SURVEY REPORT

Online Gaming Addiction:

Pros and Cons

Submitted by: Irish Balague

Sophia Vicky Car C. Bawiin

Rynn Zyrah Kyle B. Colot

Grade & Strand: G12 STEM & GAS

Submitted to: Mr. Alex Lander Martinez

 INTRODUCTION

Background

Online Games (also known as Internet Games) are computer games that are
played via a computer network, most commonly the internet. Online games can range
from simple text-based games to complex graphics and virtual worlds populated by
many players at the same time (Sardone et al., 2008). Playing video games on the
internet is referred to as online gaming. It can be played both solo and in multiplayer
mode. Online gaming, which is compatible with both PCs and mobile devices, has been
a game-changing revolution (Smith, 2019).

Gaming has had a long history. It has progressed and taken some jaw-dropping
turns and twists that have astonished humanity in a variety of ways (Smith, 2019). Many
games were developed and became popular among many people between the 1940s
and the 1960s. Computers have always shown a desire for networking. Games were
simply played on computer devices. However, the years 1960-1990 marked a
watershed moment in the history of video games. Time-sharing and host-based
networks proved to be the foundational elements of the internet. Many games have
been designed and developed to encourage online participation. Online game
availability is much cheaper and offers a greater variety of games for people to enjoy
based on their preferences. As a result, the culture of online gaming has flourished
around the world in recent years (Smith, 2019).

There is mounting evidence that Internet Gaming Disorder (IGD) is a public

health concern with potentially negative consequences (Rumpf et al., 2018). Despite the
ongoing debate over IGD’s definition and conceptualization (Griffiths et al., 2016; King
et al., 2018), recent research shows that problematic gaming is characterized by
extensive participation in gaming activities in terms of time spent gaming (e.g.,
displacing other important activities), addictive-like symptoms, and significant
impairments in daily life (Marino & Spada, 2017; Pontes & Griffiths, 2015). Gaming
addiction (either online or offline) is not yet a recognized diagnosis, though more
research is being conducted in this area may contribute to its inclusion in future editions
of the American Psychiatric Association's Diagnostic and Statistical Manual (DSM).
Personality traits may play a role in addiction more broadly, as many people appear to
have personalities that predispose them to addiction (Griffiths, 2009).

Adolescents’ daily lives have become increasingly dominated by online gaming.

According to a number of studies, adolescents who engage in excessive online gaming
may exhibit several classic signs of addiction, such as being preoccupied by online
games, causing various family and relationship problems, and experiencing mood
modification (Griffiths et al., 2015). This has prompted researchers to focus their efforts
on understanding the psychological mechanisms underlying online gaming addiction.
Part of these efforts have been devoted to identifying both protective and risk factors for
adolescent online gaming addiction (Koo and Kwon, 2014).
Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the  Administering of

respondents according the
to: questionnaires
 Tabulation of Online Gaming
a. Age
respondents Addiction: Pros and Cons
b. Gender
responses
c. Perceptions
 Statistical
about
analysis of data
Online
and
Gaming
presentation
 DEFINITION OF TERMS

Conventional

Addiction – the fact or condition of being addicted to a particular substance, thing, or

activity.

Adolescents – : a young person who is developing into an adult : one who is in the state
of adolescence

Computer – an electronic device for storing and processing data, typically in binary
form, according to instructions given to it in a variable program.

Emotional Intelligence – the capacity to be aware of, control, and express one’s
emotions, and to handle interpersonal relationships judiciously and empathetically.

Empathy – the ability to understand and share the feelings of another.

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

Helplessness – inability to defend oneself or to act effectively.

Internet – a global computer network providing a variety of information and

communication facilities, consisting of interconnected networks using standardized
communication protocols.

Multiplayer – denoting or relating to a video game designed for or involving several

players.

Negative – a word or statement that expresses denial, disagreement, or refusal.

Online Game – a video game that is either partially or primarily played through the
Internet or any other computer network available.

Perceived stress – the feelings or thoughts that an individual has about how much
stress they are under at a given point in time or over a given time period.

Platform – a raised level surface on which people or things can stand.

Popularity – the state or condition of being liked, admired, or supported by many people.
Positive – a good, affirmative, or constructive quality or attribute.

Problems – a matter or situation regarded as unwelcome or harmful and needing to be

dealt with and overcome.

Self-efficacy – refers to an individual's belief in their capacity to execute behaviors

necessary to produce specific performance attainments

Self management – the ability to regulate one's emotions, thoughts, and behaviors
effectively in different situations.

Social skills – any competence facilitating interaction and communication with others
where social rules and relations are created, communicated, and changed in verbal and
nonverbal ways.

Solo – done by one person alone; unaccompanied.

Operational
Addiction – it is used to describe how much the respondents have been addicted to
playing online games

Adolescents – the persons who have been more likely become addicted

Computer – a thing they usually use to play online games

Emotional Intelligence – is linked to internet addiction/online gaming addiction

Empathy – one of the four dimensions of emotional intelligence

Gamer – the persons who are playing online games

Helplessness – one of the two-mediator model for explaining the relationship between
emotional intelligence and online gaming addiction.

Internet – the network used to play online games

Multiplayer – used to distinguish how many players are playing

Negative – is used to know how online gaming affects adolescents negatively

Online Game – the type of game that the adolescents are addicted to

Perceived stress – influence how the people use the internet

Platform – describes the internet as the main platform of online gaming

Popularity – describes how online games gained popularity

Positive – is used to know how online gaming affects adolescents positively

Problems – effects of being too addicted to online gaming

Self-efficacy – was found negatively associated with internet addiction

Self management – part of the dimensions of emotional intelligence

Social skills – one of the four dimensions of emotional intelligence

Solo – used to describe when an online gamer is playing alone

 REVIEW OF RELATED LITERATURE

Gaming is a significant industry that has been rapidly growing and progressing
over the decades. Solo and multi-player online gaming is a simple and entertaining
option (Smith, 2019). Over the last decade, massively multiplayer online role-playing
games (MMORPGs) have grown in popularity. MMORPGs are played by approximately
20 million people worldwide (Hill, 2011), as online gaming becomes more popular, this
figure is expected to rise. People of all races, ages, and educational levels use these
virtual worlds, implying that the stereotype of the young gamer is no longer accurate
(Williams, Yee, & Caplan, 2008).

Dual Systems Model of adolescent problem behavior (Somerville et al., 2010;

Steinberg, 2010), it has been proposed that rising problematic behaviors during
adolescence are the result of the more mature limbic (socio-emotional) system
triumphing over the prefrontal (cognitive control) system. The current study introduced
the variable of trait emotional intelligence, which is defined as "a constellation of
behavioral dispositions and self-perceptions regarding one's ability to recognize,
process, and utilize emotion-laden information” (Petrides and Furnham, 2001). Trait
emotional intelligence reflects the coordination of these two systems (Barbey et al.,
2012; Panno, 2016; Semper et al., 2016). It is a multidimensional construct. According to Chan
(2003) and Li et al. (2009), self-management of emotions (i.e., self-awareness, understanding,
and regulation of one's own emotions), social skills (i.e., explicit actions that individuals take to
respond to social tasks), empathy (i.e., awareness and management of others' emotions), and
utilization of emotions (i.e., an individual's use of emotions) are the four dimensions of trait
emotional intelligence. Numerous studies indicate that emotional intelligence is associated with
better psychological health (Fernández-Abascal and Martín-Díaz, 2015), as well as negatively
associated with problem behaviors (Siu, 2009; Gugliandolo et al., 2015). However, only a few
studies have looked into the links between emotional intelligence and internet addiction in
adolescence (Parker et al., 2008; van Deursen et al., 2015).

According to a recent model on the development and maintenance of specific

internet-use disorders (i.e., Interaction of Person-Affect-Cognition-Execution Model;
Brand, Young, Laier, Wölfling, & Potenza, 2016), stress vulnerability may be a risk
factor for developing specific internet-use disorders. The model emphasizes that
perceived stress caused by abnormal mood, personal conflicts, or life events may
influence how people use the internet (e.g., coping with problems in various
psychosocial domains). Perceived stress is the degree to which a person perceives
stressful situations as uncontrollable, unpredictable, and severe (Cohen, Kamarck, &
Mermelstein, 1983). Recent studies have shown perceived stress is positively associated
with internet addiction and/or IGD (Che et al., 2017; Rosenkranz, Müller, Dreier, Beutel,
& Wölfling, 2017). Highly stressed online gamers may use gaming to relieve preexisting
life stress, which may amplify their stress experience (Snodgrass et al., 2014).

As the popularity of gaming has grown, potential effects such as violent

tendencies and poor social skill development have become public concerns (Young,
2004). Other researchers note that children and teenagers with video game addictions
are more likely to express hostile feelings and to suffer from poor academic
performance (Chui et al., 2004; Hauge and Gentile, 2003). In these limited numbers of
empirical studies, some studies have reported a negative association between some
specific dimensions of emotion intelligence (e.g., self-management of emotions, social
skills and empathy) and internet addiction (Engelberg and Sjöberg, 2004; Oktan, 2011;
Melchers et al., 2015), while some other studies have failed to find significant
relationship between general emotional intelligence and internet addiction/online
gaming addiction (van Deursen et al., 2015). One group of researchers consider video
games as the starting point for examining the characteristics of this specific pathology
(Charlton & Danforth, 2007; Griffiths, 2005a; Griffiths & Meredith, 2009; Peters &
Malesky, 2008), whereas others consider the Internet as the main platform that unites
different addictive internet activities, including online games (Van Rooij, Schoenmakers,
Vermulst, Van den Eijnden, & Van de Mheen, 2011; Young, 2009b). Recent studies
make an effort to integrate both approaches (Demetrovics et al., 2012; Kim & Kim,
2010). Therefore, problematic online gaming can be seen either as a specific type of
video game addiction, as a variant of internet addiction, or as an independent diagnosis.
In the following, each of these approaches is discussed.
 Griffiths (2005a) notes that although each addiction has several particular and
idiosyncratic characteristics, they have more commonalities than differences that may
reflect a common etiology of addictive behavior. On the grounds of his “components”
model of addiction, within a biopsychosocial framework (2005a), he considers online
game addiction a specific type of video game addiction that can be categorized as a
nonfinancial type of pathological gambling (Griffiths, 2005b). Griffiths (2010a) developed
the components of his video game addiction theory by modifying Brown’s (1991, 1993)
six addiction criteria. These are (1) salience: This is when video gaming becomes the
most important activity in the person’s life and dominates his or her thinking (i.e.,
preoccupations and cognitive distortions), feelings (i.e., cravings), and behavior (i.e.,
deterioration of socialized behavior). (2) Mood modification: This is the subjective
experience that people report as a consequence of engaging in video game play (i.e.,
they experience an arousing “buzz” or a “high” or, paradoxically, a tranquilizing and/or
distressing feel of “escape” or “numbing”). (3) Tolerance: This is the process whereby
increasing amounts of video game play are required to achieve the former effects,
meaning that for persons engaged in video game playing, they gradually build up the
amount of time they spend online engaged in the behavior. (4) Withdrawal symptoms:
These are the unpleasant feeling states or physical effects that occur when video
gaming is discontinued or suddenly reduced, for example, the shakes, moodiness,
irritability. (5) Conflict: This refers to the conflicts between the video game player and
those around him or her (i.e., interpersonal conflict), conflicts with other activities (e.g.,
job, schoolwork, social life, hobbies and interests), or conflicts from within the individual
him- or herself (i.e., intrapsychic conflict and/or subjective feelings of loss of control) that
are concerned with spending too much time engaged in video game play. (6) Relapse:
This is the tendency for repeated reversions to earlier patterns of video game play to
recur and for even the most extreme patterns typical at the height of excessive video
game play to be quickly restored after periods of abstinence or control. Charlton and
Danforth (2007, 2010) analyzed the six criteria presented here and found that tolerance,
mood modification, and cognitive salience were indicators of high engagement, while
the other components—withdrawal symptoms, conflict, relapse, and behavioral salience
—played a central role in the development of addiction. Porter et al. (2010) do not
differentiate between problematic video game use and problematic online game use.
They conceptualized problematic video game use as excessive use of one or more
video games resulting in a preoccupation with and a loss of control over playing video
games, and various negative psychosocial and/or physical consequences. Their criteria
for problematic video game use did not include other features usually associated with
dependence or addiction, such as tolerance and physical symptoms of withdrawal,
because in their opinion there is no clear evidence that problem video game use is
associated with these phenomena.

Another gap is the lack of research on the mediating process that may explain
the relationship between emotional intelligence and online gaming addiction. One
potential mechanism is through perceived stress. Perceived stress is defined as the
degree to which situations in one’s life are considered stressful (Cohen et al., 1983).
Perceived stress includes two facets, that is, perceived self-efficacy and perceived
helplessness (Lee, 2012). Perceived self-efficacy refers to people’s confidence in their
ability to manage stressor, whereas perceived helplessness indicates people’s feeling of
unable to cope or exert control. To our knowledge, a limited number of studies have
shown that perceived stress emerged as a significant mediator of emotional intelligence
on psychological well-being (Ruiz-Aranda et al., 2014; Urquijo et al., 2015). However,
research has yet to examine the possible mediating role of perceived stress in the link
between emotional intelligence and online gaming addiction.

On the other hand, recent studies have shown that perceived stress may impact one’s
addictive behavior (Velezmoro et al., 2010; Kardefelt-Winther, 2014; Park, 2014; Samaha and
Hawi, 2016). For example, several studies have found a positive correlation between perceived
stress and internet addiction (and/or online gaming addiction) (Kardefelt-Winther, 2014; Park,
2014). Perceived self-efficacy was found negatively associated with internet addiction (İskender
and Akin, 2010). However, in the study of Velezmoro et al. (2010), perceived helplessness, not
perceived self-efficacy was found to be related to internet addiction, suggesting the different
roles of perceived helplessness and perceived self-efficacy in internet addiction and/or online
gaming addiction. Taken together, emotional intelligence may be indirectly associated with
online gaming addiction via perceived self-efficacy and perceived helplessness operating in
parallel. However, to date, no known studies have yet directly examined the two-mediator
(perceived helplessness and perceived self-efficacy) model for explaining the relationship
between emotional intelligence and online gaming addiction.

The current study extends previous research by examining the associations between
four dimensions of emotional intelligence (i.e., self-management of emotions, the utilization of
emotions, empathy and social skills), two facets of perceived stress (i.e., perceived self-efficacy
and perceived helplessness) and online gaming addiction in male adolescents. Only male
adolescents were recruited since male adolescents spent more time playing online games, were
more addicted to online games, had a much higher prevalence of online gaming addiction, and
exhibited different mechanisms for online gaming addiction (Ko et al., 2005; Li and Wang, 2013;
Ha and Hwang, 2014). This study has two specific goals. Firstly, to determine which dimensions
of emotional intelligence have significant and unique associations with online gaming addiction;
secondly, to examine whether perceived self-efficacy and perceived helplessness would
mediate in parallel the associations between four dimensions of emotional intelligence and
online gaming addiction.
 METHODOLOGIES

This chapter describes and discusses the specific procedures or techniques used
to identify select, process, and analyze information about the topic. It describes who will
be the respondents and focus of the research. Discusses the research method to allow
the readers to critically evaluate the studies overall validity and reliability.

Survey Environment

This survey will take place at Baungon National High School during the school
year 2021-2022. Ten (10) student online gamers from different year level, male and
female will be chosen to participate in this survey.

Data Gathering and Tools

The researchers will use survey and questionnaires in collecting data. It serves
as the first step for data gathering. The survey has two parts. First was the profile of the
respondents such as their name, age and gender. The second part was the survey
proper that determines about the online gaming addiction of the respondents.

Survey as a method used for collecting data and gain information and insights on
the topic. Firstly, the researchers looked for their respondents, and letting them fill out
the questionnaires given to them after the researchers explained the objective and
purpose of conducting the report. Lastly, the researchers then analyzed and interpreted
the data gathered.
 PRESENTATION AND REPORTING OF DATA

The chapter contains presentation, analysis and discussion of the data collected
by the researcher during the data collection. The frequency tables show the findings as
derived from the responses by respondents to the various questions contained in the
questionnaire followed by discussions.

The purpose of this study was to assess pros and cons of online gaming
addiction. The data were collected through primary and secondary.

This study explored mixed method of collect data. The quantitative approach has
applied particularly on the presentation of findings from the responses. The
questionnaires were also used to collect data and were distributed to the respondents
according to the categories of the study. This section describes the general
characteristics of the respondents such as gender, age, and their perceptions about
online gaming.

4.2 General Information of the Respondents

4.2.1 Gender of the Respondents

The respondents were asked to indicate their gender. The result was then cross
tabulated against their designation and the result was as given in Table.

Table 1: Gender of Respondents

Respondent Frequency Percentage

Male 7 70
Female 3 30
Total 10 100

Results in table 1 above shows the respondents gender who responded to our
questionnaires. Out of the 10 responded, 7 males (70%) and 3 females (30%). This
analysis implies that the majority of male under the study responded to the
questionnaire than female gamers. This implies that male gamers are many as
compared to female.
4.2.2 Age of the Respondents

The respondents were asked to indicate their age. The result was then cross tabulated
against their designation and the result was as given in table.

Table 2: Age of Respondents

Respondents Frequency Percentage

15 -16 6 60
17-18 4 40
Total 10 100

Table 2 present age of the respondents who responded to our questionnaires. Out of
10, 15-16 were 6 (60%) and 17-18 were 4 (40%). This analysis suggest that majority
who age range from 15-16 are gamers.

4.3 Perceptions about Online Gaming

4.3.1 Do they play Online Games?

The respondents were asked whether they play online games. The result was then
cross tabulated against their designation and the result was as given in table.

Table 3.

Frequency Percentage
Yes 10 100
No 0 0
Total 10 100

Table 3 presents how many of the respondents play online games. Out of 10, 10
(100%) of the respondents are playing online games.

4.3.2 How long have they played Online Games?

The respondents were asked how long have they been playing online games. The result
was then cross tabulated against their designation and the result was as given in table.

Table 4.

Frequency Percentage
<1 year 1 10
1-2 years 5 50
2-3 years 3 30
3-5 years 1 10
>5 years 0 0
Total 10 100

Table 4 shows how many years the respondents have been playing online games. Out
of 10, 1 (10%) have been playing for less than a year, 5 (50%) have been playing for 1-
2 years, 3 (30%) have been playing for at least 3-5 years and no one from the
respondents have played in more than 5 years.

4.3.3 How often they play Online Games

The respondents were asked how often they play online games. The result was then
cross tabulated against their designation and the result was as given in table.

Table 5.

Frequency Percentage
Rarely 5 50
Once a month 0 0
Once a week 0 0
Once a day 4 40
Several times 1 10
Total 10 100
Table 5 shows how often the respondents have been playing online games. Therefore,
most of the respondents 50% plays rarely. Whereas 50% plays rarely, 40% have been
playing once a week and only 1% plays several times.

4.3.4 Hours they play Online Games

The respondents were asked how many hours do they play online games. The result
was then cross tabulated against their designation and the result was as given in table.

Table 6.

Frequency Percentage
<1 hour 1 10
1 - 5 hours 7 70
5 – 10 hours 2 20
10 – 15 hours 0 0
15 -20 hours 0 0
Total 10 100

Results from table 6 shows that 70% of the respondents play online games for 1 – 5
hours. Whereas 10% plays less than an hour, 70% plays for 1 – 5 hours and 20% plays
for 10 – 15 hours.

4.3.5 Objectives in playing Online Games

The respondents were asked what are their objectives for playing online games. The
result was then cross tabulated against their designation and the result was as given in
table.

Table 7.

Frequency Percentage
Entertainment 2 20
Past time 8 80
Habit 0 0
 Peer pressure 0 0
Others 0 0
Total 10 100

Results from table 7 shows that the reason why the respondents play online games was
80% for past time. Out of 10, 2 (20%) has said for entertainment and 8 (80%) have said
for past time.

4.3.6 Type of Online Games

The respondents were then asked what type of online game/s they usually play. The
result was then cross tabulated against their designation and the result was as given in
table.

Table 8.

Frequency Percentage
Mobile Legends: Bang 8 80
Bang
Call of Duty 1 10
PUBG 0 0
DOTA 2 1 10
Others 0 0
Total 10 100

Results from table 8 shows that out of 10 respondents, 80% are playing Mobile
Legends: Bang Bang, 10% are playing Call of Duty and 10% are playing DOTA 2. This
proves that Mobile Legends: Bang Bang is the most played online game.

4.3.7 Setting

The respondents were then asked where do they play online games. The result was
then cross tabulated against their designation and the result was as given in table.
Table 9.

Frequency Percentage
At Home 9 90
Computer Shop 1 10
Internet Cafe 0 0
Malls 0 0
Others 0 0
Total 10 100

The results from table 9 shows that 90% of the respondents play online games at home.
Whereas out of 10, 9 (90%) plays at home and 1 (1%) plays at the computer shop.

4.4 Pros and Cons

4.4.1 Generate Problems

The respondents were then asked whether online games have generated problems in
their relationship towards other people. The result was then cross tabulated against
their designation and the result was as given in table.

Table 10.

Frequency Percentage
Yes 7 70
No 3 30
Total 10 100

The results from table 10 shows that 70% of the respondents believe that online games
have generated problems in their relationship towards their friends, family and other
people. Whereas out of the 10 respondents, 7 (70%) have answered that it has
generated problems in their relationship with other and 3 (30%) believed it has nothing
to do with their relationship with other people.
4.4.2 An escape

The respondents were then asked if they believed that online games is a way to escape
problems. The result was then cross tabulated against their designation and the result
was as given in table.

Table 11.

Frequency Percentage
Strongly Agree 1 10
Agree 1 10
Neither Agree or Disagree 3 30
Disagree 4 40
Strongly Disagree 1 10
Total 10 100

The results from table 11 shows that 40% disagrees with the thought that online games
are a way to escape problems. Whereas 10% strongly agreed, 10% agreed, 30%
neither agreed or disagreed and 10% strongly disagreed.

4.4.3 Relieves emotions

The respondents were then asked if they believe that playing online games can relieve
unpleasant emotions. The result was then cross tabulated against their designation and
the result was as given in table.

Table 12.

Frequency Percentage
Strongly Agree 3 30
Agree 7 70
Neither Agree or Disagree 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 10 100
Results from Table 12 shows that 70% of the respondents believes that playing online
games can relieve unpleasant emotions such as anxiety and sadness. Whereas out of
10 only 3 (30%) strongly agreed and 7 (70% ) agreed.