Review of Related Literature

Online Games/ Video Games

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, “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 & Vander water, 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.

Negative Effects of Video/Online Games

The question of whether online games are beneficial or detrimental has

been researched fairly well. The majority of people believe that online
computer games have more negative effects on the players and there are

researches that support this belief (Hellström, Nilsson, Leppert, & Åslund,

2012; Anastasia & Chaplain, 2005; Fleming Seay, 2004). There are also

experts that claim the positive effects of online gaming (Prot, S., Anderson, C.

A., Gentile, D. A., Brown, S. C., & Swing, E. L., 2014; McGonigal, J., 2011).

Significant negative association between time spent in gaming and

academic performance have been confirmed in some studies (Anderson &

Dill, 2000; Chan & Rabinowitz, 2006; Cordes & Miller, 2000; Gentile, 2009;

Sharif & Sargent, 2006). In a study by Rideout, Foehr & Roberts (2010), 47%

of a sample of American children and adolescents were found to get poor

grades due to heavy gaming time. Comparatively, they noted that only 23% of

their respondents who were not heavy game users got low grades. A similar

study involving elementary school children showed that frequent gaming time

significantly predicts low academic performance at the end of the academic

period even when intervening variables were controlled to a certain degree

(Anderson, Gentile, & Buckley, 2007).

The child’s potentials are not maximized in school when a portion of his

time is heavily spent on gaming, especially online games wherein the

challenge is not just to defeat the computer but to defeat real human beings

who have mastered the games. This is the hypothesis of displacement. Online

gaming can negatively influence school performance by displacing time that

would have been spent in other educational activities such as reading and

homework (Gentile, Lynch, Linder & Walsh, 2004). Empirical support for this

hypothesis has been written about. American teens who play video games

have been found to spend 30% less time reading and 34% less time doing
homework than non-gamers (Cummings & Vandewater, 2007). A more glaring

finding is found in the study of Prot, McDonald, Anderson & Gentile (2012).

They found out that 90% of American children and teens play video games for

an average of 2 hours per day and 25% of young males reported playing

video games for 4 hours a day or more. The big question now is: how much

negative effect does online gaming exert on the academic performance of

young people?

This paper sought to find out the degree of negative effects of online

games on the academic performance of Grade 11 senior high school (SHS)

students. Its humble attempt is not just to confirm the claim that online gaming

has negative effects on students but also to determine the level of the

negative effects on the small population of senior high school students of

Pangasinan State University in Lingayen, Pangasinan, Philippines.

Adachi and Willoughby (2013) did a research that focused on the

positive effects of video games on students. One aspect of their study is the

self-reported positive effects of the games on the respondents academic

grades. The present study mirrored the self-reporting method of their study

but with inclination on the disadvantages of online games on the specific

academic areas of doing assignments, quizzes, class recitation, paper works,

and examinations.

Computer Game Addiction

Because there is no official diagnosis of computer game addiction,

there is obviously no universally agreed upon list of symptoms. Psychologists

and other mental health professionals initially adapted the diagnostic criteria
for gambling addiction and used this as a rough assessment tool for computer

game addiction. This classification approach is rarely used today and for

better or for worse, it is essentially up to the individual researcher or clinician

to define the symptoms of computer addiction. Still, there are some signs and

behaviors that are almost always included in definitions of computer addiction,

such as: Significant interference with school, work, or relationships. Often

avoiding other commitments in order to keep playing, Frequently turning down

social invitations in favor of gaming, Using most or all of one's free time for

gaming, Regularly playing late into the night and which results in poor sleep

habits, Loss of interest in previously enjoyed activities, Regular gaming

"binges" of 8 hours or more nonstop.

Intelligence Benefits

According to All Academic Research, playing computer games may not

be all that bad for your children. Peng Wei states that educational games can

be effective assisting tools in the educational areas of management, medicine

and science. If you choose the right educational computer games, your child

may learn better problem-solving skills and eye-hand coordination. Your child

may also get the ability to think fast and think of multiple things all at once.

Skills obtained from playing computer games may help your child learn

quickly when it comes to his studies. If your child is struggling in one of his

school subjects, there are many educational computer games available for

him. There are math and reading related games that may help boost your

child’s skills. These games can be both fun and educational for your children.
Positive Effects of Video/Online Games

When your child plays video games, it gives his brain a real workout.

In many video games, the skills required to win involve abstract and high level

thinking. These skills are not even taught at school. Some of the mental

skills enhanced by video games include following instructions, Problem

solving and logic (When a child plays a game such as The Incredible

Machine, Angry Birds or Cut The Rope, he trains his brain to come up with

creative ways to solve puzzles and other problems in short bursts), Hand-eye

coordination, fine motor and spatial skills. In shooting games, the character

may be running and shooting at the same time. This requires the real-world

player to keep track of the position of the character, where he/she is heading,

his speed, where the gun is aiming, if the gunfire is hitting the enemy, and so

on. All these factors need to be taken into account, and then the player must

then coordinate the brain's interpretation and reaction with the movement in

his hands and fingertips. This process requires a great deal of eye-hand

coordination and visual-spatial ability to be successful. Research also

suggests that people can learn iconic, spatial, and visual attention skills from

video games. There have been even studies with adults showing that

experience with video games is related to better surgical skills. Also, a reason

given by experts as to why fighter pilots of today are more skillful is that this

generation’s pilots are being weaned on video games. Planning, resource

management and logistics. The player learns to manage resources that are

limited, and decide the best use of resources, the same way as in real life.

This skill is honed in strategy games such as SimCity, Age of Empires, and

Railroad Tycoon. Notably, The American Planning Association, the trade

association of urban planners and Maxis, the game creator, have claimed that

SimCity has inspired a lot of its players to take a career in urban planning and

architecture. Multitasking, simultaneous tracking of many shifting variables

and managing multiple objectives. In strategy games, for instance, while

developing a city, an unexpected surprise like an enemy might emerge. This

forces the player to be flexible and quickly change tactics. (Daphne Bavalier)

Quick thinking, making fast analysis and decisions. Sometimes the

player does this almost every second of the game giving the brain a real

workout. According to researchers at the University of Rochester, led by

Daphne Bavelier, a cognitive scientist, games simulating stressful events such

as those found in battle or action games could be a training tool for real-world

situations. The study suggests that playing action video games primes the

brain to make quick decisions. Video games can be used to train soldiers and

surgeons, according to the study. Importantly, decisions made by action-

packed video game players are no less accurate. According to Bavelier,

"Action game players make more correct decisions per unit time. If you are a

surgeon or you are in the middle of a battlefield, which can make all the

difference." Accuracy - Action games, according to a study by the University

of Rochester, train the player's brain to make faster decisions without losing

accuracy. In today’s world, it is important to move quickly without sacrificing

accuracy. Strategy and anticipation - Steven Johnson, author of Everything

Bad is Good For You: How Today's Popular Culture is Actually Making Us

Smarter, calls this "telescoping." The gamer must deal with immediate

problems while keeping his long-term goals on his horizon.

Situational awareness

Defense News reported that the Army include video games to train

soldiers to improve their situational awareness in combat. Many strategy

games also require the player to become mindful of sudden situational

changes in the game and adapt accordingly.

Developing reading, math skills and perseverance

The young gamer reads to get instructions, follow storylines of games,

and get information from the game texts. Also, using math skills is important

to win in many games that involves quantitative analysis like managing

resources. In higher levels of a game, the player usually fails the first time

around, but he keeps on trying until he succeeds and move on to the next

level. Games have internal logic in them, and the player figures it out by

recognizing patterns with Estimating skills.

Inductive reasoning and hypothesis testing

James Paul Gee, professor of education at the University of Wisconsin-

Madison, says that playing a video game is similar to working through a

science problem. Like a student in a laboratory, the gamer must come up with

a hypothesis. For example, the gamer must constantly try out combinations of

weapons and powers to use to defeat an enemy. If one does not work, he

changes hypothesis and try the next one. Video games are goal-driven

experiences, says Gee, which are fundamental to learning. Mapping (The

gamer use in-game maps or build maps on his head to navigate around virtual

worlds.)
Memory

Playing first person shooter games such as Call of Duty and Battlefield

series enables the player to effectively judge what information should be

stored in his working memory and what can be discarded considering the task

at hand, according to a study published in the Psychological Research.

Concentration, A study conducted by the Appalachia Educational Laboratory

reveal that children with attention-deficit disorder who played Dance

Revolution improve their reading scores by helping them concentrate

Improved ability to rapidly and accurately recognize visual information - A

study from Beth Israel Medical Center NY, found a direct link between skill at

video gaming and skill at keyhole, or laparoscopic, surgery. Reasoned

judgments, Taking risks - Winning in any game involves a player's courage to

take risks. Most games do not reward players who play safely. How to

respond to challenges, How to respond to frustrations, How to explore and

rethink goals.

Teamwork and cooperation when played with others

Many multiplayer games such as Team Fortress 2 involve cooperation

with other online players in order to win. These games encourage players to

make the most of their individual skills to contribute to the team. According to

a survey by Joan Ganz Cooney Center, teachers report that their students

become better collaborators after using digital games in the classroom.

Conceptual Framework

The structure shows how Online Games affects the academic

performance of the students. It also show what online games change their

Lives obesity.

Online Games Academic Performance

Figure 1. Online Game Affects

Theoretical Framework

The framework for the scoping literature review is supported by two

theoretical models: Adult Learning (Knowles, 1984) and Situated Cognition 

(Brown, Collins & Duguid, 1989). The focus of a scoping study is to place

knowledge regarding a particular topic in a conceptual framework, map

relevant literature, and present what is known and unknown (Anderson, Allen,

Peckham, 2008). The broad range of data can be inclusive of both material

from empirical and non-research materials (2008). The objective is to

generate meaningful discussion around a specified topic.

Knowles (1984), one of the leading teachers, scholars, and practitioner

of adult-learning and education was considered the father of andragogy. After

extensive research, Knowles outlined four principles related to adult learning

that applied to non-traditional students. These principles are: adult learners

must be included in the assessment and planning of their learning; adult

learners’ experiences and mistakes form the foundation for learning; adult

students are interested in subjects that are immediately connected to their

lives or employment; and learning is more meaningful when problem-based

as opposed to theoretical or ambiguous (Kearsley, 2010).

Significant of the Study

In this section, the researchers expressed the value or importance of

the research study and this is where the significant contribution of the result

was enumerated. This will discuss the benefits of the following subjects

throughout the study.

Students

This will provide us with some knowledge regarding the effects of

online games and how it can affect our academic performance. It will also give

us the realization that playing online games can destroy our mind and maybe

take us away from our better future.

Parents

They will profit from this study, since the parents will be aware of the

problems of their children and the effects of online games to their academic

performance. It will help them to speak for their children and motivate them in

their studies in order to achieve higher academic performance.

Teacher

The given data’s would guide the teachers on what to do to the

students who are always absent on the classes due to hanging out in the

computer shop all day. The teachers would be able to understand on why

some student prefers to play online games rather than to study.

Statement of the Problem

This study aims to know the perceived effects of online games to the

academic performance among the BSIS students in NTC.

The research wanted to answer the following questions:

 1. What are the demographic profiles of the respondents in terms of

a. Frequency of playing online games.

b. Average time span of playing online games.

c. Length of period of playing online games

(Since they have started).

2. How do online games affect the academic performance of the

students in relation with?

a. Class Participation

b. Number of Hours spent in Studying

c. Frequency of Absences in Class

3. Is there significant relationship between playing online games and

academic performance of the student?

 CHAPTER II

METHODOLOGY

This chapter presents the research design, research respondents,

sampling design, research locale, and ethical consideration to be used in the

study.

Research Design

The research design adopted for the study is a descriptive survey. This

design is considered apt because it enables the researcher to generate data

through the standardized research instruments and well-defined study

concepts and related variables.

Research Respondents

The participants of this study are students from BSIS. They will answer

the questions prepared by the researcher, specifically the effects of online

gaming towards on their academic performance.

Research Instrument

A well-constructed and self-developed questionnaire titled “The Effects

of Online Gaming towards the Academic Performance” was used to get the

desired information from the this students of BSIS. The questionnaire was

divided into two sections (A and B). Section A was for collection of information

on personal data of respondents while Section B consisted of questions that

elicited responses from the respondents with response options:

Scale Range of Means Description Interpretation

5 4-4.99 Always This means that

the respondent

always play

online games.
4 3-3.99 Often This means that

the respondent

often play online

games.
3 2-2.99 Average This means that

the respondent

averagely play

online games.
2 1-1.99 Sometimes This means that

the respondent

sometimes play

online games.
1 0-0.99 Not at all This means that

the respondent

not at all play

online games.

Research Procedure

The research carried out is known as descriptive research. This study

intended to collect information regarding the reasons of millennial addiction to

social media and its health effects. The following chapters will relate in detail

how this information was collected. First, the research gathered information
from internet and other articles. Second, the researcher conducted a survey

with the use of survey questionnaire which consist of questions. There were

several students of BSIS who participated in answering the questions. While

the participants are answering the questionnaires, the surveyor/researcher

should be present to entertain any questions and see to it that the data

needed are filled up. The respondents were informed regarding the data and

information provided will be treated with strict confidentiality and will solely be

used for the purpose of the study. Questionnaires will be then gathered after

the respondents finished answering the questions to ensure 100% retrieval.

Third, the retrieval of data, these will be collated, tabulated and subjected for

statistical treatment for further analysis. Finally, the analysis procedure to be

applied to the data will be presented.

Statistical Task

The data gathered in this study will be tallied, and be subjected to

statistical treatment. The effects of teaching methods and student

achievements of BSIS will be analyse by getting the mean response options.

Ethical Consideration

Just like other students from different courses, BSIS students also face ethical

dilemmas in their daily trainings, as do researchers, when people are used as

study participants in an investigation. Researchers need to exercise care that

the rights of individuals and institutions are safeguarded (Polit&Hungler

1999:132-134).

Permission to conduct the study was sought and granted by the

Program Head of BSIS Department of Northlink Technological College. All

first year BSIS students were informed about the study and asked to respond

carefully the distributed questionnaire. Their cooperation was requested and

promised.

The principles of beneficence and respect for human dignity were observed

during data collection. This principle encompasses freedom from harm and

exploitation (Polit&Hungler 1999:133). No physical harm resulted from

completing questionnaires, but some psychological discomfort might have

resulted from the nature of some of the questions.

Confidentiality was maintained because no names were disclosed in the

research report. Any participant who wished to obtain a research report could

contact the researcher who would supply such a report. The results of the

respondents were confidential and were only used to help the researchers

find the answer of the gap that was observed.

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