Isabela State Univeristy

Echague,Isabela

THE INFLUENCE OF ONLINE GAMING ON ACADEMIC INTEREST AMONG THE COLLEGE

STUDENTS

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 epitomeof 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 student’s 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 teen’s
involvement to modernization and preparation for the 21st 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
individual’s 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 College students of Isabela State University.

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 College students?

3. What is the level of academic interest of the College students?

4. Is there a significant relationship between Online Gaming and the College student’s
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 children’s 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.

Objectives of the Study

The purpose of this study was to find out how online games affect the students'
intellectual capacity in relation to their academic performance .
The purpose of this study was to find out how these online games affect the
students' intellectual capacity in relation to their academic performance and
social behavior.

Assumptions of the Study

This study expects to have the effects of online gaming among the College
Students of ISU be identified and to help the parents be informed about online gaming
affecting their child’s performances and interest in schooling.

Scope and Delimitations

This study is mainly concerned and limited only with the effects of online gaming
among the Colleg students of Isabela State University.
Definition of Terms

 Online games- are games played or run online that requires Internet
connection.

 Academic interest- One’s 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 brain’s 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 unhealthfulbehaviors (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 University’s 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 didn’t 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
man’s 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 people’s reaction. Also since most video games require a
remote control, hand-eye coordination increases a person’s 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 person’s
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/she’s 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 child’s 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 College students of ISU on their academic
interests”

Research Locale

This research was conducted at Isabela State University located at

Echague,Isabela.

Subjects of the Study

The researchers made use of the cluster A among the College Students of
Isabela State University.

After choosing the respondents, each of them were given a survey questionnaire
to answer.

Table 1

Distribution of Survey Questionnaire to the selected courses

 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 College 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 forced 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, course, 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
College students in Isabela State University. 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.

Wherein:
Formula:
%= percentage

f= number of respondents
that answered the question.

N= total number of
respondents.
 %= f x 100
N

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

percentage.

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 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 simplicity’s sake.

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

Questions Strongly Strongly

Disagree Disagree Neutral Agree Agree
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 you’re 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?