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Impact of Online Gaming on the Academic Performance of College Students of

Capiz State University Dayao Satellite College.

General Objective:
The main purpose of this study was to determinethe Impact of Online Gaming on the
Academic Performance of College Students of Capiz State University Dayao Satellite
College.
Specific Objectives:
Specifically, this study seeks to answers the following questions.
1. What is the socio demographic profile of the respondents in terms of:
a. sex
b. age
c. Course
d. Year level
e. Estimated family income
f. Monetary daily allowance?
2. What is the level of impact of the online gaming activity of the respondent in

3.

terms of:
a.
Frequency of playing online games
b.
Length of time spent playing online games
c.
Online games commonly played
d.
Amount of money spend for online gaming?
Is there a significant relationship between online gaming activity to the academic
performance of the respondent in terms of:
a.
Scholastic Attendance
b.
Grade
c.
No. of Subjects dropped?

4.

Is there a significant difference on the level of students academic performance


and the extent

of online gaming of the respondent when grouped according to

the socio demographic profile?


Theoretical and Conceptual Framework
The framework of this study is premise on MalonesTheory of Intrinsically Motivating
Instruction(1988). Intrinsically Motivating Instruction takes place in computer gaming
where most of the players were challenge, which can be personally meaningful to them
and may be generated by the game to keep player involved. Because most of the
computer games have series of goals, missionsand unclear outcome, it keeps the
player engaged and motivated.When a player is challenged and succeeds through the
struggle, the players self-esteem increases. Players fantasize online games as mental
images that created an interaction to the environment. Integrating this intrinsic fantasies
creates more engagement that increases memory of the materials, indulge players
emotional needs, and could help them to learn skills within a meaningful context of the
games. Malone (1988) also added on his theory that engaging in online gaming, the
sensory curiosity is activated by the aesthetics of the game Cognitive curiosity is
triggered by presenting opportunities for the player to better their knowledge.
This study was also founded on the theories of Young (2009) which states that
online gaming addiction process begin with a preoccupation and obsession with
gaming. Most of the gamers think about the game even there were offline and often
fantasize about playing when they should be concentrated on other things. Instead of
thinking about the paper that needs to be completed for school, or ongoing to class, or

studying, the gamer becomes completely focused on playing the game. Gamers start to
miss deadlines, neglect work activities and playing games becomes their main priority.
According to Wang (2011) gamers who play online games compulsively, resulted
to isolating themselves from social contact and focusing almost entirely on in-game
achievements rather than-out game life events such as academia. Players see the ingame life as more important than out-life. This means they spent play almost all the time
to online games.

Conceptual Framework

This conceptual framework is presented to guide the researcher in the conducting of the
study. It is based on the concept that thesociodemographic profile of the respondent
consisting sex, age, course, year level and monetary daily allowance will served as the

independent variables. Level of impact of Online Gaming which includes Frequency of


playing online games, length of time spent playing online, online games commonly
played and the amount of money spend for online games, are the intervening variables
that influences the academic performance of the respondents involvingscholastic
attendance, grades and the number of subjects dropped in a school semester as the
dependent variables.

Independent
Variables
Socio Demographic
Profile
a.
b.
c.
d.
e.
f.

Sex
Age
Course
Year Level
Estimated Family
Monthly Income
Monetary daily
allowance

Intervening Variables

Dependent Variables

Online Gaming

Academic
Performance

a. Frequency of playing
online games
b. Length of time spent
playing online
c. Online games
commonly played
d. Amount of money
spend
for
online
games

a. Scholastic
Attendance
b. Grades
c. No. of Subjects
dropped

Figure 1. Shows schematic illustration of the components of the study.


References:
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive
Science, 5(4), 333-369.
Steinkuehler, C. A. (2004). Learning in massively multiplayer online games,
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http://www.learning-theories.com/intrinsically-motivating-instruction-malone.html
.