THE IMPACT OF EDUCATIONAL VIDEO GAMES TO STUDENTS'

ACADEMIC PERFORMANCE

An Experimental Quantitative Research

presented to the Faculty of

SAN MATEO SENIOR HIGH SCHOOL

San Mateo, Rizal

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Diaz, John Loise P.

Santos, Darwin P.

Sarile, Arren Jay S.

Velasco, Dearborn

Zamodio, Ken Aixroch A.

Rodriguez, Brence

San Andres, Ivan Piolo

12 – ICT COMPUTER PROGRAMMING TERRA

Angelina Lumbre

Research Adviser
 Chapter I

INTRODUCTION

Background of the Study

As of today, the digital era has provided us a digitalized analogue information

storage, lead to the emergence of web society, and the replacement of vertical mass

communication model to a horizontal social network, it also affected the influence of

traditional media leading to a decrease of interaction. It gave us more freedom for

information content creation and dissemination (Pečiulis, 2016). The internet has given

us access to many information that education can depend on it; whenever a student

doesn’t know the answer to a question in their activity, they go to google to search the

question and in just a few clicks they will find the answer. The digital era carved another

path for us to educate ourselves, especially during the pandemic where education has

been dependent on these modern devices, mostly the internet (Onyema et. al., 2020).

Despite having this modernity in ways of finding knowledge, the education

system still sticks on using modules. These modules are easy to navigate and has all

the lessons planned for the school year, which is very convenient for students, however,

depending on the student, taking in knowledge just by reading and processing it to fully

understand can be very difficult. That’s why teachers exist to add clarity to the lessons

in the books, but what if you’re self-studying and you don’t have a teacher. Why would a

student even self-study in their free time?

Video games is one of the most famous entertainment outlets that many people

do in their free time (Berger, 2017). If you think about it, being able to control the
graphics in the screen of your device is very impressionable, it can even take your

attention for hours just because of how entertaining it is. Some studies suggest that it’s

a distraction, blaming students’ low grades to video game addiction (Yılmaz .et. al.,

2018; Gentile .et. al., 2004; Chiu .et. al., 2004). You probably heard a parent telling their

kids to stop playing because their grade is suffering from it, however, it’s not like video

games is always shown in a bad light when talking about academics. Take Kahoot for

an example, an application that is designed like a video game that is usually used as an

ice breaker in classes.

If modules can’t keep a student’s attention and Video games does, can we take

advantage of this attention keeper for education or perhaps it is just a distraction?

Statement of the Problem

This research aims to determine the impact of Educational video games in the

academic performance of students and use the advantages of it for academic

improvements. Specifically, this research also wants to answer the following questions:

1. What is the profile of the control group in terms of:

a) gender?;

b) strand?

c) academic performance in First Quarter for SY 2021-2022

2. What is the profile of the experimental group in terms of:

a) Gender?;

b) strand?
c) academic performance in First Quarter for SY 2021-2022

3. Does educational video game affect students' academic performance?

Scope and Delimitation

The study will be limited to San Mateo Senior High school students who play

video games. Thirty SHS students will be taken as samples. A researcher-made survey

questionnaire which is validated by experts will be used to gather data. The study will

use a simple random sampling technique, 30 students will be chosen, they will be

divided into 2 groups, the first group will play a game to answer a set of questions, and

the others is through a textbook. The study will occur for a week, and we’ll be using a

role-playing game designed by the researchers. As for the textbook group, the

researchers will collect multiple topics from varying subjects that will be compiled into a

single text. Academic performance will be classified as Outstanding, Very Satisfactory,

Satisfactory, Fairly Satisfactory, and Did not meet expectations. (DepEd, 2012).

Significance of the study

There are a lot of benefits when playing video games, like increased brain activity

and of course, happiness and joy. But there’s also drawbacks for this such as addiction,

lack of time for everything else, and more. The findings of this study may help identify

the effects of video games to students and verify whether video games are doing more

good than bad or vice versa.

 The findings of this study will benefit mainly the education system since our focus

is to find the relationship of video games and academic performance. Moreover, this

study wants to take advantage of Video game addiction to increase the academic

performance of students which can lead to a higher passing rate.

This could lead to more opportunity for teachers to use Video games to teach

and it could inspire a new generation of game developers that will lean more on the

educational side than just pure entertainment. Students will also have a new medium of

learning and it will give them a much more exciting and fun way to learn. Future

Researchers could focus on a different genre and a more focus subject to even test out

this study even more, this will give them a head start towards their own take of this

research.
 Chapter 2

Review of Related Literature and Conceptual Framework

This chapter discusses the different video games related to the study, students'

Academic Performance in relation to Video games for education purposes, and

effectiveness of Video games for teaching/learning Furthermore, it will discuss the

conceptual framework and the definition of terms.

Teens and Video games

Video games are electronic game in which players control images on a video

screen (Brown, 2020). There are multiple types of Video game genres, there’s a

growing variety of genres and sub-genres, since developers are starting to mix in

different ideas for games. These genres include Sandbox, Real-time strategy (RTS),

Shooters (FPS and TPS), Multiplayer online battle arena (MOBA), Role-playing (RPG,

ARPG, and More), Simulation and sports, Puzzlers and party games, Action-adventure,

Survival and horror, Platformer, etc. (Pavlovic, 2020). According to DeRosier and

Thomas (2018), Video games has an increasingly huge role in the lives of teenagers

dating back to past generations, between computers, smart phones, and dedicate game

consoles, individual adolescents are spending more of their days playing video games,

and its reach is increasing dramatically. There is a long-standing debate about the

potential contributions of video games, specifically negative outcomes to the youth;

there’s no definitive answer that has been reached yet, however, video game uses for

good such as delivering health promotion and risk prevention interventions is growing.
The evolution of the field of “serious games” that has other primary purpose other than

pure entertainment shows potential that there are positive health impact emerging from

these video games (Fiellin et al., 2014). Due to the growth of digital world, there is an

uprise in the usage of technology, and those who are part of the growing generation will

of course experience it more especially the teens. Teenagers and/or students are more

exposed to these medias, one of which is video games. A growing genre that has no

conclusive effects.

Students’ Academic performance

A student’s academic performance is highly affected by the teacher’s proper

guidance, school’s learning facilities, and the way they communicate (Mushtaq and

Khan, 2012) With proper additional guidance, these students’ performances could

further improve (Rienties et. Al., 2012). According to Magulod Jr (2019), there is a

significant correlation between a student’s study habits, learning styles, and academic

performance, teachers could take advantage of this information to further improve the

educational system. A student’s capability to handle challenges and setbacks also

affects their chances of getting higher academical achievements, if their academic

buoyancy is high the more chance that they become more academically successful

(Datu and Wang, 2021).

Video game on Education

Technology can be a great way to engage with students (Johns, 2015).

According to Regalado and Smale (2014) Information and Communications Technology

(ICT) has become indispensable in the twenty-first century and is integral to the
undergraduate’s experience. From online research to course management system,

technology is used throughout student’s academic experience. Technology has been a

part of our education and is embedded to our learnings. Based on a study by Mohan et.

al., (2017) In a randomized controlled trial, compared to apps based on traditional

didactic education, exposure to a grounded theoretically grounded video game

improved triage decision making in a validated virtual simulation. In a study on digital

game-based learning in five high-poverty elementary schools in the Philippines,

teachers express their satisfaction with the program about the in-class effectiveness of

digital game-based learning (Hunter & Fitzgerald, 2021). Based on a study in

Polytechnic University of the Philippines Laboratory High School by Dumrique and

Castillo (2018), playing online games doesn’t affect the student’s grades badly because

they know how to control themselves, hence, they only play when it’s their vacation and

during the weekend. It also doesn’t affect their social skills and they can even perform

academically well. Thus, video games show the potential to become a new way for

students to learn, however it requires limitations and control for it to be effective.

Effects of Video games

Based on a study made by Prot et. al., (2014), Video games are complex and is

better understood in multiple dimensions than a “good” or “bad” dichotomy. According to

the research made by Valadez and Ferguson (2012), neither randomize video game

play nor time spent playing had any effect on depression, hostility, or visuospatial

cognition. The effect size is too low to be in practical significance. A study in Polytechnic

University of the Philippines (PUP) by Atanque et. al., (2018), a quick response of anger

is shown when negative occurrences in game is inflicted and players commonly tend to
lose track of time, however, positive behavior still manifested. This shows that Video

games has negative effects, but it’s not enough to say that there’s a long-lasting

negative effect for it. Video games are complex and shouldn’t be referred to only as

good or bad (Prot et. al., 2014). Video games also help to reduce stress and anxiety

(Pallavicini et. Al., 2019).

Conclusion

Video games have both positive and negative effect, not only on students but on

people in general. These studies shows that video games can be used for enhancing

the learning experience if used correctly, since there is still outlying negative effects of

it. However, evidence of this is still too low to be in practical significance (Valadez &

Ferguson, 2012). But the potential of it showed by Hunter and Fitzgerald (2021) can be

improved by making something that is accessible for everyone and one that can be

used in multiple scenarios. Hence, our study would like to improve on it by making a

Roleplaying game which can teach different knowledges by using this classic and well-

known genre. We’ll take advantage of what makes a student’s academic performance

better based on the studies that we tackled (Mushtaq and Khan, 2012; Rienties et. Al.,

2012; Magulod Jr, 2019; Datu and Wang, 2021).This also has the potential to show

more about the negative impacts of video games that studies are having a hard time to

solve.
Conceptual framework

Figure 1 illustrates the conceptual framework of the study.

Figure 1

Framework of the Study

The figure above shows the relationship of video games towards the students’

academic performance and their outputs. The ray that connects video games towards

the two shows that Video games has an effect, both positive and negative, towards

students who plays, both the output and their overall performance are affected. The

more output the student’s pass the better the academic performance, the lesser the

output, the poorer the performance is.

Research hypothesis

Based on the objectives of this study, the following are the formulated hypotheses:

1. H0: There is no relationship between student’s time allotment in playing video

games and time allotment in doing school tasks.

 H1: There is a relationship between student’s time allotment in playing video

games and time allotment in doing school tasks.

2. H0: Playing video game does not affect students' academic performance.

H1: Playing video game affect students' academic performance?

Definition of terms

The following conceptual and/or operational definitions are provided to fully

understand the meaning of the key terms of this study.

1. Video games - are electronic game in which players control images on a video

screen. There are multiple types of Video game genres, there’s a growing variety of

genres and sub-genres, since developers are starting to mix in different ideas for games

(Brown, 2020). video games in this study refer to researcher-made application which will

be used by the respondents.

2. Students’ Academic Performance - The measurement of student achievement across

various academic subjects. Teachers and education officials typically measure

achievement using classroom performance, graduation rates and results from

standardized tests ("Academic performance", 2022). In this study, it refers to the results

of students in school when playing video games.

References

Foreign Literature:
Pečiulis, Ž. (2016). Digital era: from mass media towards a mass of media. Filosofija.

Sociologija, (3), 240-248.

Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., &

Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of

Education and Practice, 11(13), 108-121.

Johns, K. (2015). Engaging and assessing students with technology: a review of

Kahoot!. Delta Kappa Gamma Bulletin, 81(4), 89.

Yılmaz, E., Yel, S. E. L. M. A., & Griffiths, M. D. (2018). The impact of heavy (excessive)

video gaming students on peers and teachers in the school environment: A

qualitative study. Addicta: The Turkish Journal on Addictions, 5(2), 147-161.

Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent

video game habits on adolescent hostility, aggressive behaviors, and school

performance. Journal of adolescence, 27(1), 5-22.

Chiu, S. I., Lee, J. Z., & Huang, D. H. (2004). Video game addiction in children and

teenagers in Taiwan. CyberPsychology & behavior, 7(5), 571-581.

Berger, A. A. (2017). Video games: A popular culture phenomenon. Routledge.

Regalado, M., & Smale, M. A. (2014). Commuter students using technology.

Brown, J. (2020). Video game. In E. M. Sanchez (Ed.), Merriam-Webster. Merriam-

Webster. https://www.merriam-webster.com/dictionary/Video%game

Pavlovic, D. (2020). Video game genres everything you need to know: HP® Tech takes.

Video Game Genres Everything You Need To Know | HP® Tech Takes.
 Retrieved January 26, 2022, from https://www.hp.com/us-en/shop/tech-

takes/video-game-genres

DeRosier, M. E., & Thomas, J. M. (2018). Video games and their impact on teens’

mental health. In Technology and Adolescent Mental Health (pp. 237-253).

Springer, Cham.

Fiellin, L. E., Hieftje, K. D., & Duncan, L. R. (2014). Videogames, here for good.

Pediatrics, 134(5), 849-851.

Mohan, D., Farris, C., Fischhoff, B., Rosengart, M. R., Angus, D. C., Yealy, D. M., ... &

Barnato, A. E. (2017). Efficacy of educational video game versus traditional

educational apps at improving physician decision making in trauma triage:

randomized controlled trial. bmj, 359.

Prot, S., Anderson, C. A., Gentile, D. A., Brown, S. C., & Swing, E. L. (2014). The

positive and negative effects of video game play. Media and the well-being of

children and adolescents, 109, 2010-2014.

Valadez, J. J., & Ferguson, C. J. (2012). Just a game after all: Violent video game

exposure and time spent playing effects on hostile feelings, depression, and

visuospatial cognition. Computers in human behavior, 28(2), 608-616.

Mushtaq, I., & Khan, S. N. (2012). Factors affecting students’ academic performance.

Global journal of management and business research, 12(9), 17-22.

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012).

Understanding academic performance of international students: The role of

ethnicity, academic and social integration. Higher education, 63(6), 685-700.

Pallavicini, F., Pepe, A., & Mantovani, F. (2021). Commercial Off-The-Shelf Video

Games for Reducing Stress and Anxiety: Systematic Review. JMIR mental

health, 8(8), e28150.

Academic performance. (2022). Retrieved 8 March 2022, from

https://ballotpedia.org/Academic_performance

Local literature:

Hunter, J. & Fitzgerald, T. (2021). STEAM games are good for learning in elementary

schools: A study of teacher professional development in the Philippines. Journal

of Computers in Mathematics and Science Teaching, 40(4), 347-355.

Waynesville, NC USA: Association for the Advancement of Computing in

Education (AACE). Retrieved January 25, 2022 from

https://www.learntechlib.org/primary/p/218619/.

Dumrique, D. O., & Castillo, J. G. (2018). Online gaming: Impact on the academic

performance and social behavior of the students in Polytechnic University of the

Philippines Laboratory High School. KnE Social Sciences, 1205-1210.

Atanque, J. E., Cabrigas, B., Cayetano, R. E., Roxas, D., John, E., Esmabe, A., ... &

Quirante, L. N. (2018) RELATIONSHIP OF VIDEO GAME GENRES TO

 BEHAVIORS OF SENIOR HIGH SCHOOL STUDENTS OF POLYTECHNIC

UNIVERSITY OF THE PHILIPPINES.

Magulod Jr, G. C. (2019). Learning styles, study habits and academic performance of

Filipino University students in applied science courses: Implications for

instruction. JOTSE: Journal of Technology and Science Education, 9(2), 184-

198.

Datu, J. A. D., & Yang, W. (2021). Academic buoyancy, academic motivation, and

academic achievement among filipino high school students. Current Psychology,

40(8), 3958-3965.
 Chapter 3

Methodology

This chapter will present the procedure to be employed in the study. It will

describe the samples and sampling technique, data gathering procedure, instruments to

be used, and the data analysis.

Research design

This study is an experimental quantitative research that will compare two groups

of students that will be treated differently, the data collected from these two groups will

be analyzed and examined to determine the cause and effect by demonstrating what

outcome occurs when a particular factor is manipulated. Specifically, these two groups

will be used to determine the effects of educational video games to student’s academic

performance. A group of students will use a traditional textbook and the other group will

use an educational video game, both will contain the same topic and by the end the

researchers will administer a test to see which group will have better results. At the

beginning of the study, students will be asked about their profile, such as their (1)

Gender, (2) Strand, and (3) academic performance in First Quarter for SY 2021-2022.

The data gathered will be used to determine if educational video game affect students'

academic performance.

Sample

Thirty grade 11 students from San Mateo Senior Highschool will compromise the

sample of the study, these samples would be divided into two groups, Group A and

Group B. Since the samples won’t be pick randomly, we’ll be using the quota sampling
technique to select the students that will be compared and observed to collect the data

the from.

Instruments

The Research instrument consists of three parts. Part 1 is an educational video

game made by the researchers, designed to efficiently teach one of reading and

writing’s topic chosen by a teacher of Grade 11. This will be used by group A and will be

later tested for effectiveness. Part 2 will be a textbook that mirrors part 1, this will be

used by group b and will be used to compare the effectiveness of both medium of

education.

Part 3 will be a test to evaluate the groups learning. We’ll take the average

scores of both groups and then compare them towards each other. The data we

gathered will be later reviewed and examined to find a conclusion.

Intervention

The researchers will collect 30 students from Grade 11, These 30 Students will

be divided into two groups namely Group A and Group B. Group will play an educational

video game designed by the researchers and Group B will use a module, both of the

instruments used will teach the same topic, in this case the topic chosen is Critical

Reading in Reading and Writing. They will be given an hour to use the given medium to

study and after that they will take a test, the researchers will take the average scores of

each group to compare. With these we can see the efficacy of Educational Video games

compare to traditional studying.

Data Gathering Procedure

The data gathering procedure will be administered for a week since students can

have varying schedule which may give conflict between their academics and the

experiment. The instruments will be made with the guide of a reading and writing

teacher to make an accurate and great quality educational material. The researchers

will seek the permission of San Mateo Senior Highschool and will be administered by

the researchers themselves.

Before the administration of the experiment, the respondents will go through an

orientation where they will be instructed on how the experiment will go. Later on, they

are expected to answer a test which will also be administered by the researchers

themselves.

Statistical Analysis

The following statistical tools will be used to treat the data:

1. To determine the effectiveness of educational video games compared to

traditional.

2. To correlate the use of educational video games towards a student’s

academic performance.

3. To determine if educational video games is a viable option for an educational

medium.