Online Gaming: Impact on the Academic

Performance and Social Behavior of the

Students in Polytechnic University of the
Philippines Laboratory High School
Dennis O. Dumrique
Jennifer G. Castillo
DOI: 10.18502/kss.v3i6.2447

Abstract
This study was conducted to assess and find out the impact of on-line gaming on the academic
performance and social behavior of the students in the Polytechnic University of the Philippines-
Laboratory High School. Furthermore, this study sought answers on the significant relationship
between playing on-line games and academic performance and to social behavior of the
students.
The study revealed that boys are more of a player compared to girls who often play games that
require three or more players like League of Legends, Clash of Clans, Crossfire and many more
to mention. It is also stated that those who play online games are around 14-15 years old who
are believed to be in the Grade 8 level. These students who often play games have an average
weekly allowance of 101 pesos to 500 pesos. Playing online games do not affect their grades
badly for they know how to limit themselves. They know that they need to control themselves in
order to function well in their class that is why they only play games during vacation and
weekends with a lot of time compared when they have classes.
Even though they play online games; they know how to socialize well and they can perform very
well when it comes to academic performance. However, it is inevitable not to play even for half
an hour especially when they are accustomed to it. Therefore, it is just a matter of discipline.

Main Text
1. Introduction
Internet as a source of information plays an important role in developing one's mind and life
experiences by creating productive works in schools, offices, and even at home. Nowadays, this
can be a person's most efficient strategic tool for enabling himself to take charge and cope with
the fast growing technology.
The fact that people live in on informative lifestyle where everything is updated, internet became
one of the necessities of human beings regardless of age or sex in today's society. However,
the influence of this useful machine on youth is undeniably questionable. As to what Rock [1]
said, all these technologies are very good at distracting people. In line with this development,
online gaming was created to give entertainment to people.
Online gaming is one of the widely used leisure activities by many people. For some people it is
said that playing video games has a number of reasons to be played, for it can be a stress
reliever, challenge and competition, relaxation, enjoyment, social interaction, and even mentally
escaping from the real world.
For most people, on-line gaming is one of the best past time that they acquire specially for
teenagers, youngsters and students. According to Kuss & Griffiths [2], teens who play online
games are just having fun. They do not just actually play because of some sort of seriousness,
but also because they just want to feel relief. During school hours, students tend to feel stressed
due to loads of school works and through playing it will relive their stress.
It is undeniably questionable that playing online games provide them something that no one can
give. According to some researches it is beneficial. It enables the mind of the players to be more
active, especially those puzzle-based games. Furthermore, it helps the player to come up with
decisions in tight situations, especially those adventure games that keep the players to be alert,
active and strategic.
Students' learning takes place unexpectedly, but the inappropriate usage of playing online
games also leads in some problems such as being distracted in school. Further, it is where the
attention of the child were divided that even their health and social life is unknowingly affected.
Several studies in psychology have found out that increased time spent on the Internet can lead
to negative impact on a person's ability to communicate appropriately face-to-face with friends,
peers, family members including parents [3].
Studies revealed that the human brain is easy to destruct and one of the reasons is using
technology. The education system tends to go with the flow with this constant change in the
society in order to get things relevant with the generations today.
The researchers felt the need to determine the impact of online gaming to students' academic
performance and their social behavior. The purpose of this study is to find out the implications of
on-line gaming to the academic performance and social behavior of the students.

2. 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 and social behavior.
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.

3. Materials and Methods

This study used the descriptive – correlation method utilizing a questionnaire to get the needed
data for the study. Purposive sampling was used in this study. The participants in this study
were high school students of Polytechnic University of the Philippines - Laboratory High School.
They were selected through purposive sampling which the persons chosen for the investigation
are themselves not expected to be the representatives of the population, but rather they
possess the necessary information about the issue being investigated upon. In addition to this,
there are only 126 respondents chosen for this study.

4. Results and Discussion

The attainment of the objectives of the study was made possible through the utilization of the
descriptive method of research. The sampling techniques were made through a purposive
sampling, where only those students who played on-line games were the only respondents
selected to meet the population size of the study. With a total of 126 respondents coming from
PUP-LHS, all of them returned the survey questionnaire – the main instrument of data
gathering. Statistical treatment of data was done through the use of percentage, weighted
mean, and Pearson r Correlation.
Based on the results of the study, the following salient findings were drawn:
As according to the result, in terms of playing on-line games, the overall weighted mean is 3.08
which lies on the verbal interpretation of “Sometimes”. And with the indicators “I play on-line
games only on week-ends” and “I repeatedly play on-line games after losing” gathered 3.37
interpreted as “often” got the highest mean.
While the level of assessment of the respondents on playing online games in the aspect of
number of hours spent in playing was assessed as 3-5 hours with the weighted mean of 2.75.
On the other hand, in the types of games played, `League of Legends' got the highest mean
which is 3.48 interpreted as “Sometimes”. Generally, 2.38 is the computed grand mean of types
of games played and considered as “seldom” in verbal interpretation.
However, the self-assessment of the respondents in playing On-Line Games on their Social
Behavior got an overall weighted mean of 3.2 and arrays that the verbal interpretation of all the
indicators show that the students from Grade 7- Grade 10 assessed that they all agree doing
the listed indicators. This shows that even after playing online games it does not affect their
social behavior and it has a positive effect.
As per the academic performance of the respondents the result shows that from the 126
responses, most of the students that plays on-line games obtain a grade ranging from 86-90
interpreted as “Good” that got 68 or 53.97%. Followed by a grade ranging from 81-85 with a
description of “satisfactory” got 49 from the respondents or 38.89%. Next is the grade ranging
from 91-95 which means “Very Good” got the second to least, which is 7 of the respondents or
5.56%, and lastly, the remaining number which is 2 or 1.59% is the grade ranging from 75-80.
And in terms of the frequency of playing online games and the respondent's social behavior.
The indicators `I play on-line games before going to bed' got a computed p-value of 0.040 and `I
play on-line games only on week-ends' obtained a p-value of 0.002 which is less than the level
of significance of 0.05. This means that the null hypothesis is rejected and it is significant in this
study. And all remaining variables resulted as “not significant”.
On the other hand, the relationship between the number of hours in playing and the social
behavior of the respondents does not have significant relationship since all of the p-value are
greater than the level of significance of 0.05.
While in terms of types of on-line games being played and its relationship in the social behavior
of the students, it reveals that the null hypothesis has been rejected with p-values of Minecraft
(0.030), Defense of the Ancient (0.019), Farmville (0.014), Smite (0.014), and Candy Crush
(0.004) are lower than the level of significance of 0.05.
And lastly, the frequency of playing on-line games and the academic performance of the
respondents the only indicator that has a significance is “I play on-line games only on week-
ends” that obtain a p-value of 0.026 lower than the level of significance of 0.05 and indicates
that the null hypothesis is rejected. This reflects to the grade of the respondents having good
grades even when they play on-line games.
In tenures of the types of on-line games being played by respondents and their academic
performance the result of their p-value is higher than the level of significance 0.05 therefore the
null hypothesis is accepted.
Likewise, the number of hours playing on-line games and its relation to the academic
performance all indicators got p-value higher than the level of significance of 0.05 remarking to
not significant. Resulted to its null hypothesis being accepted.

5. Conclusion and Recommendation

As the respondents assessed, it can be inferred that Playing On-Line Games results to a
positive effect in the social behavior of the respondents. Even if the respondents play online
games still the personal interaction with others are not affected. They still do have their friends
personally and are able to socialize effectively.
The Academic Performance of the respondents is not affected even if they play online games.
Their grades are still good enough even if they spent time for playing. To sum up with the result,
the respondents have a good academic performance despite their involvement in playing online
games.
There is a significant relationship between the social behavior of the respondents and playing
on-line games in terms to its frequency specifically in the item saying: “I play on-line games
before going to bed” and “I play on-line games only on week-ends”. Also, in the types of on-line
games such as Minecraft, Defense of the Ancient, Farmville, Smite, and Candy Crush.
 There is a significant relationship between the academic performance of the respondents and
playing online games during weekends. Which result to having a good grade while playing
online games. This can be interpreted as the trade-off when playing computer games. If the
student decides not to play, then there will be no deduction in the grades. Which is true to the
researchers' study for the respondents' academic performance is only significant to playing
online games during weekend. Weekends are the days when the respondents have their
pleasure time for recreational activities.
Meanwhile, since most of the student respondents are male and they are more frequently
engaged in playing on-line games, the school administrators and teacher in collaboration of the
parents might consider to promote physical health, sportsmanship, camaraderie and pro-social
skills to the students instead of getting engaged with online games.
Further, Parents-Teachers Association might consider being functional in all their
responsibilities. For example, the teacher might consider to notify the parents about the
academic performance and social behavior of the students inside the school facilities. This
association can strengthen the home and school partnership to supervise the students'
activities.

Author's Note
1 Dennis O. Dumrique; Polytechnic University of the Philippines, College of Education,
Department of Business Teacher Education; +639178225232
2 Jennifer Castillo; Polytechnic University of the Philippines, College of Education, Department
of Business Teacher Education; jenjel143@gmail.com

https://knepublishing.com/index.php/KnE-Social/article/view/2447/5372

Negative Effects of Online Games on Academic Performance

 Kurt Garcia
 Nelson Jarabe
 Jessie Paragas
Abstract

This paper attempted to study the negative effects of online games on students’ academic
performance. The respondents were the 154 Grade 11 senior high school students in Pangasinan
State University-Lingayen Campus in SY 2017-2018. As a descriptive-correlational research, the
study utilized a questionnaire that asked the respondents about their playing online games and
the level of negative effect on their academic performance. The paper sought to determine the
level of effect of playing online games on the respondents’ performance in assignments, quizzes,
class recitation, paper works and examinations, and correlate said negative effects with their
culture on playing online games. They were asked to rate the level of effect as severe, moderate
and negligible. The study found out that majority of the respondents played online games. Online
games players had an average academic performance while non-players had a high academic
performance. The predominantly male players preferred multi-player online games and they
spent an average 2.14 hours a day and 4.45 days a week in playing. Their primary motivation in
 playing was for entertainment. There was a moderate negative effect of playing online games on
their academic performance in assignments, quizzes, class recitation, paper works and
examinations. There was a significant correlation between the respondents’ GPA in Grade 10,
their daily and weekly hours spent in playing, their motivation in playing online games and the
level of negative effects on their academic performance. Based on the findings of the study, the
researchers recommended that parents should do something in limiting their children’s fondness
in online games and that computer shop owners should prohibit students from playing online
games during class hours.

https://j.sajst.org/index.php/sajst/article/view/40

EFFECTS OF ONLINE GAME ADDICTION TO THE

STUDENTS OF THE SENIOR HIGH SCHOOL
STUDENTS OF SOUTHERN
CHRISTIAN COLLEGE
Posted on March 10, 2017 by Group F Section G
a Research Proposal by Kent Dexter B. Abbas

1. Introduction

Video game addiction is defined as impulse control disorder, which does not involve use
of an intoxicating drug and is similar to pathological gambling. Also, it is also referred to video
game overuse, pathological or compulsive use of computer games and videogames (Greenfield &
Young, 2009). Due to excessive use of computer games there is effect in their personal traits like
anxiety, sensation seeking, neuroticism, and aggression which are the symptoms that a person is
under the development of gaming addiction (Mehroof, M et al. 2010). Brain is also affected in
computer addiction; regions of the brain associated with cravings in substance abuse also
appear to be activated in gaming addicts when they view images of video games (Ko, C et al.
2010). There are two types of gaming, “excessive gaming” and “addictive gaming” these two
types of gaming is different from each other; the difference between “excessive gaming and
“addictive gaming” is that two gamers may play for an identical number of hours each day, but
their psychological motivation and the meaning that gaming has within their lives can be very
different. Gaming addiction should be defined by how much the negatively impacts other areas
of life, not by how much time is spent playing (Griffiths, M et al. 2010). In a volunteer sample,
41% of online gamers acknowledged that they use gaming as an escape. In the same sample, 7%
were viewed as “dependent”. These gamers possessed several behavioural attributes that are
related to more well established forms of addiction (e.g., mood modification, tolerance, &
relapse) (Hussain et al. 2009). Most online gamers are male. Among male gamers, more severe
online gaming addiction is correlated with older age, lower self-esteem, and lower
dissatisfaction with daily life. This relationship did not hold true for female gamers(Ko et al.
2005). Excessive use of technology is relatively rare. Compared to females, males are more likely
to develop a gaming addiction. Boys are more likely to play aggressive or violent games while
girls are more likely to play platform and puzzle games (Griffiths, 2008). In Germany, 1.5 – 3.5%
 of teenage internet users show signs of gaming addiction. Gaming addiction is associated with
higher rates of anxiety and depression, and poorer academic performance (Peukert et al. 2010).
Computer gaming addiction is positively correlated with achievement motivation, sensation-
seeking, a positive evaluation of one’s intelligence, and a negative evaluation of one’s skills in
interpersonal relationship (Zheng et al. 2006). In a sample of German teens, 6.3% of subjects
fulfilled the authors’ diagnostic criteria for gaming addiction. These adolescents were mostly
male and had low educational backgrounds (Klaus et al. 2008). Gaming addiction is negatively
associated with academic achievement (Chiu et al. 2004). So far there are no studies conducted
as to the percentage of senior high school students who are hooked to online games, thus, this
study would like to find out factors why senior high school students are addicted to online
games.

Statement of the problem

This study will determine the number of students in Southern Christian College that are
addicted to online games:

Specifically, the following questions will be answered:

1. What are the effects of online game addiction in their

2. Academic performance
3. Physical Health

Objectives of the study

The general objective of this study is to determine the effects of the online game addiction of the
student to their academics and the effects of online games to their health.

Significance of the study

The result of this study is significant to the following group

Students. This study may give information to the students about how online gaming affects the
life of a students.

Teachers. This study may serve as the way to the teachers to determine the students who are
addicted to online games so they can help the students to avoid being addicted to online games.

Family. This study is significant to the family because it may help them to know if their children
are addicted to online games.

Future researchers. It would help the future researchers that are interested in this study. It will
serve as their basis and their background about their research.
Date and Place

This will be conducted in the Southern Christian College during the 2nd semester of school
year 2016-2017. This will conducted in the month of January to February 2017.

Review of Related Literature

These researches we study about the psychological factor, whether that is factor to the online
game addiction among students. Unlike with substance abuse, the biological aspect of
videogame addiction is uncertain. Research suggests gambling elevates dopamine, but there’s
more to addiction than brain chemistry (Rooij, Online video game addiction: identification of
addicted,2010). The addict suffers from a psychological component to the addiction. Online
gaming allows a person to escape the real world and change the perception of self-worth (Rooij,
Online video game addiction: identification of addicted, 2010). An online gaming addiction is
not that far from drug addiction. Both are searching for a way to make they feel better. The lure
of a fantasy world is especially pertinent to online role-playing games. These are games in which
a player assumes the role of a fictional character and interacts with other players in a virtual
world. An intelligent child who is unpopular at school can feel dominant in the game. The virtual
life becomes more appealing than real life. Too much gaming may seem relatively harmless
compared with the dangers of a drug overdose, but experts say video game addiction can ruin
lives. Children who play four to five hours per day have no time for socializing, doing homework,
or playing sports leaving little time for normal social development. According to Lan Ying
Huang (2003), by playing the online game features online gamer participants may view
the games as source of providing diversion and filling time. “The biggest risk factor for
pathological video game useseems to be playing games to escape from daily life,” said Joe
Hilgard, lead author of the study and a doctoral candidate in the Department of Psychological
Sciences at Missouri. “Individuals who play games to get away from their lives or to pretend to
be other people seem to be those most at-risk for becoming part of a vicious cycle. These gamers
avoid their problems by playing games, which in turn interferes with their lives because they’re
so busy playing games (Peters 7 et al, 2007). Internet addiction gives the gamer to the unique
psychological properties which is the users increase their use of these internet services, the
utility they gain from each usage does not diminish, leading not only to self-destructive
addiction but also to social ills. When a problem, playing video games can interfere with real-life
obligations such as work, and players can end up lying about playing video games. The study
found that “problematic” video game use can have similar effects as other addictive activities,
such as abusing alcohol (Inwon Kang,2011).

Games addiction shows the bad effect among the people nowadays. Addiction to the internet
shares some of negative aspects of substance addiction and has been shown to lead to
consequences such as failing school, family and relationship problem (Brian. D. NG, M.S &
Peter. W. H, 2005). It can make the people who has addicted will feel that the games can provide
opportunities for achievement, freedom and even a connection to the players. Those benefits
trumped a shallow sense of fun, which doesn’t keep gamers as interested (online gamers
anonymous, 2008). The role of media in advertising the games also make more cause why the
games addicted will be more interested with those games. In 2005, advertiser spent $80 million
to reach game players, this spending is expected to top $400 by 2009 (Park Associate 2006).
Internet addiction is a relatively new phenomenon in which social workers and psychologists are
unaware of and are thus unprepared to treat at present. Mu (2006) points out that some of the
main symptoms of Internet and online game addictions, including the decrease in friend and
face-to-face interactions with others, become infrequent while the member of friends in the
virtual world exponentially increases. Ultimately, the psychokinesis becomes weaker and weaker
over time. This means that after a long time of playing online games, the players begin to realize
the dangers of online gaming. At this point players generally try to play less as they try to orient
themselves back to the demands of society. However this is mostly unsuccessful as it almost
always ends up failing. Zhang (2007) and Zhou (2007), who also researched on the same topic,
reported different results on the online game addiction and the finding supported the same
symptoms. With regards to undergraduate students who were addicted to the Internet or online
games, Zhang (2007) indicated that most of these students had bad grades in their universities.
Moreover, Zhou (2007) stated that the physical symptoms of Internet and online game
addiction were cervical spondylitis, neurasthenia and insomnia. Cervical spondylitis, a fairly
common symptom of many MMOG players, is essentially a spinal injury which results from
keeping the same sitting position for hours while playing games. This situation is more often
than not leads to injuries to the cervical vertebra on the spinal cord. Neurasthenia on the other
hand is a neurological disorder that results from when players engage in hours and hours of
game playing with no virtually sleep intervals in between. Even though players may end up
playing games for a long time before going to sleep, their brains still keep running and
experiencing phantom excitement from playing games even when they are asleep. This causes
sleep sensitivity and disorders which induce addicted players to wake up several times during
the night and as such this leads them suffering from insomnia which can cause mental anxiety
and eventually result in nervous breakdowns and general tiredness. Once the nature of physical
and mental symptoms that manifest in MMOG addicts had been determined, we perused in
various literatures on this topic to discover the ways through these addiction could be evaluated.
One of the useful information sources was obtained from Young (1999), who conducted a study
aimed at enabling social workers to better understand, detect and treat Internet addiction. The
research by Young focused on the complications that precede an Internet addiction diagnosis.
With regards to this research it is relevant in determining the criterion through which to
evaluate our interviewees. It would help us to determine whether the individuals were addicted
to online games or not. To create a more holistic point of view this thesis also aims to identify
the negative consequences associated with using the Internet and the ways to assess and identify
the reasons causing the onset of pathological Internet use.

It is widely believed that game players who spend playing too many hours (above 10 hours a
day) are at high risk of being addicted to video games (Anand, 2007). Previous studies have
shown that video game addiction among adolescents gamers is highly correlated with
psychosocial problems such as time spent on games (i.e., usage), life satisfaction, loneliness,
social competence , and aggression (Lemmens et al., 2009). For example, Peters and Malesky
(2008) further support the relationship between addiction of World of Warcraft players to the
game and the time they spend playing online, the relationship that is also supported among
adolescents who are addicted to online games in general (Gentile, 2009; Xu et al., 2012).
However, due to the lack of research on the causal relationship among game addiction and these
psychosocial variables, the authors avoid making conclusions regarding the direction of the
relationships. Gentile (2009), compare pathological gamers versus non-pathological gamers
among 1,178 American adolescents (aged between 8 and 18) regarding their psychosocial
behaviour. The results show that pathological gamers are twice as likely as non-pathological
gamers to have attention problems such as attention deficit disorder. However, the author
avoids making conclusion regarding the direction of causality between pathological gameplay
and attention problems. In a study on a large sample of adolescents (13-16 years olds) in the
Netherlands, van Rooij et al. (2011) show that compared to non-addicts, video game addicts
have significantly higher levels of depressive moods, loneliness and significantly lower levels of
self-esteem. In this study, the results of this comparison for social anxiety level is not significant

Although playing video games is one of the most popular leisure activities in the world, research
into its effects on players, both positive and negative, is often trivialised. Some of this research
deserves to be taken seriously, not least because video game playing has implications for health.
One innovative application of video games in health care is their use in pain management. The
degree of attention needed to play such a game can distract the player from the sensation of
pain, a strategy that has been reported and evaluated among paediatric patients. One case study
reported the use of a handheld video game to stop an 8 year old boy picking at his face. The child
had neuro dermatitis and scarring due to continual picking at his upper lip. Previous treatments
had failed so the boy was given a hand held video game to keep his hands occupied. After two
weeks the affected area had healed. Controlled studies using both randomised controlled trials
and comparison with patient’s own baseline measures show that video games can provide
cognitive distraction for children during chemotherapy for cancer and treatment for sickle cell
disease. All these studies reported that distracted patients had less nausea and lower systolic
blood pressure than controls (who were simply asked to rest) after treatment and needed fewer
analgesics. Video games have been used as a form of physiotherapy or occupational therapy in
many different groups of people. Such games focus attention away from potential discomfort
and, unlike more traditional therapeutic activities; they do not rely on passive movements and
sometimes painful manipulation of the limbs. Video games have been used as a form of
physiotherapy for arm injuries, in training the movements of a 13 year old child with Erb’s palsy,
and as a form of occupational therapy to increase hand strength. Therapeutic benefits have also
been reported for a variety of adult populations including wheelchair users with spinal cord
injuries, people with severe burns, and people with muscular dystrophy. Video games have also
been used in comprehensive programmes to help develop social and spatial ability skills in
children and adolescents with severe learning disability or other developmental problems,
including autism; children with multiple handicaps (for example severely limited acquisition of
speech) and children with impulsive and attention deficit disorders. However, there has been no
long term follow-up and no robust randomised controlled trials of such interventions. Whether
patients eventually tire of such games is also unclear. Furthermore, it is not known whether any
distracting effect depends simply on concentrating on an interactive task or whether the content
of games is also an important factor as there have been no controlled trials comparing video
games with other distractors. Further research should examine factors within games such as
novelty, users’ preferences, and relative levels of challenge and should compare video games
with other potentially distracting activities. While playing video games have some benefits in
certain clinical settings, a growing body of evidence highlighting the more negative aspects of
play—particularly on children and adolescents. These include the risk of video game
addiction, (although the prevalence of true addiction, rather than excessive use, is very low) and
increased aggressiveness. There have been numerous case reports of other adverse medical and
psychosocial effects. For instance, the risk of epileptic seizures while playing video games in
photosensitive individuals with epilepsy is well established. (Graf et al 1994) report that seizures
are most likely to occur during rapid scene changes and when games include patterns of highly
intense repetition and flickering. Seizures and excessive or addictive play do not seem to be
linked directly, however, as occasional players seem to be just as susceptible. Other case studies
have reported adverse effects of playing video games, including auditory
hallucinations, enuresis, encopresis, wrist pain, neck pain, elbow pain, tenosynovitis, hand-arm
vibration syndrome, repetitive strain injuries, peripheral neuropathy, and obesity. Some of these
adverse effects seem to be rare and many resolve when the patients no longer play the games.
Furthermore, case reports and case series cannot provide firm evidence of cause and effect or
 rule out other confounding factors. On balance, given that video game playing is highly
prevalent among children and adolescents in industrialised countries, there is little evidence
that moderate frequency of play has serious acute adverse effects from moderate play. Adverse
effects, when they occur, tend to be relatively minor and temporary, resolving spontaneously
with decreased frequency of play. More evidence is needed on excessive play and on defining
what constitutes excess in the first place. There should also be long term studies of the course of
video game addiction.

THEORETICAL FRAMEWORK

Game theory is the study of human conflict and cooperation within a competitive situation. In
some respects, game theory is the science of strategy, or at least the optimal decision-making of
independent and competing actors in a strategic setting. The key pioneers of game theory were
mathematicians John von Neumann and John Nash, as well as economist Oskar Morgenstern.

1.
Methodology

Locale Of The Study

This study will be conducted in Southern Christian College, Quezon Avenue, Poblacion 5,
Midsayap, Cotabato. It will be done during the second semester of the school year 2016-2017.

Respondents

The participants of this study are bonafide students of Southern Christian College
particularly the Senior High School Students enrolled in semester 2016-2017.

Sampling Procedure

This study will use stratified sampling procedure

Data Collection Strategy

This study will use stratified survey method because it will only determine the
respondents that who are addicted to online games.

Data Analysis

The data will be analyze using Frequency Distribution.

Work Schedule
 December January February March

Title Defense 14

Chapter 1 20

RRL and Methods 21

Survey 18

Final Defense 02

Compilation 08

Budgetary Requirements

Amount

Internet 60

Print 60

TOTAL 300

https://pointguardsite.wordpress.com/2017/03/10/effects-of-online-game-addiction-to-the-
students-of-the-senior-high-school-students-of-southern-christian-college/

Online Games, Addiction and Overuse of

Mark D. Griffiths

First published:04 November 2014

Abstract

Online gaming addiction is a topic of increasing research interest. Since the early 2000s, there
has been a significant increase in the number of empirical studies examining various aspects of
problematic online gaming and online gaming addiction. This entry examines the contemporary
research literature by analyzing (1) the prevalence of problematic online gaming use and online
gaming addiction; (2) the negative consequences of excessive online gaming; (3) the factors
associated with problematic online gaming and online gaming addiction; and (4) the treatment of
problematic online gaming and online gaming addiction. The entry concludes by looking at the
trends in the field and a consideration of what the future of online gaming addiction might be.

Since the early 2000s there has been a significant increase in the number of empirical studies
examining various aspects of problematic online gaming and online gaming addiction. There is a
lack of consensus as to whether video game addiction exists and/or whether the term “addiction”
is the most appropriate to use. Some researchers use terminology such as “excessive” or
“problematic” to denote the harmful use of video games. Terminology for what appears to be the
same disorder and/or its consequences includes problem video game playing, problematic online
game use, video game addiction, online gaming addiction, internet gaming addiction, and
compulsive internet use. This entry uses the term “gaming addiction” to describe the
phenomenon of excessive problematic gaming since there is demonstrable empirical evidence
that such behavior can include all the core components of addiction including salience, mood
modification, tolerance, withdrawal, conflict, and relapse (Griffiths, 2010).

Precursors to Online Gaming Addiction

Following the release of the first commercial video games in the early 1970s, it took until the
1980s for the first reports of video game addiction to appear in the psychological and psychiatric
literature. These early studies claimed the disorder was like any other behavioral addiction and
consisted of a compulsive behavioral involvement, a lack of interest in other activities,
association and friendship circles mainly with other video game addicts, and physical and mental
symptoms when attempting to stop the behavior (e.g., “the shakes”). However, all of these
studies were observational, anecdotal, and/or based on case studies, primarily using samples of
teenage males.

The 1990s saw a small but significant increase of research into gaming addiction with almost all
of these studies being carried out in the United Kingdom and on adolescents, typically surveying
children in school settings. However, all of these studies were self‐report surveys and relatively
small scale. The main problem was that all of them assessed gaming addiction using adapted
versions of the criteria for pathological gambling in the American Psychiatric
Association's Diagnostic and Statistical Manual of Mental Disorders (DSM). Although there are
clearly many similarities between gambling and gaming, they are different behaviors and
specific video gaming screening instruments could have been developed. Based on further
analysis of the adapted DSM criteria used in these studies, this work was later criticized for being
more likely to be assessing gaming preoccupation than gaming addiction (Charlton, 2002).

The Rise of the Internet

The 2000s saw a substantial growth in the number of studies on gaming addiction particularly as
gaming expanded into the online medium where games could be played as part of a gaming
community, that is, massively multiplayer online role playing games (MMORPGs) such
as World of Warcraft and Everquest. Approximately 60 studies were published on online gaming
addiction between 2000 and 2010 and a vast majority of these examined MMORPG addiction
and were not limited to the study of adolescent males (Griffiths, Kuss, & King, 2012).
Furthermore, many of these studies were based on data collected online and a significant
minority of studies examined various other aspects of gaming addiction using non‐self‐report
methodologies. These include studies using polysomnographic measures and visual and verbal
memory tests; medical examinations including the patient's history and physical, radiological,
intraoperative, and pathological findings; functional magnetic resonance imaging;
electroencephalography; and genotyping (Kuss & Griffiths, 2012).

Griffiths et al. (2012) reviewed the prevalence studies examining problematic gaming and
gaming addiction from 1994 to 2012. The studies they selected were based on samples of at least
300 participants and used some kind of screening instrument to assess problematic gaming
(rather than self‐diagnosis). They reported that prevalence rates of problematic gaming ranged
from 1.7% to over 10% among general samples. Prevalence rates among gamers were, in some
cases, much higher (some as high as 17% to 34%). These studies indicated that, in general, males
are significantly more likely than females to report problems relating to their gaming. The
differences in methods of assessing gaming problems may partly account for differences in
prevalence rates (King, Delfabbro, & Griffiths, 2012; King et al., 2013). Furthermore, many
studies fail to assess prior problems (i.e., lifetime prevalence). King and colleagues (2012) also
noted that some studies did not consider subclinical cases (i.e., meeting some but not all criteria
for problematic use), and the presence of comorbid psychopathology was not routinely assessed.

Overall, there are some generalizations that can be made with regard to the demographic
characteristics of gamers and problem gamers. The literature suggests that adolescent males and
young male adults appear to be at greater risk of experiencing problematic video gameplay.
However, the course and severity of these problems are not well known and the finding that this
group is more at risk may be a consequence of sampling bias and the fact that this group plays
online video games more frequently than other sociodemographic groups. It has also been
suggested that university students may be especially vulnerable to developing problematic online
gaming. Reasons for this include their flexible tuition and study hours, ready access to
high‐speed broadband on a 24/7 basis, and multiple stressors associated with adjusting to new
social obligations and/or living out of home for the first time (King et al., 2012).

Negative Consequences of Excessive Online Gaming

Irrespective of whether problematic video gameplay can be classed as an addiction, there is now
a relatively large number of studies all indicating that excessive online gaming can lead to a wide
variety of negative psychosocial consequences for a minority of affected individuals. In extreme
cases, these can include sacrificing work, education, hobbies, socializing, time with
partner/family, and sleep; increased stress; an absence of real‐life relationships; lower
psychosocial well‐being and loneliness; poorer social skills; decreased academic achievement;
increased inattention; aggressive/oppositional behavior and hostility; maladaptive coping;
decreases in verbal memory performance; maladaptive cognitions; and suicidal ideation
(Griffiths et al., 2012). In addition to the reported negative psychosocial consequences, Griffiths
et al. also reported many health and medical consequences that may result from excessive
gaming (both online and offline). These included epileptic seizures, auditory hallucinations,
obesity, wrist pain, neck pain, blisters, calluses, sore tendons, and numbness of fingers, sleep
abnormalities, and repetitive strain injuries. Taken together, this relatively long list of potential
psychosocial and negative medical consequences indicates that excessive online gaming is an
issue irrespective of whether it is an addiction. It also suggests that more extensive recognition
by the medical community is needed of the wide range of potential negative and life limiting
consequences of excessive gaming.

Factors Associated with Problematic Gaming and

Gaming Addiction
A number of studies have examined the role of personality factors, comorbidity factors, and
biological factors, and their association with online gaming addiction. In relation to personality
traits, gaming addiction has been shown to be associated with neuroticism, aggression and
hostility, avoidant and schizoid interpersonal tendencies, loneliness and introversion, social
inhibition, boredom inclination, sensation seeking, diminished agreeableness, diminished
self‐control and narcissistic personality traits, low self‐esteem, state and trait anxiety, and low
emotional intelligence (Griffiths et al., 2012). Considering the relatively high frequency of
co‐occurring personality, comorbidity, and biological factors, it is hard to assess the etiological
significance of these associations with online gaming addiction as they may not be unique to the
disorder and further research is needed. Research has also shown online gaming addiction to be
associated with a variety of comorbid disorders. These include attention deficit hyperactivity
disorder, symptoms of generalized anxiety disorder, panic disorder, depression, social phobia,
school phobia, and various psychosomatic symptoms (Griffiths et al., 2012).
Through use of functional magnetic resonance imaging (fMRI), biological research has found
that gaming addicts show similar neural processes and increased activity in brain areas
associated with substance related addictions and other behavioral addictions, such as
pathological gambling (significant activation in the left occipital lobe, parahippocampal gyrus,
dorsolateral prefrontal cortex, nucleus accumbens, right orbitofrontal cortex, bilateral anterior
cingulate, medial frontal cortex, and the caudate nucleus (Kuss & Griffiths, 2012). It has also
been reported that gaming addicts (like substance addicts) have a higher prevalence of two
specific polymorphisms of the dopaminergic system (i.e., Taq1A1 allele of the dopamine D2
receptor and the Val158Met in the catecholamine‐O‐methyltransferase), which suggests that,
among some players, there might be some genetic predisposition to develop video game
addiction (Kuss & Griffiths, 2012).

Treatment of Problematic Video Game Use and Video

Game Addiction
Clinical interventions and treatment for problematic and/or addictive video gameplay vary
considerably in the literature, with most of the very few published studies employing some type
of cognitive behavioral therapy (CBT), pharmacotherapy, and/or self‐devised psychological
interventions (King et al., 2011, 2012). The evidence base on the treatment of problematic and/or
addictive online gaming is limited. Furthermore, the lack of consistent approaches to treating
problematic gaming and gaming addiction makes it difficult to produce definitive conclusions as
to the efficacy of treatment, although the effectiveness of CBT (as with the treatment efficacy of
other addictions) appears to be supported by preliminary evidence (King et al., 2011).

Problematic cognitions are thought to maintain problematic gaming behaviors. Research on

gamers has identified several attitudes and beliefs associated with excessive playing behavior.
These include the belief that no amount of time spent playing is “long enough” and that time
spent playing produces a need to continue playing a video game until every level, reward, or
feature is completed. Emotional responses associated with in‐game rewards and completion of
the video game encourage players to then seek out and begin playing new games, thus initiating
a never ending cycle of playing behavior (King, Delfabbro, & Griffiths, 2010a). Other common
cognitive beliefs among problem gamers include thoughts about gaining power and status
through the game, thoughts of mentally escaping from the real world, and thinking of the
computer as a companion or “electronic friend.”

The lack of comparative treatment studies might suggest that there is a general lack of demand
for psychological services for problematic gamers and/or gaming addiction. However, this may
not necessarily be the case. In Southeast Asia there appears to be significant demand for
treatment for online related problems including gaming addiction. The South Korean government
has reportedly established a network of over 140 counseling centers for treatment of online
addiction (Kim, 2008). In Western countries, gaming addiction clinics have also started to
emerge in places such as the Netherlands and the United Kingdom. There are also treatment
groups that are modeled on 12‐step self‐help treatment (e.g., Online Gamers Anonymous).
However, little detail is known about the treatment protocols or their efficacy.

In a review of internet and gaming addiction treatment, King et al. (2011) highlighted that most
studies fail to employ an objective measurement of game usage to confirm participants'
self‐reported usage at baseline or following intervention. Another issue is that many studies do
not include a control group for between‐group comparison. Treatment dose and duration also
vary considerably across studies, for both pharmacological and nonpharmacological
interventions. As a result, the lack of consistent approaches to treating problematic gaming
makes it difficult to draw definitive conclusions as to the efficacy of treatment.

On May 1, 2012 the Substance Use Disorder Work Group of the fifth edition of the Diagnostic
and Statistical Manual of Mental Disorders (DSM‐5) proposed that internet use disorder, which
primarily refers to maladaptive video gaming (or “Internet Gaming”) behavior, should be
included in Section 3 of the DSM‐5 (“Emerging Measures and Models”) as the subject of further
empirical inquiry (King et al., 2013). Publication of clinical criteria in a future DSM would
facilitate and enhance standardization of research and treatment in the gaming studies field. It
may also help to minimize the potential for inappropriate clustering of clinical behaviors within
an overly broad classification of problematic online behavior.

Future Trends in Online Gaming and Online Gaming

Addiction
The amount and the quality of research in the online gaming addiction field have progressed
considerably over the last decade but the process is still in its infancy compared with other more
established behavioral addictions, such as pathological gambling. This section suggests what
might happen in the online gaming addiction field from a number of different standpoints (e.g.,
methodological, conceptual, technological). These are loosely modeled on the technological
trends in gambling outlined by Griffiths (2011).

There is likely to be an even bigger increase in empirical research into problematic gaming and
gaming addiction especially now that internet use disorder (which mainly consists of internet
gaming addiction) has been included in the appendix of the new DSM‐5 (American Psychiatric
Association, 2013). This will also be dependent on appropriate funding streams. Future research
is likely to include more epidemiological and/or general population data on media use, leading to
better insights into the onset and course of problematic gaming and addiction.

Given the many different screening instruments that have been developed since 2000, there is
likely to be a refinement of video game addiction measures and greater consensus on its
conceptualization, either as a single disorder and/or incorporated into other known disorders
(e.g., impulse control disorder). This is also likely to lead to improved assessment tools based on
such conceptualization(s) (King et al., 2013).

Measures of gaming use and subsequent behavior are likely to diversify in terms of media use,
including social networking sites (SNS) and associated internet resources (Kuss &
Griffiths, 2011). Already, games such as Call of Duty and Battlefield 3 are being released with
their own SNS (e.g., COD Elite), which track player behavior and provide feedback to players as
to how to improve their game (thus functionally reinforcing video gameplay with implications
for excessive and/or potentially addictive play).

With the pressure on media enterprises to monetize their business and look for different revenue
streams, there is likely to be even greater media convergence between gaming and other more
profit‐making activities such as gambling (King et al., 2010b). Given the well‐established
addictive potential of gambling, this may also have implications for the incidence of gaming
addiction.

There is likely to be increasing feminization of gaming where growing numbers of females not
only engage in the playing of online games, but also develop problems as a result. Casual gaming
online is already popular among females. However, the biggest difference between male and
female gaming is likely to be content based (e.g., males may prefer competitive type gaming
experiences whereas females may prefer cooperative type gaming experiences).

Given the increasing number of research teams in the gambling field being given direct access to
gambling companies' behavioral tracking data (Griffiths & Whitty, 2010), there is likely to be a
higher number of such collaborations in the gaming studies field.

The increased importance of additional research into the structural and situational characteristics
of consumptive behaviors (e.g., smoking nicotine, drinking alcohol, gambling, etc.) suggests that
research on design features within games and their psychological impact (including potential
addiction) will increase as well. Such research has already begun (King et al., 2010a).

As the diagnosis of gaming addiction becomes more legitimate in psychiatric and medical
circles, this will lead to better randomized control trials on interventions for problematic video
gameplay than those already carried out. There is also likely to be an increase in the online
medium itself being used as a treatment channel. The reasons that people like to engage in some
online leisure activities (i.e., the fact that the online environment is non‐face‐to‐face, convenient,
accessible, affordable, anonymous, nonthreatening, nonalienating, nonstigmatizing, etc.) may
also be the same reasons that people would want to seek advice, help, and treatment online rather
than in face‐to‐face situations.
 Conclusion
Based on published empirical studies, and particularly those published since the early 2000s, it
appears that in extreme cases excessive online gaming can have potentially damaging effects on
individuals who appear to display compulsive and/or addictive behaviors similar to other more
traditional addictions. However, the field has been hindered by the use of inconsistent and
nonstandardized criteria to assess and identify problematic and/or addictive gaming.
Furthermore, most recruitment methods have serious sampling biases with an overreliance on
self‐selected samples. Despite these shortcomings, there are several noticeable trends:

 There has been a marked shift in how data are collected. Up until the early 2000s, data about gaming
behavior were typically collected face to face, whereas contemporary studies collect data online,
strategically targeting online forums where gamers are known to (virtually) congregate. These samples
are typically self‐selecting and (by default) unrepresentative of the general population. Therefore,
generalization is almost always one of the methodological shortcomings of this data collection
approach.
 Survey study sample sizes have generally increased. In the 1980s and 1990s, sample sizes were typically
in the low hundreds. In the 2000s sample sizes in their thousands – even if unrepresentative – are not
uncommon.
 There has been a diversification in the way data are collected, including experiments, physiological
investigations, secondary analysis of existing data (such as that collected from online forums), and
behavioral tracking studies.
 There has been an increase in research on adult (i.e., nonchild and nonadolescent) samples reflecting
the fact that the demographics of gaming have changed.
 There has been increasing sophistication in relation to issues concerning the assessment and
measurement of problematic video gameplay and video game addiction. In the last few years,
instruments have been developed that have more robust psychometric properties in terms of reliability
and validity. However, there are still some concerns, as many of the most widely used screening
instruments were adapted from adult screens and much of the video game literature has examined
children and adolescents. King and colleagues (2012) assert that, to enable advances in the development
and testing of interventions for gaming related problems, there must be some consensus among
clinicians and researchers as to the precise classification of these problems.

Clearly, there exist a number of gaps in current understanding of problematic gaming and
gaming addiction. There is a need for epidemiological research to determine the incidence and
prevalence of clinically significant problems associated with gaming in the broader population.
There are too few clinical studies that describe the unique features and symptoms of problematic
gaming and/or gaming addiction. Most of the studies tend to examine problematic gaming from
the perspective of the individual. However, there is a small body of research suggesting that the
characteristics of online games themselves may have a role in the acquisition, development, and
maintenance of video game addiction. These studies have investigated the role of structural
characteristics of video games in maintaining problem playing behavior, but there is little
empirical research that examines why some individuals may be protected from developing
excessive playing habits, or simply mature out of their problem playing behavior.

Another growing concern is the recent explosion of online and mobile gaming, although as yet
little research has been done. There are also strong links between online gaming, gambling,
nongambling fantasy games, role playing games, board games, and card games. These may be an
additional cause for concern as youth migrate from free gaming sites to online gambling sites, as
these have greater financial consequences and may lead not just to loss of time but to loss of
money. It should also be noted that gaming does not occur in a vacuum but is just one behavior
engaged in alongside many others. Very few studies have been used to examine links between
video games and other risk behaviors (e.g., gambling, drug and alcohol use, seatbelt use, poor
school performance, conduct problems, truancy, delinquency, violence, and sexual activity).
While the empirical base is relatively small, online gaming addiction has become a mainstream
area for psychological and psychiatric research and is likely to become an area of significant
importance given the widespread popularity of gaming.

Mark Griffiths is Professor of Gambling Studies at Nottingham Trent University, and Director
of the International Gaming Research Unit. He has published over 1500 papers and articles, is
internationally known for his work in gambling/gaming addictions, and has won 14 awards,
including the 1994 John Rosecrance Research Prize, the 2004 Joseph Lister Prize for Social
Sciences for being one of the UK's “outstanding scientific communicators,” a North American
2006 Lifetime Achievement Award for Contributions to the Field of Youth Gambling, and most
recently the 2013 Lifetime Research Award from the US National Council on Problem
Gambling.

https://onlinelibrary.wiley.com/doi/full/10.1002/9781118767771.wbiedcs044

Online Gaming Addiction among BSIT

Students of Leyte Normal University
Philippines its Implication towards
Academic Performance
Rommel Verecio
 Objectives: Games online is one of the technologies that caught attention over the last
decade. Despite the positive effects, parents frowned because of the potential on the overuse
of this technology which leads to addiction by students. The dark side of playing online
games becomes an issue of debate in society. Thus, this study is conducted to determine the
associations of playing online games towards academic performance. Methods: The
descriptive survey method which involved a questionnaire, interviews, and observations
weree mployed. One hundred thirty-nine (139) students currently enrolled during the first
semester of the school year 2017-2018 served as respondents. Findings: It showed that the
majority of the students expressed that playing online games has adverse effects in their
academic performance such as "I cannot focus on my studies" having (49.61%; n=69).
Applications/Improvements: Results of the study would serve as inputs to the Leyte Normal
University, Tacloban City in crafting policy measures that would benefit its stakeholders.

https://www.researchgate.net/publication/329884770_Online_Gaming_Addiction_amon
g_BSIT_Students_of_Leyte_Normal_University_Philippines_its_Implication_towards_A
cademic_Performance

The Effects of User Involvement in Online Games,

Game-Playing Time and Display Duration on
Working Memory
 Fang-Ling Lin
 Tai-Yen Hsu
 Tung-Shen Wu
 Chih-Lin Chang

Abstract

College students spending too much time on online games every week tend to
suffer from worsened learning ability, concentration problems, poor academic
performance, and decreased interactions with other people. This study’s author
conducted a questionnaire-based survey to examine how many hours college
students from central Taiwan spend on online games per week, in order to find
out their average daily involvement in such games. Using proportionate
stratified sampling, the survey respondents were selected to examine the weekly
involvement in online games among college students from central Taiwan, who
were divided into low-, medium- and high-involvement groups in a cluster
analysis. Results of the survey were tested using a self-developed evaluation
system based on working memory and response time. Totally 36 college
students, or 12 students from each of the low-, medium- and high-involvement
groups, were randomly selected from the population to test how involvement in
online games, game-playing time and display duration affected their working
memory. Findings from this study include: I. The low, medium and high levels
of online game involvements are defined as an average 1.34 hours, 4.84 hours
and 10.27 hours spent on online games every day. 30.9% of the survey
respondents said they spent more than 4 hours on online games, which suggests
that online games may be the reason why college students stay up all night so
often. II. This testing discovers that the levels of involvement in video gaming
(p<0.05), display duration (p<0.05), and the interaction of the two factors will
all have an impact on visual working memory (p<0.05).

https://link.springer.com/chapter/10.1007/978-3-642-39360-0_7