REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes ideas, opinions, research findings, generalizations, published or

unpublished theories and discussions on related literature and studies both foreign and local, which
provides relevant facts about the effects of online gaming towards the academic performance of the
students. That helps in familiarizing information that are relevant and similar to the present study.

Related Literature

Mobile legends: Bang Bang is a Moonton- developed and released mobile multiplayer online
battle arena. Released in 2016, the game has become popular in Southeast Asia and was among the games
picked at the 2019 Southeast Asians Games in the Philippines for the first medal event sports contest.

According to Koueider, A. (2013), this can be downloaded in Google Play Store and popular in
Apple App store that is also hot seat as an entertainment in Android (Koueider,A. 2013). Through this
game, the players are planning on how to destroy the enemy’s tower and on how they can defeat the
enemy. This is also a strategically game because it includes battle with the opponent online player.

Based on Rimington, Elzabi, and etc. (2016), Mobile Legends is the largest online game in the
world, but it is under-represented in video games studies. Its community is large and multi-sited, but
known for competitive and toxic behaviors. It says that this app is one of popular game that the degree of
opponent’s online player competes against each other to gain higher rank to win the battle.

Foreign

Dockrill (2012) stated that students who regularly spend time playing online games are
developing analytical and problem-solving skills that can also help them in their schoolwork. He also said
that when you play online games you’re solving puzzles to move to the next level and that involves using
some of the general knowledge and skills in math, reading, and science that you’ve been taught during the
day.

Computer games have become one of the most important entertainment tools for children,
teenagers and even adults all around the globe. Allowing access to the virtual world with unlimited
possibilities, computer games compulsively attract many people. In fact, they have become an integral
part of human society. In other words, by providing virtual fun and entertaining environments
(Demirbileka & lema Tamer, 2010), and having characteristics such as being interesting and exciting,
computer games stimulate motivation and create a sense of enjoyment of learning. They not only have
become one of the most significant recreations for all age groups, but also they have potentials to be used
for educational purposes as a new strategy (Prensky, 2003; Tuzaun & et al., 2009; Grimley & et al.,
2011). Therefore, video games can no longer be seen as mere entertainment tools. Today the positive
effects of video games are emphasized more than ever. As Games have become a tool to communicate,
teach, and influence attitudes and behavior, numerous studies have suggested that they have positive
effects on problem solving, achievement as well as creating interest and commitment in learning (Tuzaun
& et al., 2009; Kim, Park, & baek, 2009).
 In an experiment by Williams (2006), school performance increased after the participants
dramatically decreased (limited time spent using technology to 30 minutes per day) their usage of all
technology, including video games. Finally, Jaruratanasirikul, et.al, (2009) found that the excessive
playing of video games (five hours or more per session) resulted in school grades that were below a 3.00
average, and that time spent playing was a predictor of academic performance. They also suggested that
video games indirectly lead to decreased performance through promoting violence. Finally, they noted
that playing video games took time away from school activities, homework, social interaction, etc.

However, there is also plenty of research to suggest that interactive video games can actually lead
to increased academic performance (Anand, 2007).

Smyth (2007) suggested that complex games may lead to academic success by engaging players
in problem solving, critical thinking, and creativity.

Anand (2007) also found that males were more prone to these results than females, because males
tend to play video games more. The penetration of video games into the United States alone is huge, with
at least 90% of homes having children that have played (rented or owned) video games. This is a record
level that continues to increase. 55% of console players and 66% of online players are over 18. The
college demographic seems to be the major group of gamers simply because they have a lack of parental
supervision and they have more flexible schedules, allowing for more play time.

The studies and literature concerning the effects of online games to the academic performance of
the students are contradictory because some of them suggest that online games may lead to negative
effects while others said that it gives positive benefits The relationship between the usage of computer
games and academic performance has no definitive answer to the question of whether computer games
disrupt academic performance.

Local

Vinluan (2016) stated that computer gaming is one of the fast-developing sectors of this
generation of computer technology. Computer games offer their patrons with a new dimension of virtual
entertainment. The youth especially, college students are the usual patrons of computer games. According
to NIKO Media Research (2017), the projected number of online gamers in the Philippines rose from 21
million in 2012 to 28.72 million in 2014. Meanwhile, statistics from Juha Sompinmaki of Tech in Asia
show that about 409, of the gaming population of the Philippines is aged 18-24 years old.

Furthermore, many multiplayer games such as DOTA or Defense of the Ancients and LOL or
League of Legends involve cooperation with other online players in order o win. These games encourage
players to make the most of their individual skills to contribute to the team.

Related Studies

Online gaming has emerged as a popular and successful source of entertainment and play for
people of all ages, especially for the students. It refers to the games that are played over some forms of
computer network, typically on the internet. These games are played online, in which you can connect
with multiple players. It is normally platform independent, relying on the web browser and appropriate
plug-in. (Robinson, 2016)
 Skoric et al (2009) found that while game addiction leads to negative academic performance,
moderate engagement in gaming can lead to improved performance in an academic setting. They found a
positive correlation between game play and English test scores, which suggests that gaming can actually
lead to better test scores.

Studies of Abdolkhaleghi et al. (2006); Ramezankhani et al. (2008); Roe and Muijs (2000); and
Russell (2006) also showed that rate of playing computer games has negative correlation with student
achievement; while other research (Durkin and Barber, 2002) showed that there is no negative
relationship between computer games and educational attainment.

Shao-I, et.al, (2004) also studied addiction (once again no definitive definition was given) and
noted a decrease in school performance when the student was addicted to gaming. They found that
gaming addiction physically impacts academic achievement because the student is too involved in the
game to do homework or prepare academically.

There are also others that have found decreased academic performance in relation to involvement
in playing video games. Anderson and Dill (2007) studied video games and aggression and suggested that
not only does gaming have an impact on performance directly, but it also triggers a higher level of
aggression, which is often linked to problems in school and decreased academic performance.

Wack and Tantleff-Dunn (2009) also found a negative correlation, although the relationship
between GPA and academic performance in their study was not significant. Jackson et al (2008) found
that time spent playing games was a negative predictor of academic performance and that those who
played video games more often had poorer grades than those who played less.

A study conducted by Wood, et.al, (2007) included open-ended questions that encouraged
participants to report different feelings about playing video games. Some of the negative consequences
indirectly related to school performance, in that participants reported often missing lectures, skipping
homework, etc. They also found that these consequences were more likely to impact males, because
males play more often and were more likely to report losing track of the time while playing.

Gaming Frequency, Time and Types of Gamer

The gaming frequency and the amount of time spent on playing video games have been studied
for years frequently in association with gaming addiction (King 2012; Ko et al. 2009), psychological
constructs (e.g., selfconcept clarity, self-control, and flow) (Khang et al. 2013; Lee et al. 2012), negative
consequences (e.g., missing school work) (Hellström et al. 2012), and even academic performance or
learning outcome (Furió et al. 2013; Ip et al. 2008).

According to Ip et al. (2008) he stated that frequent gamers, who spend more than 2 hours per day
playing video games, performed less well than infrequent gamers. Hellström et al. (2012) examined the
relationship between gaming time, motives to play, and negative consequences because of playing
massively multiplayer online role-playing games (MMORPGs). They recruited 7,757 Swedish
adolescents and had them completed a questionnaire and found that time spent on gaming was related to
negative consequences, e.g., “less sleep due to gaming.” Ventura et al. (2012) constructed an online
survey with 252 undergraduate students and a positive indication was found between video game play and
academic performance. That is, students who spent 11-50 hours playing video games had significantly
higher GPAs than students who spent 0- 10 hours playing video games.

Types of gamers are associated with the frequency and amount of time a player has spent on
playing video games. However, the segmentation between types of gamers has not been significantly,
rigorously studied. Two types of gamers, casual and hardcore gamers, have been growing rapidly in
recent years. Kuittinen et al. (2007) discussed the characteristics and differences between casual and
hardcore gamers. For example, hardcore gamers play extremely competitive games and require a much
higher degree of involvement than casual gamers.

Cummings and Vandewater (2007) found that only 534 (36%) played video games, and that these
individuals played an average of only 1 hour per weekday and 1.5 hours per weekend day. On the other
hand, another study was conducted by Aliliran et al (2014) he stated on his study that out of 34 students,
12 of them spent 1-3 hours the most a day.

In the study conducted by Wood, Gupta, Devevensky & Griffiths (2004), online gaming can be
addictive. The researcher has tended to concentrate on negative aspects, such as excessive play and
addiction. Instead of spending their hours on studying and doing their homework, children spend their
time on playing computer games.

The results of a survey show that 90% of children aged 9-13 years perform video games. 43% of
children do the games less than one hour and 27% as 2-6 hours every day (Cited in Jensen 2005/2001).
Gunter (1997, 2008) states that children at age 6-11 and 12-17 years have the highest number of players.

Academic Performance

According to Rehbein, et.al, (2010) they found a direct correlation between increased truancy and
video game dependency in their study of 15,168 German 9th graders. This finding is important, because
researchers such as Yakovlev and Kinney (2008) have found correlations between attendance and school
marks. Yakovlev and Kinney reported an overall course grade reduction of 0.9 points for every class
missed. More literature exists on the relationship between video gaming and final marks.
Jaruratanasirikul, et.al, (2009) found that two hours of gaming per day correlated with a Grading Period
Average of below 3.00 in 1,492 high school students in Thailand.

Researchers have also found negative correlations between video gaming and other types of
school-related behaviours. Anand (2007) reported that video game addicts are laggard in school
assignments and fall asleep in class. Gentile, et.al, (2004) found that gaming creates time conflicts that
lessen the hours that gamers devote to homework. Of 534 (10-19-year-old) gamers in Cummings and
Vandewater’s (2007) study, 425 boys spent an average of 30% less time reading for every hour that they
played video games on weekdays, and 109 girls spent an average of 34% less time doing homework for
every hour that they played video games on weekdays.

In their study of 13,960 US high school students, Bowers and Berland (2013) found positive
correlations between 1-2 hours of daily gaming and mathematics and reading skills. Wittwer and Senkbeil
(2008) also found positive correlations between “smart” gaming and mathematics skills in their study of
4,660 German 15-year-olds. Gamers develop problem-solving skills and complex thought processes (De
Aguilera & Mendiz, 2003) that apply to academic work.
 Conceptual framework

The study focused on the effects of online gaming towards the academic performance of selected
grade 12 STEM students of Notre Dame of Pigcawayan. A Conceptual Framework is used in order for the
researcher to clarify some concepts regarding on the frequency, average time and length of playing online
games relates on the academic performances in relation to the attendance, grade and class participation.
Based on the conceptual paradigm, the independent variables affect the academic performances of the
students.

INDEPENDENT VARIBALE

Demographic profiles of the

respondents in terms of:

1.1 Frequency of playing mobile

legends
1.2 Average time span of playing
DEPENDENT
mobile legends
VAVARIABLE
1.3 Length of period of playing mobile
legends THE EFFECTS
OF PLAYING
MOBILE
Online gamers affect the academic LEGENDS TO
performance if the students in relation THE ACADEMIC
with: PERFORMANCE
OF GRADE 12
2.1 Trends of grades for past 1st and 2nd STEM
grading period STUDENTS
2.2 Number of hours spent in studying

2.3 Frequency of absences in class

Advantage and Disadvantage of Playing

Mobile Legends