac Man eating our children? A review of the effect of video
games on children. Canadian Journal of Psychiatry, 409-414.

Escobar-Chaves, S. L., & Anderson, C. A. (2008).Media and Risky Behaviors. The

Future of Children, 147-180.

Gentile, D. A., Anderson, C. A., Yukawa, S., Ihori, N., Saleem, M., Ming, L. K., et al.
(2009). The effects of prosocialviedo games on prosocial behaviors: International
evidence form correlational, longitudinal, and experimental studies. Personalily and
Social Bulletin, 752-763.

Hitch, L., & Duncan, J. (2005). Games in higher ed: When Halo 2, Civilization IV, and
XBox 360 come to campus. Educause Evolving Technologies Commitee.

Rask, A. (2007). Video game vixens: Shaping men's perceptions of beauty? San
Francisco: International Communication Association Annual Conference.

Schie, E. G., &Wiegman, O. (1997). Children and videogames: Leisure activites,

aggression, social interaction, and school performance.

Journal of Applied Social Psychology, 1175-1194.

Schmidt, M. E., &Vanderwater, E. A. (2008).Media Attention, Cognition, and School

Achievement. The Future of Children, 63-85.

Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video Games and The
Future of Learning. The Phi Delta Kappan, 104-111.

Somaiya, R. (2009, January 6). Latest threat to student health: trolls and orcs.
Retrieved October 8, 2010, from The Guardian:
http://www.guardian.co.uk/education/2009/jan/06/world-of-warcraft-games-gaming-
addiction-network

UCLA Higher Education Research Institute. (2009). Your First College Year: National
Aggregat

Ahn, J. and Randall, G., 2008.

 Computer game addiction. [pdf] Available at: <
http://andrewd.ces.clemson.edu/courses/cpsc414/spring07/chp/team3.pdf >
[Accessed September 5th 2012] Alvesson, M. and Skoldberg, K., 2009.

Reflexive methodology: new vistas for qualitative research. London:

Sage Bowman, S.A., Gortmaker, S.L., Ebbeling, C.B., Pereira, M.A. and Ludwig, D.S.,
2004.

Effects of Fast-Food Consumption on Energy Intake and Diet Quality Among Children
in a National Household Survey.

Pediatrics. 113(1), pp 112-118. Block, J., 2008. Issues for DSM-V:

Internet Addiction. The American Journal of Psychiatry [e-journal] 165(3), pp. 306-
307 Available through:

Psychiatry Online [Accessed 7 September 2012] Brian, D and Wiemer-Hastings, P.,

2005. Addiction to the internet and online gaming.

Cyber Psychology & Behavior [e-journal] 8(2) pp. 110-113 Available through: Worlds
of education 43 Chan, E. and Vorderer, P., 2006.

Massively Multiplayer Online Games. In P. Vorderer, and J. Bryant, Ed. 2006.

Playing Video Game: Motives, Responses, and Consequences. Routledge, Taylor&

Francis Group. Charlton, J. P., and Danforth, I. D., 2007.

Distinguishing addiction and high engagement in the context of online game

playing. Computers in Human Behavior [e-journal] 23(3), pp.1531-1548 Available
through: Digital Library Diao, S. F., 2003.

Internet addiction: causes and treatment. Science, Technology, Dialectics, 20(6),

pp.50-53 Greene, R. R., 2008.

Human Behavior Theory and Social Work Practice (3rd ed) New Brunswick, N.J:
Aldine Transaction Hall, A. S., and Parsons, J. 2001.

Internet addiction: college students case study using best practices in behavior
therapy. Journal of Mental Health Counseling, 23. pp.312-322 Healy, K., 2005.
Social Work Theories in Context: Creating Frameworks for Practice. Palgrave
Macmillan: Hampshire IASO (2012),

About Obesity. [online] Available at: [30th October 2012 ]. Iowa State University,
2011.

Risks, Consequences of Video Game Addiction Identified in New Study.ScienceDaily.

[Online]. Available at: <
http://www.sciencedaily.com/releases/2011/01/110119120550.htm > [Accessed
24th March, 2011] 44 IFSW (2011)

International Federation of Social Workers, Definition of international social work

[online] Available at: < http://www.ifsw.org/> [Accessed 30th October 2012] Kvale, S
and Brinkmann,S., 2009.

Interviews. California: SAGE Publications. McLaren, L., and Hawe, P., 2005.
Ecological perspectives in health research. Journal of Epidemiology and Community
Health 59(1), pp. 6-14 Mu, S. Z., 2006.

Harmfulnesses of Internet Addiction Disorder to College Students Mentally and

Physically and Its Countermeasures.

Practical Medical Techniques. Vol. 17, 2006 Oxford dictionaries, 2012. Definition of
game. [Online] Available at [Accessed 5th September 2012]

Patton, M. Q., 2004. Qualitative Research & Evaluation Methods (4th ed) London:
Saga Payne, M., 2005.

Modern Social Work Theory (3rd ed) Palgrave Macmillan: Hampshire Robson, C.,
2002. Real World Research. (Second edition) Blackwell Publishing. Robson, C., 2007.

How to do a research project. Oxford: Blackwell Publishing. 45 Swedens Official

Gaming Website (2009):
http://www.sweden.se/eng/Home/Business/ICT/Reading/Computer-game-nation/
Syracuse University, 2007.
Online Multiplayer Video Games Create Greater Negative Consequences, Elicit
Greater Enjoyment than Traditional Ones. ScienceDaily.[Online]. Available at:
[Accessed 24th March, 2011] Wan, C.S and Chiou, W.B., 2006.

Why Are Adolescents Addicted to Online Gaming? An Interview Study in Taiwan.

Cyberpsychology & Behavior, 9(6), pp.762-766. Weaver, J. B, Mays,D, Weaver, S.S.,
Kannenberg, W., Hopkins, G.L., Eroglu, D. and Bernhardt, J.M., 2009. Health-Risk
Correlates of Video-Game Playing Among Adults.

American Journal of Preventive Medicine, l37(4) Widyanto, L and McMurran, M.,

2004. Psychometric properties internet addiction test.

CyberPsychology and Behavior (7)4, pp. 443-450 Young, K.S., 2007. Treatment
Outcomes with Internet Addicts. CyberPsychology & Behavior. 10(5), pp.671-679.
Young, K.S., 2010.

Understanding online gaming addiction and treatment issues for adolescents. The
center for internet addiction recovery [e-journal] Available through:
Netaddiction.com Young, K., January, 1999.

Internet addiction: symptoms, evaluation and treatment. In L. VandeCreek & T.

Jackson (Eds.). Innovations in Clinical Practice: A Source Book Vol. 17; pp. 19-31.
Sarasota, FL: Professional Resource Press. 46 Zhang, G. 2007.

The study of Internet Addiction Disorder on undergraduate students.

Journal of Wuhan University of Technology (Social Sciences Edition), 20 (4), pp.499-

502 Zhuo, M.M., 2007.

The symptoms and treatment of undergraduate students internet addiction. Journal

of Chinas Adult Education, Vol.17, 2007 p.39-40

Morrision M, Krugman DM. A look at mass and computer mediated technologies:

Understanding the roles of television and computers in the home. Journal of
Broadcasting and Electronic Media. 2001;45:13561.

Anderson CA, Dill KE. Video games and aggressive thoughts, feelings, and behavior
in the laboratory and in life. J Pers Soc Psycho. 2000;78(4):77290. [PubMed]
Anderson CA, Bushman BJ. Effects of violent video games on aggressive behavior,
aggressive cognition, aggressive affect, physiological arousal, and prosaically
behavior: a meta-analytic review of the scientific literature. Psycho
Sic. 2001;12(5):3539. [PubMed]

Manteqi M. A study of video and computer games outcomes. 1st ed. Tehran:
Farhang and Danesh[Persian]; 2001.

Patton GC, Sawyer SM. The Medical Journal of Australia-MJA 2000. Media and young
minds. 173:5701. Available from: URL: Asadollahi SR. Computer games training
next generation. Rahavard- e-Noor. 2005;13:3642. [Persian]

Doran B. [MSc Thesis] Tehran: Tehran University, Faculty of Education and

Psychology[Persian]; 2002. Relationship between computer games and social skills
of male students in high schools of Tehran. pp. 4055.

Sherry J, Lucas K. Proceedings the annual meeting of the International

Communication Association; Video Game Uses and Gratifications as Predictors of
Use and Game Preference; San Diego, California: 2003. pp. 12pp. 415.

Klin JD, Freitag E. Enhancing motivation using an instructional game. Journal of

Instructional Psychology. 1991;18(2):117.

Ahmadi S. Social effects of computer games on male students in third year of

guidance school in Isfahan city. Quarterly of public culture [Persian] 1998;1&17:87.
Zahrakar K. Tehran: Bonyad Shahid office of Tehran province; 2003. Relationship
between religiousness and physical-mental health of students in Shahed high
schools of Tehran province. [Persian] [Unpublished research]
Palahang H. [MSc Thesis] Tehran: Iran University of Medical Sciences; 1995.
Epidemiology of mental disorders in Kashan. [Persian]
Yaghubi N. Tehran: Iran University of Medical Sciences; 1995. Epidemiology of
mental disorders in urban and rural parts of Somesara. [MSc Thesis] [Persian]
Shamloo S. Mental health. 14th ed. Tehran: Roshd Publications; 1999. [Persian]
Turner JR. Individual differences in heart rate response during behavioral
challenge. Psychophysiology. 1989;26(5):497505.
Shimai S, Masuda K, Kishimoto Y. Influences of TV games on physical and
psychological development of Japanese kindergarten children. Percept Mot
Skills. 1990;70((3 Pt 1)):7716.
Payne J, Colewell J. Negative correlation of computer game play in adolescent.
2000. www.nlm.nih.gov.
Schutte NS, Malouff JM, Post-Gorden JC, Rodasta AL.
Effects of playing video games on children's aggressive and other
behaviors. Journal of Applied Social Psychology. 1988;15:45460.
Angeles, M. L. 2004. An Inquiry on the Determinants of School Performance in the
Primary and Secondary Levels: Philippine Case.

Undergraduate Thesis. UP Diliman. Chuang, T. Y., and W. F. Chen. 2007.

Effects of Digital Games on Childrens Cognitive Achievement.

Journal of Multimedia 2(5): 30. Costales, A. C., et al. 2000. ECONOMICS:

Principles and Applications. Quezon City: JMC Press, INC. 322 p. Maugo, M. R. G.
2007.

Analysis of Factors Affecting Dropouts in Los Baos National High School.

Undergraduate Thesis, UP at Los Baos. Mitchell, A., and C. Savill-Smith. 2004.

The use of computer and video games for learning: 7-24. 50 p. Oliveros, R. P., and
M. T. Sapio. 2007 Into IT: Computers and Student Academic Achievement in Public
Secondary Schools. Undergraduate Thesis. UP Diliman.
 Central Mindanao Colleges

THE INFLUENCE OF ONLINE GAMING ON ACADEMIC INTEREST AMONG THE

SENIOR HIGH SCHOOL STUDENTS

Survey Questionnaire

Name: _______________________________________ Section: _______________Gender:

______

Online Games commonly played: ______________Length of time spends in

playing: _____

Please read the statements below regarding online gaming. The

questionnaire REFERS TO ONLINE GAMES exclusively, but we use the expression
game in each statement for simplicitys sake.

Please put a check () mark to the box provided.

 Questions Strongly Strongl
Disagree Disagr Neutr Agre y Agree
ee al e
1. Do you find peace in
gaming?
2. Do you feel satisfaction
from playing online
games?
3. Do you find Online
Gaming more fun than
learning your lessons?
4. Do you feel spending
more time to play than do
home works?
5. Does Online gaming let
you progress on your
Academic tracks?
6. Does Online Gaming
develop your self-esteem
to join school activities?
7. Do you often daydream
about gaming?
8. Does gaming goodly
affected your
psychological
development?
9. Does Online Gaming
make you more focused
on class discussions?
10.Do you get your projects
and home reports done
though youre gaming?
11.Does Online Gaming
make you more
responsible to your
studies?
12.Do you not neglect other
activities because you
would rather game?
13.Do you feel time stops
while gaming?
14.Do you find gaming as
more fun than learning?
15.Does Online Gaming help
you gain more interest in
Academics?