CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data in tabular presentation, analysis and interpretation

of findings based on the results of the statistical treatment applied. The data are organized in

sequential order based on the statement of the problem in Chapter 1.

Results and Discussion

Table 1

Frequency and Percentage in terms of Age of Respondents

Age Frequency Percentage (%)

16 to 17 15 50

17 to 18 15 50

Total 30 100

Table 1.1 showcases the distribution of research respondents according to age. 99 or 40%

of the total number of respondents were aged 16 to 17 years old. 50% or 15 of the respondents

were aged 17 to 18 at the time the survey was administered.

In this article, According to (Griffiths, 1998) which showed students addicted to online

mobile games only tend to play games and avoid socializations. The results of the present study

showed that in general, there was a significant difference between soft skills of senior high

school students and online mobile games. In addition, they showed that the individuals who were

addicted to these games had lower soft skills than those who were normal.
Table 1.2

Frequency and Percentage in terms of Sex of Respondents

Sex Frequency Percentage (%)

Male 12 50

Female 15 50

Total 30 100

Table 1. 2 present the demographic profile of the respondents in terms of sex. Among the

30 participating students, 50% are male and 50% are female.

In this article, Students achieving high scores respond more positively to online games

compared to low achieving students. Regarding genre perceptions, male students express more

enthusiasm towards digital gaming than female students, or at least spend more time playing

computer games compared to girls (Hainey et al., 2011).

In this article, this may be due to the fact that boys tend to be more familiar with

computers and web-based technologies. Girls may choose to avoid digital game-based learning

methods, due to their negative preconceptions about gaming, preventing them from harnessing

the positive aspects of online gaming (Chen et al., 2010). These studies indicate a difference in

perception based on gender when engaging in DGBL environments.

In this Article, However, research by Riemer and Schrader (2015) concluded that female

students reported a more positive attitude and perception of affective quality compared to the
male students. Also, high assessment scores in web-based games depend on the professional

experience of the players.

In this Article, Unexpectedly, in Dzeng et al.’s experimental survey (2014), despite the

high test scores achieved in both web-based and paper-based games, students without work

experience achieve the highest post-test scores, probably because they are more familiar with

using technological tools.

In this article, MMOGs also have multiple quests that gamers need to accomplish them

collaboratively. Online gamers can form meaningful relationships with other gamers and alter

these relationships (Jansz & Martens, 2005). Cole and Griffiths (2007) made a study with 912

gamers and found that 76.2% of the males and 74.7% of the females made good friends within

the game environment. Digital games can lead to a social environment in which gamers interact

and form meaningful relationships (Krotoski, 2004: Weibel et al., 2007). Females and males

differ in digital worlds in terms of forming relationship. Cole and Griffiths (2007) found that

male gamers tended to make friends in a game environment. On the other hand, female gamers

were more likely to form relationships in real environment.

Table1.3

Frequency and Percentage in terms of Strand of Respondents

Strand Frequency Percentage (%)

TVL 30 60

STEM 30 40

Total 30 100
 Table 3 shows the distribution of students according to strand. There were 15 or 50% of

TVL students that participated in this research. From the STEM strand, 15 or 50% of students

from this strand participated.

In this article, the data also represents a wide range of DepEd K-12 strand areas. Some

cover multiple areas, for example Deped K-12 Strands Curriculum (DepEd. 2015), or even just

two strand areas, such as TVL and STEM (DepEd, 2013), while others refer to only one

academic discipline. The subject areas are sorted into larger categories, with the most common

area being DepEd K-12 Curriculum.

Table 1.4

Mean and Standard Deviation of Online Mobile Gaming, Online Engagement and Player

Motivation

Mean Std. Deviation

GAMING 2.55 .55

ONLINE ENGAGEMENT 2.41 .63

PLAYER MOTIVATION
2.59 .62

Table 1.4 showcases a descriptive analysis of online gaming, online engagement and

player motivation. The Mean score of the students’ player motivation is 2.59 with Standard

Deviation .62, which means that students are motivated to play games. It is 2.41 and .63

respectively for the students’ online engagement; it indicates that the students are somehow

addicted. The Mean score of the students’ online gaming is 2.55 with Standard Deviation of .55,

which indicates that the students are engaged in playing online games.
 In this article, According to research almost 85% of a class population plays mobile

games, at least 50% of that plays online mobile games like ML and AOV. Most of the time these

students are very easy to spot. Actually, it is a common scene within a classroom to find students

holding their mobile phones during breaks times. The students are so preoccupied by mobile

games that sometimes they tend to set aside more important things just so they can play.

Reviewing and studying in between classes and after school became none existent. A student

plays an average of 3-4 hours a day on weekdays and about 4-6 hours on weekends. That sum of

time can be spent on something more productive. Though studies concluded that the effects of

mobile gaming do not exponentially affect the school performance of students as long as the

gaming is kept at a manageable level and in moderation.

Table 1.5

Mean and Standard Deviation of Socialization

Mean Std. Deviation

SOCIAL 2.88 1.14
IN-GAME 2.84 .72
OUT-GAME 2.91 2.1

It is observed from Table 1.5 that the Mean score of socialization of the students outside

the game is 2.91 with Standard Deviation 2.1, it indicates that students are sociable in real life.

Respectively, 2.84 and.72 is the Mean score and Standard Deviation for the students’

socialization inside the game, which indicates that the students show socialization even within

online games. Socialization of the students has a Mean score of 2.88 with Standard Deviation

1.14, this indicates that overall, the students are sociable

 In this article, Teamwork, however, seems to be a controversial issue in Costa, 2014)

which evaluates improvement of knowledge sharing. Some learners consider teamwork as a

means to facilitate decision making in a game, while others express dissatisfaction due to their

peers, be it the latter’s reluctance to take on responsibility or poor negotiation capabilities.

In this article, Research by Bolliger et al., 2015) similarly indicates that some learners

remain hesitant, as they feel the use of games may actually decrease opportunities for

communication with peers and instructors.

In this article, (Merchant et al., 2014) conclude that student performance is enhanced

when playing individually rather than in a group.

Table 1. 6

Mean and Standard Deviation of Soft Skills such as Flexibility, Problem Solving, Work Under

Pressure and Socialization

Mean Std. Deviation

SOFT SKILLS
2.6 .38

FLEXIBILITY
2.66 .7

PROBLEM SOLVING
2.63 .62

WORK UNDER PRESSURE

2.59 .68

SOCIALIZATION
2.52 .48

Table 1.6 shows a descriptive analysis of Soft skills such as flexibility, problem solving,

and working under pressure and socialization. The Mean score of students with flexibility is 2.66

with Standard Deviation .7, it indicates that the students are problem solving. Respectively, 2.63
and .62 is the Mean score and Standard Deviation for the work under pressure of the students,

meaning that the students are emotionally stable. Whereas it is 2.59 and .68 for the work under

pressure of the students, which indicates that the students have socialization and the Mean score

of the students’ socialization is 2.52 with Standard Deviation .48, it indicates that the students are

self-regulated. The Mean score for the students’ Soft skill is 2.6 with Standard Deviation .38,

which means that the students exhibit a positive soft skills overall.

In this article, Behavioural objectives for higher education students refer to the

enhancement of teamwork and improvement in relational abilities (Ranchhod, 2014), as well as

stronger organisational skills, adaptability and the ability to resolve conflicts (Vos &

Brennan, 2010).

In this article, Simulation games are often seen as powerful tools in promoting

teamwork and team dynamics (Stanley & Latimer, 2011), collaboration (Hanning, 2012),

social and emotional skills (Ahmad et al., 2013), and other soft skills, including project

management, self-reflection, and leadership skills (Siewiorek, 2012; Wang et al., 2016), which

are acquired through a reality-based scenarios with action-oriented activities (Geithner &

Menzel, 2016).

Table 1.7

Pearson r Correlation Analysis between Online Mobile Gaming and Soft Skills

SOFT SKILLS

ONLINE Pearson Correlation 1 .172**

GAMING Sig. (2-tailed) .009
N 30 30
 Table 1.7 shows a correlation analysis using Pearson product moment coefficient of

relation (Pearson r) was performed to determine the relationship between online mobile gaming

and the soft skills. Results show that gaming is positively related with soft skills (r = .172,

p<.009), which means that online mobile gaming and soft skills are related to each other.

In this article, it may be hard to fathom but gaming was actually a very old leisure activity.

Gaming has evolved through the decades, from arcade shooting games from the 70’s and 80’s to

the Family computer and console games of the 90’s to the early 2000’s. Game is an innate

pastime that grew with some of us.

In this article, today however, gaming is a whole another level thanks to the invention of

the internet. Originally internet was created as a source and storage of information, yet through

the year’s people has come to use the commodity for several other purposes, one of which is

online gaming. A couple of years ago online gaming is usually played on PC or desktop

computers at home or at computer cafes. Teenagers of the 2010’s to 2016’s flock computer

establishments mostly after school or after lunch on weekends.

In this article, But as technology progress further, gaming went from stationary to portable

through handheld devices like tablets and smart phones. Now-a-days there are tons of games to

choose from. From the all so popular Mobile Legends (ML) to Arena of Valour (AOV) to Rules

of Survival (ROS), there is a flavour for everyone. And as the gaming becomes more and more

accessible, the people who plays it becomes more and more hooked. If before when PC games

are at its peak, when asked teenagers consider playing online games as a source of entertainment

and a way to get out of the heat (since most computer cafes are air-conditioned) now in an era of

mobile internet and smart phones, gaming is a way of life.

Table1. 8

Pearson r Correlation Analysis between Online Gaming and Soft Skills

GAMING SOFT SKILLS

GAMING Pearson Correlation

1 .370**
Sig. (2-tailed) .000
N 30 30

Table 1.8, it showcases a correlation analysis using Pearson product moment coefficient

of relation (Pearson r) was performed to determine the relationship between gaming and soft

skills. Results show that gaming is positively related with soft skills (r = .370, p<.001), which

means that online gaming is related to the soft skills are of the gamers

In this Article, In our efforts to go deeper into the topic about the relationship between

the use of commercial video games and the development of Soft Skills (those qualities so

desirable for workers as cognitive flexibility, communication or stress management, among

many others), we are focussed now on video game genres. Our main hypothesis is there is a

relationship between video games genres and specific families of soft skills because the kind of

players’ interactions that are usually being carried out in this video games by genre.

In this article, It seems to be logical to think on this relationship between soft skills and

video games genres when someone is playing Counter Strike he or she would be not developing

the same soft skills as when playing Candy Crush. At least there would be a different set of these

soft skills to be developed on each playing. Why? Because the carried out actions during one or

another game are quite different. For example, it is not the same to accurately aiming and

coordinating a bunch of playmates team with a high demand of effectiveness compared to

solving several puzzles within a limited amount of time gathering three or more candies of the
same color. In this article we try to analyze some of the most common video game actions

according to their genre, explaining their differences in detail and, finally, trying to establish a

hypothesis of correlation between specific genres of videogames and the skills they train.

Table 1. 9

Pearson r Correlation Analysis between Online Mobile Gaming and Soft Skills such as

Flexibility, Problem Solving, Work under Pressure and Socialization

GAMING
FLEXIBILITY Pearson Correlation .161*
Sig. (2-tailed) .014
N 30
PROBLEM SOLVING Pearson Correlation .126
Sig. (2-tailed) .057
N 30
WORKING UNDER Pearson Correlation .257**
PRESSURE Sig. (2-tailed) .000
N 30
SOCIALIZATION Pearson Correlation .364**
Sig. (2-tailed) .000
N 30

In Table 1.9, a Correlation analysis using Pearson product moment coefficient of

correlation (Pearson r) was performed to determine the relationship between online mobile

gaming and Soft skills such as flexibility, problem solving, work under pressure and

socialization. Results show that gaming is positively related with flexibility (r = .161, p<.014),

indicating that students with an extrovert personality is more likely to play online games.

Likewise, working under pressure is positively related to online mobile gaming (r = .2.57,

p<.001), where those who exhibit working under pressure inclines to playing online games.

Socialization also shown a positive relationship with online mobile gaming (r = .364, p<.001),
indicating that many students who play online games have high soft skills. However, flexibility

is not related with online mobile gaming.

In this article, In order to improve our technique to assigning Skills to Achievements we

thought that using the division of video games by gender can help us a lot. Why? Because video

games are divided into genres and since these groups share a series of gameplay modes and

characteristics, these can be translated into actions performed in a very similar way. In this case

we would have very similar interactions and, probably also, similar achievements.

So for example, a player who plays a soccer game, is developing skills almost identical to

another player who plays an alternative IP (ie. one player using FIFA and the other one

playing PES). Perhaps the only notable differences is in the fact that have their own

Achievements, but playing an amount of hours will train these skills in a very similar way

regardless of which is played.

In this article, in principle there are 42 categories of video games according to Mark J. P.

Wolf (2001) and we know that even since these categories were written, some more have been

added. We decided to simplify the search a bit in order to carry out a preliminary analysis easier

to understand.

Table 1.10

Pearson r Correlation Analysis between Online Mobile Gaming, Social (In-Game) and Social

(Out-Game)

GAMING
SOCIAL Pearson Correlation .310**
(IG) Sig. (2-tailed) .000
N 30
SOCIAL (OG) Pearson Correlation .080
Sig. (2-tailed) .226
 N 30

On Table 1.10, a Correlation analysis using Pearson product moment coefficient of

correlation (Pearson r) was performed to determine the relationship between online gaming,

social (in-game) and social (out-game). Results show that online mobile gaming is positively

related with social (in-game) (r = .310, p<.001), indicating that soft skills within the game is

closely related to online mobile gaming. However, social (out-game) is not related with online

mobile gaming.

In this article, MMOGs gamers prefer spending time in game environment instead of

socializing in the real environment which can be labelled as “anti-social” or “introverted” (Cole

& Griffiths, 2007). Yee (2006) did a research on MMOGs and stated that they allowed new

forms of social interaction and identity. According to Krotoski (2004), MMOGs encouraged

group interaction and involvement which results in personal empowerment and good

relationships. It is labelled as social interaction because gamers collaborate and accomplish

common tasks (Cole and Griffiths, 2007).

Table 1.11

T-test Results Comparing TVL and STEM on Online Gaming Engagement

Std.
Strand Mean df t-value p
Deviation
GAMING
TVL 2.54 .46
228 -.5 .616
STEM 2.57 .66

In table 1.11, to determine whether the gaming engagement of TVL differs with STEM

students, independent sample t-test was performed. It is observed from Table 11 that the Mean
score of TVL students who play online games is 2.54 with Standard Deviation .46, whereas it is

2.57 and .66 for STEM students. Results show that there is no significant difference between the

gaming engagement of TVL and STEM students (t (228) = -.5, p>.616).

In this article, Studies of entertainment games also provided further evidence that playing

entertainment games informally leads to improvements in attention and visual perceptual skills

(Green & Bavelier, 2006). Given how difficult it can be to design a game to improve learning

intentionally, it is somewhat surprising that games which were not explicitly designed to support

the acquisition of these skills do exactly that. The visual perceptual skills that playing these

games supports are generic or transversal competences which underpin success in Science,

Technology, Engineering and Mathematics (STEM) subjects. Since boys are the most frequent

players of these entertainment games, there has been concern that play

Table 1.12

T-test Results Comparing TVL and STEM on Socialization

Std.
Strand Mean df t-value p
Deviation
SOCIALIZATION
TVL 2.93 1.42
228 .78 .439
STEM 2.8 .51

In table 1.12, to determine whether the socialization of TVL differs with STEM students,

independent sample t-test was performed. It is observed from Table 12 that the Mean score of

TVL students is 2.93 with Standard Deviation 1.42, whereas it is 2.8 and .51 for STEM students.

Results show that there is no significant difference between the socialization of TVL and STEM

students (t (228) = .78, p>.439).

 In this article, about half of all adolescents are gaming for two or more hours per day,

spending more time at home and less time out on socializing. There are well-documented risks to

social development, physiology, sleep, mental health and school performance. The lack of social

skills where an adolescent doesn’t have the proper manner in socializing with others and the

different possible health problems such as: worsening of blurred eye sight and improper way of

gaining weight, there are just few examples of the bad effects of online gaming.

In this Article, When an adolescent begins to focused on the game, it would have a big

impact on their social activities, especially when our subject are grade 11 students.Kuss and

Griffiths (2012) stated that internet addiction has been considered as a serious threat to mental

health and the excessive use of the internet has been linked to a variety of negative psychosocial

consequences, regarding the neuroimaging studies which shows the similarities between

different types of addictions, specifically issues with the online gaming of the young people. Too

much is bad, but it can also help students enhancing their academic skills. Playing online games

isn’t that bad for the young people, in fact it can help adolescent to increase their academic

performance in some ways.

In this article, In Dr. Alberto Posso’s (2016) article, teenagers who regularly play online

games seems to improve their school results. Solving puzzles and moving onto the next level of

the game involves using some of the general knowledge and skills in math, reading, and science

which the professors, teachers rather, taught during days.

In this article, In Finland, the effects of problematic game playing on players’ health are

still largely unexplored. Considering the increased prevalence of online gaming, this study aimed

to identify the problematic gaming behaviour among Finnish adolescents and young adults, and

evaluate its connection to a variety of psychological (psychopathological symptoms, satisfaction

with life), social (preferences for online social interaction) and physical health (general health,

BMI, body discomforts, physical activity) symptoms. In this paper we consider problematic

gaming behaviour in accordance with the recent framework that sees it as “a continuum state

which can range from a normal to severe condition” (Griffiths et al., 2015).

Table 1.13

T-test Results Comparing TVL and STEM on Soft Skills

Std.
Strand Mean df t-value p
Deviation

SOFT SKILLS
TVL 2.54 .35
228 -2.78 .006
STEM 2.68 .41

In table 1.13, to determine whether the soft skill of TVL differs with STEM students,

independent sample t-test was performed. It is observed from Table 13 that the Mean score of

STEM students is 2.68 with Standard Deviation .41, whereas it is 2.54 and .35 for TVL students.

Results show that there is a significant difference between the soft skills of TVL and STEM

students (t (228) = -2.78, p<.006).

In this article, like most electronic-based phenomenon, people are researching ways in

which eSports may have a place in education. ESports do not take place in the real world, as do

sports like soccer and tennis. ESports, however, require some of the same skill sets that exist

within successful sports teams: teamwork, coordination, communication, and cohesion. Critics

are quick to dismiss eSports0 place in education, but the benefits of gained skills from eSports

could be worth dollars for the students0 futures. One reason for spreading eSports in STEM
education is for the development of soft skills. Soft skills are defined as intra- and interpersonal

skills essential for human development, social participation, and success in the workplace [23].

Soft skills, such as communication and the ability to work with others on simple or complex

tasks, are what employers look for. Soft skills are not natural but are obtainable and can be

learned whenever needed.

In this article, Orange County, California, school superintendent Al Mijares stated that

“It0 s an incredible opportunity to build on existing interest while introducing them to 21st

century skills and careers” .

In this article, In Orange County, high schools have developed an eSports league based

on the game League of Legends, which is a game incorporated into their curriculum. The league

carefully incorporates Career Technical Education (CTE), STEM, English Language Arts, and

social and emotional learning.

In this article, these soft skills, like communication, teamwork, and high-pressure

problem-solving are what employers look for in future employees graduating from today0 s high

schools and post-secondary institutions. Universities also look for students who have these skills

to attend their institution considering the correlation between students who have strong

teamwork experience and their academic performance.

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