Chapter 1 Effects Online Games Addiction

CHAPTER 1
(EFFECTS
ONLINE
GAMES
ADDICTION)
SUBMITTED BY:
MARK ANTHONY D. ALMADEN
SUBMITTED TO:
MR. JIAN NEERU MONTALLANA
i.INTRODUCTION:
Among the internet users, adolescents are more likely encounter the issue of internet
addiction. The adolescents students, in particular, are the highest at risk group. A significant percentage
of teenage online game enthusiasts spent much more time in cyber cafe`s than they did in school or
on school-related activities. Online games addiction has thus become issue worthy of extensive
exploration.
Some of the research on Internet use indicated that during the browsing of the internet,
persistent involvement might result in occurrence of flow. In addiction, based upon empirical evidence ,
researchers found out that the flow is important factor for the user of online games.
Szalvatiz proposed that the internet users who encounter obstacles with interpersonal
relationships are eager to intimately access to internet. The advance of internet technology allows the
user to consistently learn how to overcome the challenges from which they obtain the needed of
personal achievement. Usage of online s is associated with the satisfaction of diverse needs for player.
Therefore, this research aimed to probe into the online games addicts` motives from perspectives of
flows theory.
ii. statement of the problem

1.What is online game?
2.Who is the common addict on online games?
3. What is the effect of online games addiction?
4. What online games have you play?
III.OBJECTIVES
 To know the effects of being addicted on online games
 To know what are the benefits of online games
 To know the most common online games
 To know who is most addict on online games
iv.hypothesis
An online game is a video game that is either partially or primarily played through the Internet or
another computer network. Online games are ubiquitous on modern gaming platforms,
including PCs, consoles and mobile devices, and span many genres, including first-person
shooters, strategy games and massively multiplayer online role-playing games (MMORPG).
The design of online games can range from simple text-based environments to the incorporation of
complex graphics and virtual worlds. The prominence of online components within a game can range
from being minor features, such as an online leaderboard, to being part of core gameplay, such as
directly playing against other players. Many online games create their own online communities, while
other games, especially social games, integrate the players' existing real-life communities.
Online game culture sometimes faces criticisms for an environment that might promote cyberbullying,
violence, and xenophobia. Some gamers are also concerned about gaming addiction or social
stigma. Online games have attracted players from a variety of ages, nationalities, and
occupations. Online game content can also be studied in scientific field, especially gamers' interactions
within virtual societies in relation to the behavior and social phenomena of everyday life.
V.SIGNIFICANCE OF THE STUDY

This study will be valuable and significant to children, parents, readers and future researchers. Children.
This study is primarily important to children, for it will give them information about the impacts they
may get from online gaming. Parent. This study will help the parents to have enough knowledge about
theimpacts of online gaming among their children .Readers. This study will help the readers to have the
understanding about the impact of online gaming .
Future Researchers. This may serve as a basis for future research that they will conduct.
VI.THEORETICAL FRAMEWORK
VII. THEORETICAL BACKGROUND

The potential of video games for learning is now widely accepted among the community of Educational
Technology (Quinn, 1997; Jones, 1998, Amory, 2001; Rieber, 1996; Prensky, 2001; Gee, 2003). Contrary
to common belief, play and games are not specific to children, but constitute an essential activity for
adults too (Huizinga, 1938; Rieber, 1996). Play is not frivolous but can be quite serious (Rieber, 1996).
The recent explosion of computer and video games in modern culture makes it even more obvious that
games are to be considered as a new medium, with unique properties.
Among the most cited advantages of video games over other instructional technologies are their
motivational appeal and their compatibility with modern pedagogy (Kirriemuir & McFarlane, 2004, p.
19).
In terms of motivation, it is argued that games are intrinsically motivating; players are motivated to play
regardless of the consequences of the learning activity (Malone & Lepper, 1987; Jones, 1998). This is
related to one fundamental characteristic of a game: the fact that it has no perceived utility for the
player (Huizinga, 1938). Games are played because they provide a multitude of emotions, such as fear,
surprise, pride, relief, etc. and have other motivational aspects such as challenge and fantasy. Given this
intrinsic motivation to play, several educational games have been developed, including all the games
considered as “edutainment”. While it has been shown that games in certain contexts provide higher
levels of motivation of engagement than traditional education (Wishart, 1990 in Hays, 2005), the level of
engagement or “gameplay” of these titles seems lower than in pure entertainment games (Hagbood,
2005), as if adding pedagogical constraints to a game diminished the motivation. In other terms,
“making learning fun”, as stated by Malone & Lepper (1987) remains a difficult task (Hays, 2005).
In terms of pedagogy, the active nature of games encourages learner-centered pedagogy. As described
by Rieber (1996), play is a natural learning strategy for children according to the Piagetian theory; this
makes video games suitable for computer-based learning. Game-based learning is usually associated to
the situated learning theory (Brown, Collins & Duguid, 1989), because in many games, especially 3D
games, any action has a meaning within a situation in the game (Gee, 2003, p. 84). However, in many
educational games, the player's actions are not used to promote situated learning. Indeed, among
players' actions, some are dedicated to learning while others are purely for the game play, resulting in a
dissociation between game and learning which is contrary to situated learning. This insufficient
integration between game and learning is also reported by several research studies (Malone & Lepper,
1987; Kirriemuir & McFarlane, 2004; Habgood, et al., 2005; Szilas & Sutter-Widmer, 2009).
Besides, using existing games for educational purposes is very difficult, since the games were not
designed for that purpose. For example, several practical difficulties are reported when using
commercial history strategy games to learn history in a classroom environment (Egenfeldt-Nielsen,
2004; Connoly & Stansfield, 2006).
VIII. CONCETUAL FRAMEWORKS
Research indicates that there are many impacts of online gaming among the students ages 12-20 of
GVBNHS. Studies have been conducted assessing the impacts of online gaming. As an input, there
searchers will gather all the information about the impacts of online gaming among the students ages
12-20. To carry out the study, the researchers conducted a survey among the students ages 12-20 of
GVBNHS. As a result, the researchers discovered the impact of online gaming among the students.
Ix. scope and limitation

This study was mainly concerned and limited only with the impacts of online gaming among the
students of GVBNHS.
X. DEFINITION OF TERMS
For clearer understanding of the work, the following terms were defined: Advantage. A benefit or gain .Disadvantage.
Something that makes a situation worse or that makes somebody or something less effective or desirable. Impact. The
powerful or dramatic effect that something or somebody has. Internet. An electronic communication network that connects
computer network and organizational computer facilities around the world. Online game. Game that can be run from an
internet browser and requires the internet connection. Technology. The practical application of knowledge especially in a
particular area

Chapter 1 Effects Online Games Addiction

Uploaded by

Copyright:

Available Formats

Chapter 1 Effects Online Games Addiction

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1 Effects Online Games Addiction

Uploaded by

Copyright:

Available Formats

CHAPTER 1

ii. statement of the problem

V.SIGNIFICANCE OF THE STUDY

VII. THEORETICAL BACKGROUND

VIII. CONCETUAL FRAMEWORKS

Ix. scope and limitation

You might also like