University of the Immaculate Conception

Bonifacio Street, Davao City

Senior High School Department

“Online Gaming and the Social Behavior of Grade XI Students of University of the
Immaculate Conception - Bonifacio Campus SY: 2016-2107”

Proponents:

BAULA, Alfredo Jr. G.

CHAVEZ, Lord Grant
LALIS, Jullyla Marie
LIWANAG, Leah Patricia
LUMIKID, Cristel M.
OῆASA, Jhon Paul
PEREZ, John Paula
RAMIREZ, Ariel
RODRIGUEZ, Maria Christel
SIANDA, Rogen

Grade XI – St. Veronica

March 2017
 ACKNOWLEDGEMENT

We the researcher, the Group 5 of St. Veronica of the Grade XI Senior High

School Department of the University of Immaculate Conception would like to thank all

the people who supported and helped us make this study possible.

To God our Father, thank you for giving us our family, our friends, for providing

our basic needs, and also for giving us the knowledge to make this study.

To our teachers, especially to our P.R. teacher Mr. Sermel Joseph Concepcion

and to our Filipino teacher Mr. Christopher Baldonado, who served as our research

advisers. Thank you teachers for lifting our spirits up, for the unending suggestions and

for the guidance, love and support.

To our family, for taking care of us, for enrolling us here at UIC, for the financial,

moral, physical, and spiritual support, and for the unending love. Lastly for always being

there for us whenever we need them the most.

To our co-researchers, thanks for the understanding and cooperation. May we

successfully finish this venture with smiling faces driving by pride and honor in

accomplishing this study.

 I. BACKGROUND OF THE STUDY

Introduction

The Internet acts not only as a resource of professional work, education and

communication but also as an entertainment: YouTube, Facebook and other Social

Media. Online video games have become a very popular activity among children and

adolescents in the recent years. According to a report of Syracuse University on the

Science Daily Website (2007), online games may have significantly negative

consequence, especially in the lives of students, through causing distraction and

interfering with important reaction of out-game life actions, such as academic

performance, health, and social life. Online games have been become extremely

popular among the young generation thus leading the proliferation of online game

addiction on a global platform (Iowa State University, 2011 and in Wang and Zhu, 2011.

Another motion is the popularity alone online gaming garners a larger share of “favorite”

votes among young people than physical team sports such as ice hockey and football

combined (Wang and Zhu, 2011).

(Euromonitor, 2016) Video games in the Philippines remained fragmented in

2015. In video games software, the mainstay of the category, the top eight players

captured less than a 10% value share. The inability of many Filipino families to afford

video game software and hardware at legitimate prices leads them to turn to unlicensed

goods (Vitale, 2010). An increase in pirated video games production might result to an

increase in Gaming Hubs and/or Internet Cafes and also higher population of gamers.

Anderson (2004), explains that his meta-analysis revealed that violent video games
were strongly related to strongly increased aggressive behavior, aggressive cognition,

cardiovascular arousal and even decrease in helping behaviors. In a later meta-analytic

study, Anderson et al (2010) strengthen their position on mentioned effects and

provided evidences on decrease in prosocial behavior, decrease in empathy and the

presence of desensitization to violence.

Based on the abovementioned problems and setting above, the researchers

would like to evaluate the relationship of online gaming and social behavior around the

locality using of the Grade XI students of University of Immaculate Conception – School

Year: 2016-2017 as the respondents of this study.

Statement of the Problem

This study sought to determine the relationship of Online Gaming and the Social

Behavior of the Grade XI students of University of the Immaculate Conception-

Bonifacio Campus S.Y: 2016-2017 and to answer the following questions:

1. What is the level of online gaming among Grade XI Students of UIC –

Bonifacio Campus S.Y. 2016-2017?

1.1. What is the demographic profile of Grade XI Students of UIC –

Bonifacio Campus S.Y. 2016-2017?

1.2. What are the motivation/reasons to play of the Grade XI Students

of UIC – Bonifacio Campus S.Y. 2016-2017?

1.3. What is the passion level of playing for the Grade XI Students of

UIC – Bonifacio Campus S.Y. 2016-2017?

 1.4. What is the level of craving to play for the Grade XI Students of UIC

– Bonifacio Campus S.Y. 2016-2017?

1.5. What are the gaming disorders present among the Grade XI

Students of UIC – Bonifacio Campus S.Y. 2016-2017?

1.6. What gaming structure is commonly used by the Grade XI Students

of UIC – Bonifacio Campus S.Y. 2016-2017?

2. What is the level of the behavior of the SHS Students of UIC - Bonifacio

Campus S.Y. 2016-2017?

3. Is there a significant relationship between online gaming and the

behavior?
Conceptual Framework

1.
Independent Variable Dependent Variable
2.
ONLINE GAMING SOCIAL BEHAVIOR

-Demographics 3.

- Game Structure 4.

-Motivation to play 5.

-Passion Scale 6.

-Craving 7.
-Gaming Disorder

Moderator Variable

GENDER

-Male/Female

Theoretical Framework

Gaming has become a popular leisure activity among adolescents, especially for

the young males. Problems arise if people lose control over their gaming behavior. The

social factors correlate with the time spent on games and the game addiction rate.

Excessive gaming can lead to problems in schools and problems with social contacts to

other people in the real life (Van Rooij, Schoenmakers, Meerkerk, Griffiths, Van de
Mheen, 2010). Game addiction, in DSM IV (Diagnostics and Statistical Manual of

Mental Disorders) terms also called pathological gaming, can be described “as

persistent and excessive involvement with computer or video games that cannot be

controlled despite associated social and/or emotional problems” (Lemmens, Valkenburg

& Peter, 2010). This review primarily focuses on studies published in the area of video

game research between 2000 and 2012 (but makes reference to earlier studies where

relevant), with a view to reviewing the key research studies in the area in an attempt to

explore the impact of video games, but also to highlight the possible factors that may

moderate both the positive and negative effects of game play.

One of the most obvious and far reaching effects of the advancement in media is

in the influence of the many form of media available and used by young people today

(Roberts & Foehr, 2004). The accessibility of games on Internet, mobile phones, as well

as handheld videogame consoles has had large impact on the gaming environment,

and this affects gaming on a number of different levels. Videogame playing has been

found to help improve perceptual skills and visual attention (Green & Bavelier, 2003),

visuospatial cognition (Feng, Spence & Pratt, 2007; Green & Bavalier, 2003; 2006), and

spatial skills (De Lisi & Wolford, 2002; Passig & Eden, 2001), but videogame playing

has also been argued to be related to reduced school performance (Anand, 2007;

Anderson & Dill, 2000; Anderson, et al 2007; Gentile, et al, 2004; Gentile, et al, 2004)

and with decreased success in college (Anand, 2007; Anderson & Dill, 2000). One

study suggested that videogame playing can be associated with risk behaviour in late

adolescence and young adulthood (18 to 26 years), with those who played videogames

reporting higher levels of drug use, alcohol drinking, and poorer relationships with
friends and family (Padilla-Walker, et al 2009). This study also found that among

females, videogame use was associated with lower self-worth.

Significance of the Study

This study is useful to the following sectors in their quest to assist and give

attention to the gamers' behavior from becoming worst in the future:

 Guidance Counselor - to assist the students with their behavioral growth.

 Parents - they will be guided in their task to look after their children's change of

behavior.

 Students - they will tend to realize the effects of online gaming towards the

change of their behavior.

 Future Researcher - The result of the study would serve as data for other

researchers to be made.

Scope and Delimitation

The main focus of this study is to determine significant effects of online gaming to

the behavior of Grade XI Senior High School students of the University of the

Immaculate Conception School Year 2016 - 2017. The study was delimited to the 50

respondents from the said Institution. Each respondent is given the same Questionnaire

to answer based on the rationale.

The study is interested on the level of online gaming of the students. It is also an

aim of the study to recognize the level of the changes on the behavior of the students,

considering the positive and negative effects of online gaming on the student’s

behavior.
 II. Review of Related Literature

This chapter includes the ideas, finished thesis, and generalization of

conclusions, methodologies and others. Those that were included in this chapter are

considered relevant to the present study by the researcher.

Foreign Literature

Playing video games may increase aggressive behaviors because violent acts

are continually repeated throughout the video game. This method of repetition has long

been considered an effective teaching method in reinforcing learning patterns (Gentile &

Anderson, 2003). Research has also found that, controlling for prior aggression children

who played more violent video games during the beginning of the school year showed

more aggression than other children later in the school year. (Pediatrics, Nov. 2008).

Ahmadi (1998) indicates that an adolescent who plays computer games has a

higher violence and aggression rate than those who does not play computer games.

Azad Fallah et al (2001) in their study investigated the relationship between games and

social skills of 258 male students of first grade of high school. The results showed a

significant relationship between the game-type and presence of others in the game

location. In addition, Payne et al (2000) studied the role of computer games on social

isolation, low self-esteem and violence. The results showed no relationship between

playing computer games and self-esteem in girls, but there was a negative relationship

between the two in boys.

Assessment of Craving to Play Online Games

 Applied to behavioral addictions, craving can be defined as the intense desire

and strong intention to engage in a specific behavior. If we conceptualize online game

playing as a potentially addictive behavior, those who play online games excessively

may also experience craving. Researchers have used various methodologies to assess

craving to play online games, including self-report single-item rating scales, multi-item

assessment measures, measures of attentional bias, and observation of neural activity

(Decker & Gay, 2011; Han et al., 2010; Ko et al., 2009; Sun et al., 2012; Stoeber,

Harvey, Ward, & Childs, 2011; Thalemann, Wolfling, & Grusser, 2007). For the

purposes of the present study, I employed a multi-item self-report questionnaire of

craving to play online games.

Harmonious and Obsessive Passions for Online Gaming

Vallerand and colleagues (2003) define passion as a strong internal force leading

individuals to choose to engage in an activity or with an object that they find enjoyable

and important and on which they spend time and energy. The authors distinguished two

types of passions: harmonious and obsessive. Individuals with a harmonious passion

view the activity as important to their self-concept and experience enjoyment and other

positive emotions when they engage in the activity.

Conversely, individuals with an obsessive passion feel compelled to engage in

the activity and experience negative affect (e.g., sadness, anger, anxiety, guilt) both

when prevented from and while engaging in the activity. Unlike a harmonious passion,

an obsessive passion is associated with negative consequences resulting from over-

engagement in the activity (Mageau, Vallerand, Rousseau, Ratelle, & Provencher,

2005; Ratelle, Vallerand, Mageau, Rousseau, & Provencher, 2004; Vallerand et al.,

2003). Wang and Chu (2007) examined the association between harmonious and

obsessive passion for online gaming and online gaming addiction in 404 Taiwanese

online gamers.

Research conducted with players of online games suggests that the onset of

recreational play and escalation to addiction may be influenced by loneliness, social

anxiety, social skills deficits, and low self-esteem may be particularly attracted to playing

online games by the desire for advancement, escape from negative emotions or real-

life problems, teamwork, customization, discovery, role-playing, socializing, and/or

relationships which are provided by playing MMORPGs. Furthermore, individuals with

interpersonal and intrapersonal difficulties may be particularly likely to become addicted

to online games if game playing is more rewarding because the game’s virtual world

fulfills desires that have not been met in the real world.

th
In support of Yee’s (2002) proposition, Kim and Kim (2010) found that 8 grade

online game players’ anxiety was significantly positively associated (r = .53) with scores

on the Problematic Online Game Use scale. Similarly, Mehroof and Griffiths (2010)

found that both trait anxiety (b = .23) and state anxiety (b = .28) were significant

predictors of online gaming addiction scores in a sample of university students, and Lo

et al. (2009) reported that frequency of game play was strongly positively associated

with higher social anxiety in players.

Negative Consequences of Online Gaming Addiction

 As with any substance or behavioral addiction, excessive online gaming has

been found to be associated with several negative consequences including

considerable time devoted to playing the game (e.g., up to 16 hours per day), sleep

deprivation, and social and romantic impairment (Allison et al., 2006). Additionally,

online gaming addiction is characterized by loss of control over gameplay, ceasing

participation in other activities, and risking the loss of important educational or career

opportunities (Batthyány, Müller, Benker, & Wölfling, 2009; Liu, Ko, & Wu, 2008).

Addicted individuals report that gameplay fulfills needs that are not met in their real lives

and has become the focus of their existence (Wan & Chiou, 2006).

Motivations for Online Gaming

Perhaps because online games offer a wide variety of experiences, different

players have different motivations for playing or reasons for being attracted to the

games (Bartle, 2003; Billieux et al., 2013; Haagsma et al., 2013b; Hsu, Wen, & Wu,

2009; Kneer & Glock, 2013; Wan & Chiou, 2007; Yee, 2002, 2006a, 2006b, 2006c).

Some researchers have made a distinction between reasons and motivations for

playing (Yee, 2002), whereas other researchers have viewed the motivations individuals

have for playing certain games and the reasons individuals are attracted to certain

games as equivalent constructs (Bartle, 2003; Billieux et al., 2013; Haagsma et al.,

2013b; Kneer & Glock, 2013).

Bartle (2003) differentiated multiple types of online game players based on their

motivations for playing and identified four different categories of players: achievers,

killers, explorers, and socializers. Achievers are motivated to play by acquiring

achievements; they prioritize acquiring points, currency, or items and rising in character

level over all other aspects of the game. Killers are motivated by the opportunity to kill

in-game characters or other players; they prioritize killing, taunting, or causing distress

to other players. Explorers are motivated by the chance to explore the virtual world of

the game and prioritize discovering the external and internal characteristics of the

game. Socializing with other players during the game motivates socializers. They

prioritize interaction with other players and view providing sympathy or empathy and

entertaining or listening to others as more important than the game itself (Bartle, 2003).