Effects of First-Person Shooter Video Games on the Reaction Time of BS

Psychology Students of Our Lady of Fatima University: An Experimental

Study

In partial fulfillment of the course requirements of

Experimental Psychology

Alcaraz, Cyrus Daniel A.

Alvarez, Arianne Joy S.

Francisco, Lanver M.

Garcia, Lance Kenneth S.

Reyes, Carl Dexter

Vallente, Shenry Jam C.

BS PSYCH 2-Y2-3

May 2021
 Abstract

Several cross-section and training studies have shown that video game play can improve

cognitive functions such as visual attention, cognitive control, visual short-term memory, and

general processing speed. This study aims to know if First – Person Shooter Video Games

significantly makes the reaction time of BS Psychology students faster. The research sample

consists of 20 participants (10 men and 10 women) from BS Psychology students of Our Lady of

Fatima University – Valenzuela. The participants were asked to take an online simple reaction

time test from Human Benchmark to measure their reaction time then play 3D Aim Trainer (tile

frenzy level), an FPS online game. They were asked to play the FPS game for five times per day

in a span of one week to validate the consistency of the results. Then they took the same reaction

time test again for their post-test. The participants took part in both conditions, which is to take

the reaction time test without playing an FPS video game and to take the reaction time test after

playing an FPS video game. On the first part, before playing an fps game the average reaction

time of the participants were averaged at 294.7 ms. Then after playing the FPS game for one

week, the participants resulted in an average of 211.95 ms which shows that playing first-person

shooter games does significantly improve the reaction time of a person. The statistical analysis

used in the study is a paired T-test method with 1 tail prediction that resulted in a P-value of

0.0003 < 0.05 that shows that there is a significant difference between the two conditions which

makes the alternative hypothesis accepted. Therefore, first- person shooter video game usage

significantly makes the reaction time of the students faster.

Keywords: First- Person Shooter Video Games, Reaction Time, Simple Reaction time
 TABLE OF CONTENTS

CHAPTER Page

I. THE PROBLEM AND ITS BACKGROUND ……………………………. 1

Introduction ………………………………………………………… 1

Background of the Study ………………………………………….... 2

Statement of the Problem …………………………………………… 3

Significance of the Study …………………………………………... 4

Scope and Limitation of the Study ………………………………….. 4

II. REVIEW OF RELATED LITERATURE AND STUDIES ………………… 6

Conceptual Literature ……………………………………………...... 6

Research Literature ………………………………………………...... 9

Theoretical and Conceptual Framework …………………………..... 13

Hypothesis …………………………………………………………... 14

Definition of Terms …………………………………………………. 15

III. METHODOLOGY …………………………………………………………. 16

Sampling Design and Technique ………………………………….... 16

The Subjects ………………………………………………………… 17

The Research Instruments ………………………………………….. .17

Validation of the Research Instruments ……………………………... 18

Data Gathering Procedure ………………………………………….... 19

Data Processing Method ………………………………...................... 20

Ethical Consideration ………………………………………………... 22

IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA ……………………………………………….. 23

Participant’s Profile ………………………………………………….... 27

Hypothesis Testing ……………………………………………………. 28

V. SUMMARY, CONCLUSIONS

AND RECOMMENDATIONS ………………………………………………. 29

Summary of Findings ……………………………………………….... 29

Conclusions ………………………………………………………….. 30

Recommendations ………………………………………………….... 32

REFERENCES …………………………………………………………….... 34

APPENDICES ……………………………………………………………...... 39

CURRICULUM VITAE ……………………………………………………... 40

 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

1.0 Introduction

In today’s world, the advancement of technology is rapidly happening. Different

technological discoveries are present and we people use these technologies to help us in our daily

lives. Whether it’s entertainment or for work related purposes, we can’t deny that technology is

now really a part of our society. Video games are a part of the technological discoveries that

really created it’s very own industry. According to the Entertainment Software Association

(2019), in 2018, over 164 million adults in the USA play video games. Thanks to the wide

availability on the market, the affordable cost and the massive popularity, video games already

represent crucial tools as a source of entertainment (Granic et al., 2014; Jones et al., 2014). This

shows that video games are a leading form of entertainment today and it is also an integral part

of the American culture. Gaming has been around for almost 50 years, but the studies about its

harms are still in the early stages. Anguera & Gazzaley (2015) stated that video games are

designed with two primary goals: enjoyment and sustained player engagement. Many of today’s

most popular video games involve high levels of art, captivating music, and intricate storylines to

create immersive environments for an enhanced player experience that drive game play to be

both challenging and fun, with careful considerations of reward cycles that deliver positive and

negative feedback at appropriate times. Research shows that there are various benefits to playing

video games. These include cognitive benefits, such as improved reaction time, improved mental
 2

flexibility, and improved spatial abilities, as well as other types of benefits, such as reduced

stress levels, increased self-esteem, and increased prosocial behavior.

The aim of this study is to investigate the cognitive processes underlying cognitive test

performance and will focus on reaction time on how a person’s central information processing

speed and coordinated peripheral movement response.

1.1 Background of the Study

The possibility that playing video games affects perceptual and cognitive skills has

received much interest lately. Video and computer games are the fastest growing segment of the

entertainment industry with shooter games accounting for 11% of the video and computer game

sales (National Institute on Media and the Family, 2008; Entertainment Software Association,

2007). While much of the early research on computer games focused on the negative impacts of

playing digital games, particularly on the impact of playing violent entertainment games on

aggression (Ferguson, 2007), and addiction (Gentile, 2009), gradually, scientific studies have

also recognized the potential positive impact of video games on people's health. In recent

decades, the field of computer gaming has increasingly developed toward serious purposes . As

early as in 1987, it was for the first time observed that famous commercial video games (i.e.,

Donkey Kong e Pac-Man) can have a positive effect on cognitive skills, improving the RTs of

older adults (Clark et al., 1987). Several cross-section and training studies have shown that video

game play can improve cognitive functions such as visual attention, cognitive control, visual

short-term memory, and general processing speed. Most action video game studies have used

first person shooter games and these video games contain several common properties:

unpredictability, intense speed, high perceptual, cognitive and motor load, the selection between
 3

multiple action plans and an emphasis on peripheral processing (Green C.S, Li R., Bavelier D.,

2010).

Information-processing speed is a key measure of the efficiency of cognitive functioning

—and action games appear to be excellent tools to make a person’s reaction time faster

(Bavelier, D., & Green, C. S., 2016).

1.2 Setting of the Study

Due to the widespread of Coronavirus disease, the study will be conducted in the homes

of the participants that are enrolled in Our Lady of Fatima University - Valenzuela Campus that

is located in Valenzuela City, Metro Manila, Philippines. Researchers will be using online

platforms such as google drive and messenger to communicate with the chosen participants.

1.3 Statement of the Problem

The objective of this study is to determine the significant effects of first-person shooter

video games on the reaction time of BS Psychology students. This study will seek to answer the

following questions:

1. Does first-person shooter video game usage affect the reaction time of the students?

2. Does gender influence the reaction time of the students?

3. To what extent does first-person shooter video game usage affect the reaction time of the

students?

4. Does the measure of reaction time of an individual depend on hours spent per day on

video games?
 4

1.4 Significance of the Study

In this section, the importance of the “Effects of First-Person Shooter Video Games on

the Reaction Time of BS Psychology Students” will be specified. Researchers also set down

contributions to those who will benefit from it and may prove this study useful.

Gamers. The direct recipients of this study are the people who play video games. This

will be beneficial to them for they can know if playing video games could affect their reaction

time.

Students. This study will be beneficial to the students as well, for this study can help

them know ways to improve their reaction time which is also beneficial for their daily lives.

Future Researchers. This study will be beneficial to future researchers for this will help

them conduct a more efficient and thorough study of the effects of First-person shooter video

games on the reaction time of the college students, further investigate the effects of this in

various aspects and hopefully serve as a primary source for the future studies.

1.5 Scope and Limitation of the Study

The scope of this study will only cover the Psychology students in Our Lady of Fatima

University - Valenzuela campus, academic school year 2020-2021. The purpose of this study is

to know the effects of First-Person Shooter Video Games on the Reaction time of the

participants.

This study will be conducted only with the selected twenty [20] participants, who were

chosen regardless of their age, sex, or gender orientation and will also consider all aspects of

Psychology student's personal information. The researchers will be using a simple random

sampling technique. Each participant will play the 3D Aim Trainer

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(https://www.3daimtrainer.com/play/) and use the Human Benchmark reaction time test

(https://humanbenchmark.com/tests/reactiontime) to assess their reaction time. For the

researchers and respondents safety, forms and the experimental procedure will be conducted by

the participants through online assessments.

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CHAPTER II

REVIEW OF LITERATURE AND STUDIES

In this chapter researchers will tackle a variety of concepts, ideas, and findings that are

related to the research study about the Effects of First-Person Shooter Video Games on the

Reaction Time of BS Psychology Students of Our Lady of Fatima University. This section

includes the review of different related literature, theoretical framework, conceptual framework,

hypothesis and definition of terms. Those that were included in this chapter help familiarize

information that is relevant and similar to the present study.

2.0 Conceptual Literature

2.0.0 First - Person Shooting Video Game

Technology has come a very long way, it spawned different mediums that changed the

landscape of lifestyles of many people since its evolution. One maturing medium and industry

that spawned from the evolution of technology is video games. At first, computer and video

games were ignored by educators and most of them believe that this is only a mere distraction in

education. They have focused on the social and personal consequences of playing while ignoring

the important educational potentials of gaming. As time goes by, many researchers and

professionals seek the potential advantages of such a medium to the human skillset. (Squire,

2003). In its half a decade old, video games have quickly transformed into one of the most

pervasive, profitable, and influential forms of entertainment not just in the United States, but in

the whole world. Computer and Game software sales exceeded $6.35 in the United States, and
 7

$19 billion worldwide in 2001 just at the beginning of the evolution of 3D graphics.

(Squire,2003)

First - Person Shooting Game or FPS is a video game genre centered on gun and other

weapon-based combat in a first-person perspective; that is, the player experiences the action

through the eyes of the protagonist. The genre shares common traits with other shooter games,

which in turn makes it fall under the heading action game. Video and computer games have the

highest growing segment in terms of entertainment with shooter games averaging 11% of the

computer and video games sales. (National Institute on Media and the Family, 2008;

Entertainment Software Association, 2007). All FPS features the same core gameplay which

involves the element of moving and shooting but some variations exist, with different titles

emphasizing certain aspects of the game play. Usually FPS control schemes are fully

customizable within the game. One hand uses the mouse for aiming, turning the player’s view

horizontally and vertically and the other hand is for the keyboard for movement and equipment.

(Kostas Gkikas, Dimitris Nathanael, Nicolas Maramaras 2007). FPSs require motor coordination,

rapidity, and reactive skills for ultimately “shooting before being shot”.

2.0.1 Reaction Time

Reaction time is the amount of time that takes place between when a person perceives

something to when they respond to it. It is the ability to detect, process, and respond to a

stimulus. Reaction time has been widely studied, as its practical implications may be of great

consequence, e.g. a slower than normal reaction time while driving can have grave results. Many

factors have been shown to affect reaction times, including age, gender, physical fitness, fatigue,

distraction, alcohol, personality type, and whether the stimulus is auditory or visual (Kosinski,
 8

Robert J., 2005). Reaction time plays a role in most of our day-to-day activities. Our ability to

interact with our surroundings and react to unexpected changes and events depends directly on

this cognitive skill. Being able to evaluate reaction time and understand how it functions could

be very helpful in a variety of situations and areas. Good reaction time allows us to be agile and

efficient when it comes to responding to stimuli and situations like driving, having a

conversation, playing sports, etc. Good reaction time benefits us in a variety of ways, but it's

important that we properly process the information that we receive. (CogniFit. 2017, January

17). There are different types of reaction time. Simple reaction time (SRT) is a simple reaction to

a single stimulus. Recognition reaction time (RRT) involves a cognitive process of selecting the

optimal response to multiple stimuli, and the response is dependent on the type and form of the

stimuli and there are some stimuli (the “memory set”) that should be responded to and others (the

“distracter set”) that should not be responded to (Balakrishnan et. al., 2014). Cognitive reaction

time (CRT) consists of identifying the significance of the stimuli, the association and application

of knowledge in order to develop an optimal cognitive response in agreement with the stimulus

complexity. (Badau, Baydil, & Badau, 2018). Simple reaction time can be calculated through

the means of tests that consists of participants being asked to press a button as soon as a light or

sound appears. (Shelton, Kumar, 2010). The speed of a human’s capability to process

information can be evaluated through using either simple reaction time tests or choice reaction

time tests. But choice RT has a greater emphasis on the decision making and it leads to longer

reaction time rather than getting the fastest reaction time possible. (Moradi,, Esmaeilzadeh,

2017).

In an experiment conducted on drivers, reaction time was associated with time pressure.

The participants were subjected into driving simulations for three (3) different time pressure
 9

treatments: first, the No Time Pressure, second, the Low Time Pressure, and lastly the High

Time Pressure. It was found that young drivers reacted 21% faster than the older drivers when

pedestrians were presented. Further, sleep duration and physical fitness were found to be a factor

of the enhanced reaction time in the driving conditions (Pawar &amp; Velaga, 2020)

2.1 Video Games on Reaction Time

Over the past decade, researchers have taken an interest that video games —in particular,

action or first-person shooter games experience has an impact on cognition. Experience with

action video games has been linked to a variety of visual and cognitive benefits, with much of

this work emphasizing improvements in tasks that engage selective-attention processes

(Chisholm, & Kingstone, 2015). The new generation of “First Person Shooter” (FPS) games

require the players to develop a flexible mindset that allows them to engage in complex scenarios

that require the players to develop an adaptive mindset to rapidly react and monitor fast moving

visual and auditory stimuli, and to inhibit erroneous actions as shooting team mates instead of

enemies (Colzato et. Al 2012). If so, more extensive experience with video games could be

associated with better performance on a task that requires the monitoring and updating of

working memory (Colzato, L. S. 2010). Playing action video games contemporary examples

include God of War, Halo, Unreal Tournament, Grand Theft Auto, and Call of Duty requires

rapid processing of sensory information and prompt action, forcing players to make decisions

and execute them at a greater pace. During game play, delays in processing often cause rigorous

consequences, providing a large incentive for players to increase speed. Accordingly, there is

anecdotal evidence that avid game players react more easily to their environment. (Matthew

W.G. Dye, C. Shawn Green, and Daphne Bavelier 2009). Recent development of mobile devices
 10

and other portable electronic devices enable us to play more video games at any time or

anywhere. As a result, it becomes more accessible to all ages. Although early studies have

reported possibilities of negative effects of video games but in recent studies suggest that playing

video games can enhance perceptual and cognitive process such as attention, memory and speed

of information processing (Yasuhiro Seya, Hiroyuki Shinoda 2016|). One area that has received

considerable attention is the effect of action video games on visual cognition. Video-game

players have been reported to show improved hand eye coordination, increased visual processing

in the periphery, enhanced mental rotation skills, greater divided attention, and enhanced

visuospatial memory. A series of published certain studies have established that playing action

video games enhances performance on tasks thought to measure different aspects of visual

attention, including the ability to distribute attention across space, cam efficiently perform

multiple tasks, track several moving objects at once, and process streams of briefly presented

visual stimuli (Green & Bavelier, 2003, 2007). Moreover, video games, especially FPSs, have

for some time been targeted in studies that challenge the idea that these games favor violent and

aggressive behaviors (Anderson et al., 2010; Ferguson, 2011). In contrast, a growing body of

evidence converged in demonstrating that video game use is susceptible to improvement of

specific cognitive processes (Anguera et al., 2013). Video games can also develop not only

spatial skills, but studies have shown that it is also a good way to develop problem-solving skills

(Prensky, 2012). This is because problem solving is always present on whatever type of video-

game. Puzzles in-game can range in complexity from finding the fastest exit point, to discovering

complex sequences that require memorization and analytical skills. (Granic, Lobel, Engels,

2014).
 11

Playing action competitive video games requires a rapid processing of sensory

information before executing an action, this makes the players have fast decisions and execute

responses at a fast pace compared to their normal life every day. According to past studies that

compared the video-game player’s reaction time compared to those who are novice video-game

players, the possibility that playing video games affects perceptual and cognitive skills has

increased in a very large manner compared then. Although these studies do not primarily focus

on the study of this specific correlation, their data showed that video-game players are faster

overall than those who do not play such games. (Dye, Green, & Bavelier, 2009). Enhanced

cognitive performance is not attainable for all genres of video games. The most observable

effects on cognitive performance comes from playing first person shooter video games and not,

for example, puzzle or role-playing games (C. S. Green & Bavelier 2012).

According to (Blank, 2010) it shows that gamers develop an enhanced sensitivity to what

is going on around them, but this benefit does not just make them better at video games but also

improves a variety of general skills with everyday activities like driving, multitasking, reading

etc. Cognitive scientists from the University of Rochester report in the journal Current Biology

that video games could provide a strong training service for speeding up reactions in many types

of real-life situations. Gamers demonstrate better examples of cognitive abilities specifically

involving analogy, processing speed, deductive reasoning and mathematical intelligence.

According to the study, those who often play video games on a long term basis, showed

improvement in cognitive abilities compared to those who don’t wallow in gaming activities.

(Hisam, Mashhadi, Faheem, et al. 2015).

Similar to this study, Orosy-Fildes and Allan (Orosy-Fildes and Allan 1989) conducted a

study wherein they chose 20 subjects who were given a reaction time pretest (press a button
 12

when a light turns on). After the pretest, half of the subjects underwent a 15-minute practice

treatment on an Atari 2600 video game system. All of the subjects were then post-tested on the

reaction time test. Those that received the video game experience showed a reduction in reaction

time of approximately 50 milliseconds not observed in the control group that received no game

experience. That was a dramatic change considering that the experiment was only conducted for

15 minutes.

Electronic sports or (Esports) represents a fast growing market with a large population of

people investing in playing video games. With an estimated revenue of $1.1 billion and increase

in audience up to 495 million in 2020. The esports business industry continues to grow (Newzoo,

2020). Many pro or casual gamers compete in different types of video games such as battle arena

(MOBA) or first person shooter (FPS) and most of these games require high speed reaction time.

The players are required to react to different visuals or acoustic stimuli and create a decision as

quickly as possible (Kowal et al., 2018). Acting quickly is very important in video games

because responding incorrectly can lead to losing the game. The importance of being fast in

reacting is also shown that gamers outperform non gamers in terms of simple reaction time.

(Richardson et al.,2014). Additionally, perceptual and attentional skills are vital for performance

in sports-related tasks like quick decision-making (Hüttermann et al., 2019). Therefore, it comes

to no surprise that sports people also showed significantly shorter reaction times than non-

sportspeople in numerous studies (Atan & Akyol, 2014). Thus, similar to eSports, traditional

sports can positively affect one’s reaction times and vice versa. Many physical and cognitive

factors contribute to influence on general reaction time (Badau et al., 2018) . In addition, as in

traditional sports, scouting could take place in eSports based on specific performance parameters.

Video games have always been a crucial part for both children’s and teenager’s lives since the
 13

rise of technology, specifically computers. It all started when IT companies came up with the

game consoles which included a bunch of games that highly required high hand-eye

coordination. Using this information, it is possible to come up with a conclusion that playing

games on computers and consoles can have multiple benefits like improving hand-eye

coordination, reaction time, and increasing cognitive skill dexterity. (Ozkaya L. K. & Balci A. G,

2018). According to Lorenza S. Colzato, Pieter J.A van Leeuwen, Bernhard Hommel from

Cognitive Psychology Unit and Leiden institute for Brain and Cognition in Leiden University

and Werv P.M. van den Wildenberg from Amsterdam Center for the Study of Adaptive Control

in Brain and Behavior (Acacia), Department of Psychology, University of Amsterdam discuss

the theory that first person shooter games might advance cognitive flexibility. They explain that

most first person shooter games highly require gamers to build up a flexible mindset to quickly

react to any fast stimuli, be it visual or auditory (Colzato et al, 2010) In an experiment, James C.

Rosser Jr. MD; Paul J. Lynch, MD and Laurie Cuddihy, MD who are from American Medical

Association, tested the hypothesis that there is a possible link between video gameplay and

laparoscopic surgical skill and suturing which are very sensitive operational duty. It is a

comparatively unorthodox experiment since their test subjects were 33 experienced surgeons.

The result that they reached was training with video games actually improves surgeons in their

motor skills and enhancement of visual attentiveness. (Rosser Jr, et al., 2005).

2.2 Theoretical Framework

This study is anchored in the “Information Theory of Choice-Reaction Times” theory by

D.R.J Laming (1968). According to this theory, the subject gathers sensory data by extracting
 14

information continuously from the stimulus display. When related to the topic of this study, it

shows that repeated usage of video games can affect and change the reaction time of a person.

2.3 Conceptual Framework

The independent variable of the study is the first-person shooter video game, in which we

seek to find its effect on the Reaction time of the Psychology students in Our Lady of Fatima

University. The arrow represents the goal of the study which is to determine if the

aforementioned variable has an effect on the reaction time of students.

Figure 1. This conceptual paradigm shows the significant effect of repeated playing of first-

person shooter video game usage on the reaction time of the participants.

2.4 Research Hypothesis

The study pursued the following hypotheses:

Ho = First person shooter video game usage does not significantly affect the reaction time

of the students.
 15

Ha = First person shooter video game usage significantly makes the reaction time of

students faster.

2.5 Definition of Terms

In this section key terms or the important variables in the study are enumerated and

operationally defined according to how they are used in the study and to have a better understanding

with the problem of the study, in addition to avoid ambiguous meaning of the key terms.

First - Person Shooting (FPS). A video game genre centered on guns and other weapon-

based combat in a first-person perspective.

Cognition. A term referring to the mental processes involved in gaining knowledge and

comprehension. These cognitive processes include thinking, knowing, remembering,

judging, and problem-solving.

Video Games. An electronic game that involves interaction with a user interface or input

device – such as a joystick, controller, keyboard, or motion sensing device.

Reaction Time. Amount of time that takes place between when a person perceives

something to when they respond to it.

Simple reaction time (SRT), the minimal time needed to respond to a stimulus, is a basic

measure of processing speed. In simple reaction time experiments, participants respond

as quickly as possible anytime a stimulus appears.

Gamers. a person who plays video games or participates in role-playing games.

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CHAPTER III

METHODOLOGY

This chapter presents a description of the research method including the subject of the

study, instruments used for data gathering and processing procedure, and the statistical treatment

of the data. This includes the Research Design, Research Locale, Population and Sampling,

Instrumentation, Ethical Consideration, Data Collection, Data Analysis. This study will

determine Effects of First-Person Shooter Video Games on the Reaction Time of BS Psychology

Students of Our Lady of Fatima University.

3.1 Research Design

The study employed Quantitative research with a true experimental research design, to

determine if First-Person Shooting Game, the independent variable, has an effect on improving

the dependent variable which is the reaction time of the students. This study is Quantitative

research since the researchers will be doing a systematic investigation through quantifiable data

gathering. The researchers utilized a pretest and post-test procedure to administer that the

respondents would accomplish. The pretest and post-test is the reaction time test from human

benchmark. This study is also an Experimental design since the following respondents will be

using a first-person shooter game which is the 3D Aim Trainer to determine if it can make the

reaction time of the participants faster. It is more efficient to use the stated research design due to

its nature, where it determines the causal relationship between the variables. In this study, there

will be intervention implemented as the study seeks to know the effects of First-person shooting

games can affect their reaction time. Lastly, the following respondents in this study are BS
 17

Psychology students that will be having a pretest before taking the 3D Aim Trainer. Researchers

will select 20 students who have a stable laptop and internet connection for the experiment.

3.2 Sampling Technique

The sampling technique used to conduct this study is simple random sampling, where the

researchers assigned the Psychology students a number then used a number generator to choose a

participant for this study. The researchers then asked a few questions to determine if the

participants and their computers fit in the criteria of the researchers. This sampling technique

enables the data of this research to be generalizable for the whole sample. The criteria in

choosing the participants are as follows; The chosen participants must be enrolled in the course

of Bachelor of Science in Psychology, their computer must have a 60hz monitor, an external usb

mouse, and at least 5mbps of internet speed.

3.3 Subjects of the Research

The researchers will be randomly selecting 20 participants (10 men and 10 women) from

Our Lady of Fatima University, College of Psychology students to participate in the study. The

participants will undergo several tests online to measure their reaction time.

3.4 Research Instrument

The researchers will use the computer-gaming reaction test of Human Benchmark Test

and 3D Aim Trainer to measure reaction time of the respondents. An online first-person shooter

game 3D Aim Trainer will be played by the respondents and the Human Benchmark test will be

the tool to measure their reaction time. The average (median) reaction time is 215 milliseconds,
 18

according to the data collected so far. In addition to measuring your reaction time, this test is

affected by the latency of your computer and monitor. Using a fast computer and low latency/

high frame rate monitor will improve your score. While an average human reaction time may fall

between 200-250ms, according to the research Factors influencing the latency of simple reaction

time (Woods, D. L., Wyma, J. M., Yund, E. W., Herron, T. J., & Reed, B. ,2015), the total delay

from the hardware is 17.8 ms. Thus the researchers subtracted 17.8 ms to the total response time

of the participants.

3.5 Validation of Research Instrument

The reaction time test of Human Benchmark, was designed to measure the Simple

Reaction Time (SRT) to frontal visual stimuli. The Human Benchmark reaction time test was

used in multiple researches like Differences among Three Measures of Reaction Time Based on

Hand Laterality in Individual Sports (Badau, D., Baydil, Badau, A., 2018) and the Technique to

estimate human reaction time based on visual perception (Abbasi-Kesbi, Memarzadeh-Tehran,

Jamal Deen, 2017). This specific reaction time test was proven as a valid instrument for

measuring the simple reaction time of the participants based on the previous studies that used

this instrument. The researchers of this study will also ensure that all computers of the

participants used in our experiment are compliant with the device specifications that the

researchers have set (60hz monitor, a usb mouse, no background processes, atleast 5mbps of

internet).
 19

3.6 Data Gathering Procedure

This section will state the sequence on how the researchers gather the data. First, the

researcher constructed the title, Effects of First-Person Shooter Video Games on the Reaction

Time of BS Psychology Students and was validated to the Research Adviser; it was also stated

the general problem and specific problem to be answered through the results of the study.

The researchers will use the online reaction test of Human Benchmark to measure their

reaction time before and after playing the first person game 3D Aim Trainer. The reaction time

test will be conducted by the participants before playing to measure their reaction time. After

their first reaction time test, they proceeded to play the 3D aim trainer for seven days. Then, they

once again took the reaction time test for their post-test. After the assessment was conducted, the

researchers tabulated and analyzed the data. The researchers used a T-test to measure the

difference between the two conditions (reaction time before playing video games and after

playing video games) and to determine what hypothesis is true for this study. Once the data were

analyzed, the results of the study were expected to inform the participants and to help future

researchers as well.

3.7 Data Processing Method

This section will state the sequence on how the researchers will gather the research data.

The procedure will be shown in Figure 2.

 20

Figure 2. Schematic diagram of the series of procedure and process of the research study.

Step 1: 20 Participants from college of Psychology. The researchers will randomly choose 10

men and 10 women under the college of Psychology to participate in the study.

Step 2: Briefing, Demographic Profile, and Consent Form (Respondents). The researchers

will also look through the demographic profile of the participants and proceed to give instruction
 21

about the experiment. Respondents are informed about the study. They were asked for their

cooperation and willingness to do the said study.

Step 2: Brief overview of the reaction time test. The researchers will give a brief overview on

how the test will be conducted.

Step 3: Experiment proper (simple reaction time test). The participant will individually

conduct the online response time test which is a simple computer-based test to measure reaction

time which tests how fast a person can click on the color that is indicated on the screen.

Step 4: Participants will play 3d aim trainer (tile frenzy level). An online aim lab will be

played by the respondents for seven days prior to their first reaction time test.

Step 5: Experiment proper (simple reaction time test) part 2. After seven days of playing the

3D aim trainer, the respondents will take the reaction time test for the last time for their post-test.

Step 6: Funnel Debriefing. The researchers then analyzed the conducted tests. Checking the

difference from their reaction time before playing and after playing the game.

Step 7: Full Debriefing. Provides participants with a full explanation of the hypothesis being

tested and relevant background information pertaining to the study.

Step 8: Show gratitude to participants. As a sign of appreciation, researchers handed a digital

certificate to the participants.

 22

3.8 Ethical Consideration

The researchers will not force the participants if they wish to withdraw from this study. If

the participants are sensitive to certain light patterns or flashing lights, they will be withdrawn

from this study. The personal information that will be gathered from the participants will remain

confidential and informed consent will be given at the beginning of this study.
 23

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the researchers were able to tabulate the data of the study to show the

presentation, analysis and interpretation of data.

Table 1

The reaction time (ms) of the participants as measured by the reaction time test.

Participants Gender before playing after playing

participant 1 Male 223 114

participant 2 Female 215 171
participant 3 Male 214 216
participant 4 Male 231 196
participant 5 Female 322 237
participant 6 Male 303 168
participant 7 Female 247 184
participant 8 Female 337 267
participant 9 Female 226 187
participant 10 Male 208 199
participant 11 Male 292 192
participant 12 Female 250 67
participant 13 Male 261 243
participant 14 Male 310 233
participant 15 Male 272 190
participant 16 Male 676 253
participant 17 Female 343 284
participant 18 Female 343 309
participant 19 Female 278 251
participant 20 Female 343 278
 24

Average 294.7 211.95

p-value 0.0003453787228

Table 1 shows the different reaction times of the participants and their initial average

before and after playing the FPS video game. The average reaction time of the participants

before playing is 294.7ms. After playing the FPS video game, they now have an average of

211.95ms. The P-value of the data set is 0.0003 < 0.05.

Table 2
The median, mode and standard deviation of the reaction time of the participants (ms).

Before playing After playing

median 275 207.5
mode 343 #N/A
S.D 101.4983018 58.12099449

Table 2 shows the median, mode, and standard deviation of their reaction time before and

after playing. Before playing, the participants have a median of 275ms, a mode of 343, and a

standard deviation of 101.498. After playing, the participants have a median of 207.5, no modes

as none of the values occurred more than ones, and a standard deviation of 58.121.

Table 3
The average reaction times and the median, mode, and s.d for female and male before and after
playing (ms.)
 25

Before Playing After Playing

avg for female 290.4 223.5
avg for male 299 200.4
median female 300 244
median for male 266.5 197.5
mode for female 343 #N/A
mode for male #N/A #N/A
S.D for female 52.67552668 72.19764539
S.D for male 137.5960271 40.2801302

Figure 1
 26

Figure 1 shows the average response time of the participants and the variance of the

results.

Figure 2
 27

Figure 2 shows the response time of the participants in a scatter chart. The blue dots

represent the reaction times before playing, while the red dots represent the reaction times after

playing.

3.9 Participant’s Profile

There are 20 participants for this study, 10 male and 10 female from the college of

Psychology of Our Lady of Fatima University. They were chosen through the means of simple

random sampling. They were also assessed by the researchers before they proceed to the

experiment to ensure that they fit the criteria for this study and to ensure their safety.

3.10 Hypothesis Testing

 28

The data from the participants was tested using a paired T-test method with a 1 tail

prediction, repeated measures design.This is because the participants took part in both conditions

(reaction time test without playing FPS video game, and reaction time test after playing FPS

video game). The value of statistical significance was set at p < 0.05. The P-value is 0.0003 that

shows that there is a significant difference between the two conditions. With this P-value, the

alternative hypothesis (First person shooter video game usage significantly makes the reaction

time of students faster) is accepted.

CHAPTER V
 29

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

3.11 Summary of Findings

Does first-person shooter video game usage affect the reaction time of the students?

According to the results of this study, first-person shooter video game usage has a

significant impact on the speed of the reaction time of the participants. In the span of seven days

of playing the first-person shooter game, their reaction time has been significantly faster

compared to before playing the game (with an average of 294.7 before playing the game, and

211.95 after playing the game).

Does gender influence the reaction time of the students?

Based on the average reaction time of the participants, the average reaction time before

playing for females is 290.4ms and the average reaction time for males is 299ms. However the

median for females are higher with 300ms while the males have 266.5ms. The standard deviation

for the male is much larger thus the variance is higher with an S.D of 52.676 for female and

137.5960271 for male. This shows that females have a slightly faster reaction time than males

before playing the game because they did the reaction time test more consistently compared to

men. However the male average reaction time is noticeably higher than females after playing the

game with an average of 200.4 ms for males and 223.5 ms for females.

To what extent does first-person shooter video game usage affect the reaction time of the

students?
 30

According to the results of the experiment. The average reaction time of the participants

before playing is 294.7ms, then the average reaction time speed was reduced significantly by

82.75ms after playing the game in a span of one week. This simply implies that the longer usage

of playing the game has a great effect on reducing the reaction time of the participants.

Does the measure of reaction time of an individual depend on hours spent per day on video

games?

According to the results of this study and some previous studies, the improvement on the

reaction times of the participants are dependent on the time that they spent in playing the FPS

video game.

3.12 Conclusions

Conclusion 1: First person shooter video games can make the reaction time of the

participants faster.

According to the results of this study, the average reaction time of the participants

significantly became faster after playing the FPS video game. Video-game usage has been

reported to improve the different cognitive aspects of the brain such as hand–eye coordination,

increased visual processing in the periphery, enhanced mental rotation skills, greater divided

attention, and enhanced visuospatial memory of individuals. A series of published accuracy

studies have established that playing action video games enhances performance on tasks thought

to measure different aspects of visual attention, including the ability to (a) distribute attention

across space, (b) efficiently perform dual tasks, (c) track several moving objects at once, and (d)

process streams of briefly presented visual stimuli (Green & Bavelier, 2003, 2007). Another
 31

study of Orosy-Fildes and Allan (Orosy-Fildes & Allan, 1989) they administered almost the

same experiment of this study that only lasted for 15 minutes yet the results already showed a

reduction in reaction time considering the short amount of time they have in conducting the

experiment. This goes to show that playing first-person shooter video games for a week has

already a massive effect on reducing the reaction time of the participants.

Conclusion 2: Men have a faster average reaction time after playing and females are more

consistent in the reaction time tests.

According to the results of the study, the average reaction time of females is faster than

men before playing the game. According to the research of Landaurer Et Al. (1980), women

have a faster decision time than men, and men have a faster movement time. Another research of

Blough and Slavin (1987) shows that Women may be slower physically but they are more

methodical and they focus more on the details compared to men. This explains how the females

did the first reaction time test more accurately and consistently thus having a faster overall

reaction time than men (before playing the game). However the male average reaction time is

noticeably higher than females after playing the game with an average of 200.4 ms for males and

223.5 ms for females. The reason could be that male are more familiar with video games

compared to females, they can easily adapt and absorb the information from the video games.

According to the research of Winn and Heeter (2009), women spend less time in video games

than men because women are required to fulfill more obligatory activities, leaving them less

available leisure time, which in turn makes them less likely to “make” time for games. This

shows that males are more familiar with video games in general and they can easily improve

from the information of the video games easily.

 32

Conclusion 3: First-person shooter video games can be used to train the speed of the

reaction time, but the improvement depends on the time spent playing.

There are many ways to train the reaction time of an individual, and playing video games

is only one of the proven ways to make the reaction time faster. According to the research of

Clark Et Al.,(1987) regular play of action video games was proven to be a helpful training

regimen for providing a noticeable increase in speed of information processing to individuals

even if they have slower-than-normal speed of processing, such as the elderly or victims of brain

trauma. Another research by Wilms Et Al.,(2013) shows that playing action video games make

the encoding speed of visual information into visual short-term memory faster. The improvement

does seem to depend on the time spent on gaming. Thus this proves that the participants’

improvement on their reaction times are dependent on the time that they spent in playing the FPS

video game.

3.13 Recommendations

Based on the findings and conclusion of the study, here are several recommendations to be

considered:

1. FPS Games. Future research should explore the possibilities of video game usage (FPS

games) on enhancing a person’s reaction time and how it can help in our daily life and

how it can be a stepping stone on creating more games that not only entertain people but

also can help in the development of motor skills and cognition kills of human.

2. Esports and Sports. The esports industry in our world is growing. Many people in this

generation want to play competitively and in this time of pandemic we can see the
 33

importance of esports in this time of pandemic that people cannot do outdoor sports. We

can say that esports has its own positive benefits for humans.

3. Gamers and Non-Gamers. The effects of reaction time depends if the person is a non

gamer or gamer studies shows that half of the 20 participants who are female and non-

gamers has high reaction time before playing a certain game while the other half which is

male can increase reaction time all throughout repetition. Repetition in video games is

highly required in increasing reaction time so the brain will get used to different visuals

and audio of the game and can react fast.

4. Researchers. The results of this study will possibly serve as a guide for future research.

Researchers may conduct a study or an experiment related to this topic in order to gain

more knowledge that can contribute to mankind and other researchers. The researchers

also suggested that future investigators should explore more and should look for more

related literature to improve the accuracy of this research.

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doi:10.3389/fnhum.2015.00131

APPENDIX A
 39

Informed Consent Form

The Department of Psychology at Our Lady of Fatima University supports the practice
of protection of human participants in research. The following will provide you with
information about the experiment that will help you in deciding whether or not you wish
to participate. If you agree to participate, please be aware that you are free to withdraw
at any point throughout the duration of the experiment without any penalty.

In this study we will ask you to do a simple reaction time test

(https://humanbenchmark.com/tests/reactiontime). We will also ask you to play the
game 3D aim trainer (https://www.3daimtrainer.com). If you have sensitivity with
flashing lights, please inform the experimenter and the study will end now. All
information you provide will remain confidential and will not be associated with your
name. If for any reason during this study you do not feel comfortable, you may leave
the laboratory and receive credit for the time you participated and your information will
be discarded. Your participation in this study will require approximately 30 minutes.
When this study is complete you will be provided with the results of the experiment if
you request them, and you will be free to ask any questions. If you have any further
questions concerning this study please feel free to contact us through phone or email:
Lance Kenneth S. Garcia at lsgarcia1302val@student.fatima.edu.ph or Ms. Mia Isabel
Magnayon at mmmagnayon@fatima.edu.ph. Please indicate with your signature on the
space below that you understand your rights and agree to participate in the experiment.

Your participation is solicited, yet strictly voluntary. All information will be kept
confidential and your name will not be associated with any research findings.

_______________________________ ________________________

Signature of Participant NAME, Investigator(s)

______________________________

Print Name
CURRICULUM VITAE

PERSONAL DETAILS
Name: Lance Kenneth S. Garcia
Address: 1088 Karen Avenue, Gen. T. de Leon, Valenzuela City
Email Address: lsgarcia1302val@student.fatima.edu.ph
 40

Phone no.: 09275653009

Date of Birth: September 6, 2000
Place of Birth: Valenzuela City
Age: 20
Religion: Roman-Catholic
Language Spoken and Written: English and Filipino

EDUCATIONAL BACKGROUND
College: Colegio de San Juan de Letran (2019-2020)
Our Lady of Fatima University (2020-present)
Senior High School: University of the East - Caloocan
Junior High School: Montessori Academy of Valenzuela

AFFILIATION
2019-2020 Member of Letran Psychology Society

ACHIEVEMENTS
2018-2019 - With honors

PERSONAL DETAILS

Name: Arianne Joy S. Alvarez

Address:63 Dinalaga Street, East Bagong Barrio, Caloocan City

Email Address: asalvarez1364val@student.fatima.edu.ph

Phone no.: 09776189268

Date of Birth: March 16, 2000

 41

Place of Birth: Manila

Age: 21

Religion: Roman-Catholic

Language Spoken and Written: English and Filipino

EDUCATIONAL BACKGROUND

College: Colegio de San Juan de Letran (2019-2020)

Our Lady of Fatima University (2020-present)

Senior High School: University of the East - Caloocan

Junior High School: De La Salle Araneta University

AFFILIATION

Letran Psychology Society - Member (2019-2020)

Colegio de San Juan de Letran

HUMSS Organization – Member (2017-2018)

University of the East – Caloocan

ACHIEVEMENTS

Exemplary Conduct Award (2016-2017)

PERSONAL DETAILS

Name: Shenry Jam C. Vallente

Address: Blk 9A Lot 20 Hiwas St. Brgy Longos, Malabon City

Email Address: scvallente@student.fatima.edu.ph

Phone no.: 09753065148

 42

Date of Birth: March 18, 2000

Place of Birth: Caloocan City

Age: 21

Religion: Roman-Catholic

Language Spoken and Written: English and Filipino

EDUCATIONAL BACKGROUND

College: Our Lady of Fatima University (2019-present)

Senior High School: Our Lady of Fatima University - Valenzuela

Junior High School: Kaunlaran High School

AFFILIATION

BIOCHEPIS – President (2014-2015)

ACHIEVEMENTS

Technolympics – WebPage Design – 4th Place (2014-2015)

PERSONAL DETAILS

Name: Cyrus Daniel A. Alcaraz

Address:18 Quartz Meralco Village Lias Marilao Bulacan

Email Address: caalcaraz@student.fatima.edu.ph

Phone no.: 09662950746

Date of Birth: April 30, 2001

 43

Place of Birth: IloIlo

Age: 20

Religion: Christian

Language Spoken and Written: English and Filipino

EDUCATIONAL BACKGROUND

College:Our Lady of Fatima University (2019-present)

Senior High School: STI College Caloocan

Junior High School: Caloocan High School

AFFILIATION

Member of NIPSC Laboratory High School Student Council- (2015-2016)

ACHIEVEMENTS

Best in Marketing- (2017-2018)

PERSONAL DETAILS

Name: Lanver M. Francisco

Address: 419 Sitio Centro Bulac Santa Maria Bulacan

Email Address: lmfrancisco@student.fatima.edu.ph

Phone no.: 09095485430

 44

Date of Birth: April 19, 1996

Place of Birth: Bulac Santa Maria Bulacan

Age: 25

Religion: Protestant

Language Spoken and Written: English and Filipino

EDUCATIONAL BACKGROUND

College: Our Lady of Fatima University (2020-present)

Senior High School: Sacred Heart Academy of Sta. Maria (Bulacan) Inc.

Junior High School: Catmon National High School

ACHIEVEMENTS
2017-2018 - With honors

PERSONAL DETAILS

Name: Carl Dexter Reyes

Address: 116, Angeles Subd. Pasolo, Valenzuela City.

Email Address: creyes1@student.fatima.edu.ph

Phone no: 09358696280

 45

Date of Birth: March, 28 2001

Place of Birth: Valenzuela City

Age: 20

Religion: Roman-Catholic

Language Spoken and Written: English and Filipino

EDUCATIONAL BACKGROUND

College: Our Lady of Fatima University

Senior High School: San Diego Parochial School

Junior High School: San Diego Parochial School

ACHIEVEMENTS:

2017-2018 - Best in Short Story Writing

2017-2018 - Best in Creative Writing