CHAPTER II

Review of Related Literature

As of today, the unending changes brought about by technology had way in the human

interaction across miles. Most people are were exposed to online gaming. Indeed, playing with it

gave negative and positive impacts on all but most especially students. When students engaged

in online games, low academic performance is noted. However, according to Anderson and Dill

(2000), there is a negative correlation between the two. Thus, meaning that there is no relation

between the number of hours played by the player and his grades. At all times students defend

the games they are playing by saying that they do learn something from them. Apparently, in

some EDUCAUSE studies, it was revealed that playing games were not just for entertainment

but as a learning experience especially interacting with other virtual community (Gee 2005).

Carey (2012) found out that the history of online gaming included contributions by many

different companies and entities. Online gaming began as multiplayer gaming but has evolved to

include online gaming servers and massively multiplayer online game settings.

As stated by Hasson (2011), online gaming is good and bad. Good for those who know

their limit and bad for those who fix themselves in the seats for long hours and cut off the

interaction with the rest of the world.

According to the study of Chang (2009), online gaming has referred to as Internet

Gaming or Electronic Gaming. It was a gathering of players with a common game using a local

area network (LAN) where they could be in the same settings. The players seem to be in a real

situation that they use their mouse or keypads to move in the monitor.
 Hall (2005) said that online gaming has become increasingly popular over the past few

years. Both Orzackl (2004) and French (2002) found out that the internet search for “gaming

addiction ” yields lists of physical and physiological symptoms from dry eyes and carpal tunnel

syndrome to problems with school or work offered as indi active of problem usage behavior.

Griffiths, et al. (2003) stated that online gaming has been separated by some researchers

into three main types: standalone games, local and wide network (LAWN) games, and massively

multiplayer online role-playing (MMORP) games.

French & Dwyer (2002) claimed that online game players “don’t have normal social

relationships anymore” and play online games to cover feelings of anger depression and low

self-esteem.

Nie & Erbring (2002) and Kraut, et Al. (1998) stated that some fear virtual communities

was detracted from social activities and involvement I the real world, replaced real social

relationships with less robust online substituted and caused users to turn away from more

traditional media.

In the study conducted by Wood, Gupta, Devevensky & Griffiths (2004), online gaming

can be addictive. The research has tended to concentrate on negative aspects, such as excessive

play and addiction. Instead of spending their hours studying and doing their homework, children

spend their time playing computer games.

Gentile, et al. (2004) said that the majority of thesis study has shown that online games

can be addictive and that some online games have been associated with aggressive behavior.

However, these studies have been relatively controversial as they examine these factors using
self-report methods and artificial scenarios. This type of research is fraught with problems and

criticism.

On the other hand, online gaming can also benefit from playing online games. A great

variety of forms have been developed and put into practice to enhance learning, offer solace,

drive away boredom, and/or pursued players to adopt certain actions and opinions. The

gameplay improves various thinking skills but that it can also boost cognitive speed for those

who play action games and can improve cognitive accuracy for a player who solves the puzzle

and strategy games (Klabber, 2001).

Rheingold (1993) stated that the one reason for the popularity of online games was that

they meld the fun and challenge of video games with the rewarding social aspects of the online

community. Participation in online communities allows us to play stay in touch with old friends,

meet new people, learn, and share information.

Online games can also help us in our daily living it can relieve our stress and depression

and it helps us to think quicker and faster. Some online games players are smarter, it also boosts

your memory skills and develops attention and concentration. The online game can help you to

quick decisions without losing precision.

Techbead.com Taha, J. (n.d) said that online games are seen as a good learning tool

because many think that they can touch children in ways that their teachers are failing by

sparking their minds, stimulating their thinking, and inspiring their imagination.
 In conclusion, the result of this study is in agreement with the findings of other studies

around the world. As you have noticed by now if you have through another part of the sole there

are many conflicting thoughts and even studies are showing us. It is not bad or good. The effects

of the online game, positive or negative, depend on several factors the most major one being

them and how they play the games and limit themselves.