NOVEMBER 4 2022

OWN THEORETICAL /
CONCEPTUAL RESEARCH
GIOVANNI M BALLOG

● Title: (own title)

The Effects of Online Gaming on UBHS Grade 10 Student’s

Academic Performance and Emotional Well-Being

● Rationale

Online gaming describes any video game that offers online interactions with other players. Video
games used to be classified by an Online Content PEGI descriptor to signify whether they were online or
not. However, as most games now provide online interactions this distinction is no longer used.

What is still different game to game, is the level of interaction on offer. How much information
players share and how many people they interact with are the two key factors for parents to be aware of.
Online games are important to understand because they offer a huge amount of fun, enjoyment,
teamwork, collaboration and imaginative adventure for children. Played healthily they contribute an
essential part of children’s development and socialization. However, it’s important for parents to
understand online gaming so they can encourage safe and healthy habits in children and technology from
a young age.
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● Theory about games affecting students emotions

According to (Russoniello, O'Brien, & Parks, 2009), gaming may be one of the most
effective and beneficial ways for children and teens to express positive feelings. Several studies have
found a link between playing favorite computer games and improved mental health or increases in good
feelings.

(Olson, 2010) claimed that correlational studies suggest that people consciously turn to these
amusements to manage their moods. (Benjamin Franklin) stated that playing online games is more than
just a way to pass the time. A few incredibly vital brain features, useful throughout human existence, are
to be acquired or reinforced by it, in order to wind up propensities, prepared at all times. . . We learn from
online games the proclivity to not be debilitated by exhibit awful appearances in the condition of our
issues, the proclivity to seek after an ideal change, and the proclivity to persevere in the pursuit of assets.

According to Squire (2006), games are multi-layered phenomena. The dynamic of immediate
challenges, choices, actions, repercussions, and repetition is situated in the greater framework of a created
experience for complicated modern video games. In this environment, players interact with a gaming
world and plot that express an ideology while also developing players' understandings via "cycles of
performance" and "a grammar of doing and being" (p. 19). That is, the dynamic of skill acquisition gives
birth to the dynamic of in-game identity formation. Squire (2006) and Steinkuehler (2006) identify
another important aspect of game-play: the "affinity space" (Gee, 2007) of inter-player social interactions
that occurs within and around many modern games, giving rise to a variety of social structures, shaping
game-play strategies and identities, and connecting players' game identities to their real-life identities: a
meta-game dynamic of identity development. Furthermore, as Gee (2007) points out, many games enable
players to become designers and builders by providing tools to modify or extend portions of the
game-world. This opens up a new meta-game of design and participation.

● What Drives People to Continue to Play Online Games?

Over the last decade, online gaming has become one of the Internet's fastest expanding
entertainment sectors. However, little is known about why individuals continue to play various online
games or which design features are most closely associated to how much time players spend at specific
online gaming sites. The goal of their research is to develop a theoretical research model that combines
flow experience, human-computer interface, social connection, and perceived enjoyment with the
technological acceptance model and theory of planned behavior to explain why individuals continue to
play online games. According to Gee (2005, 2007a), video games allow and encourage players to explore
and build new identities, and that such identity formation is a key component of learning. Learning
physics, anthropology, urban planning, medicine, or military strategy, he claims, entails (or should entail)
learning to be a physicist, anthropologist, urban planner, doctor, or military strategist, and learning to be a
professional entails learning the profession's "special ways of acting and interacting in ways that produce
and use the domain's knowledge... special ways of seeing, valuing, and being in the world" (2005, p. 1).
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References

Bogost, I. (2007). Persuasive Games. Cambridge MA: The MIT Press.

Gee, J. P. (2005). What would a state of the art instructional video game look like? Innovate, 1(6), 1–6.
Gee, J. P. (2007a). What video games have to teach us about learning and literacy. Palgrave MacMillan.
Gee, J. P. (2007b). Good video games + good learning. Peter Lang Publishing.
Koster, R. (2005). A Theory of Fun for Game Design. Scottsdale, AZ: Paraglyph Press.
McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the
World. Penguin Group US.
Steinkuehler, C. A. (2004). Learning in massively multiplayer online games, 521–528.
Steinkuehler, C. A., & Chmiel, M. (2006). Fostering scientific habits of mind in the context of online play
(pp. 723–729).