UNDERSTANDING THE ROLE OF ONLINE GAMING COMMUNITIES

In Partial Fulfillment
Of the Requirements for the subject
Practical Research I,

By

REMMUEL Y. LIBUHAN

MAY 2024
 CHAPTER 1

The Problem

Introduction

Online gaming communities have become a prominent and influential aspect of

contemporary society, reshaping the way individuals engage in digital entertainment. These

virtual communities provide platforms for players to connect, collaborate, and compete,

creating dynamic social spaces within the realm of gaming. Understanding the role of online

gaming communities is crucial for comprehending their impact on individuals and society at

large. This study aims to delve into the history, background, and significance of these

communities, shedding light on their evolution, motivations, and implications.

The roots of online gaming communities can be traced back to the early days of

multiplayer gaming. In the 1970s and 1980s, with the advent of home computers and the rise

of arcade games, players began to connect and compete with each other. However, it was the

emergence of the internet in the 1990s that paved the way for the exponential growth of

online gaming communities. The development of multiplayer games, chat rooms, and forums

facilitated the formation of virtual communities where players could interact and share their

gaming experiences.

As technology advanced, online gaming communities evolved in both scale and

complexity. Massively multiplayer online games (MMOs) gained popularity, offering vast

virtual worlds where players could engage in cooperative and competitive gameplay. These

communities became hubs for social interaction, enabling players to forge friendships, form

guilds or clans, and participate in virtual economies. With the advent of social media
platforms and streaming services, online gaming communities expanded further, reaching a

global audience and solidifying their position as an integral part of gaming culture

Understanding the role of online gaming communities holds significant importance

across various domains. Firstly, from a social perspective, these communities provide

opportunities for individuals to connect with like-minded players, fostering a sense of

belonging and camaraderie. Exploring the social dynamics within these communities can

unveil the formation of social hierarchies, the emergence of leaders and influencers, and the

development of unique subcultures.

Secondly, studying online gaming communities has psychological implications. These

communities often serve as spaces for self-expression and identity exploration, allowing

players to adopt virtual personas and experiment with different aspects of their personality.

Additionally, the motivation to achieve in-game goals, the impact of competition on player

behavior and well-being, and the psychological benefits of social support within these

communities are all areas that warrant investigation.

Lastly, online gaming communities have significant cultural implications. They

contribute to the creation of shared experiences, narratives, and symbols within the gaming

world. These communities shape the way games are played, perceived, and discussed,

influencing game developers, media, and the broader gaming industry. Understanding the

cultural dynamics of online gaming communities can foster inclusivity, facilitate the design

of engaging and immersive experiences, and inform policymakers and stakeholders in the

gaming ecosystem.

In conclusion, delving into the role of online gaming communities provides valuable

insights into their historical development, motivations, and societal impact. This study is

essential for understanding the social, psychological, and cultural dimensions of these

communities, enabling the creation of inclusive gaming environments, the design of

meaningful gaming experiences, and the promotion of positive online interactions. By

embracing the complexities of online gaming communities, we can harness their potential to

shape the future of digital entertainment and human interaction in the digital age.

Statement of the Problem

1. How do online gaming communities influence social interaction among participants?

2. What role do online gaming communities play in shaping the development of social

skills, teamwork abilities?

3. What extent do online gaming communities contribute to the creation of inclusive and

supportive environments?

Scope and Delimitation of the Study

This study is limited to the perceptions of 15 respondents on understanding the role of

online gaming.

Significance of the Study

The following are the significance of the study:

For the gamers/ Players. For gamers/players, this study helps them realize the potential to

enhance their gaming experience. By delving into the dynamics and intricacies of online

gaming communities, the study can provide gamers with a deeper understanding of the social,

psychological, and cultural aspects that shape these communities. This knowledge can

empower gamers to navigate and engage more effectively within these communities, forge

meaningful connections with fellow players, and create a positive and inclusive gaming

environment that enriches their overall gaming journey.

For the parents. This study will provide them with valuable insights into the positive

aspects of online gaming communities. The study can help parents understand the social,

cognitive, and developmental benefits that their children can derive from participating in

these communities. By gaining a deeper understanding of the role these communities play in

their children's lives, parents can make more informed decisions, offer guidance and support,

and foster a balanced approach to their children's gaming activities, ensuring a safer and more

enriching gaming experience for them.

For the community. This study helps them to promote a better understanding and

appreciation of online gaming as a legitimate form of community engagement. By exploring

the social, psychological, and cultural dimensions of these communities, the study can help

break down stereotypes and misconceptions surrounding online gaming. It can foster a more

inclusive and accepting community that recognizes the value of virtual interactions,

celebrates the diversity of interests and hobbies, and encourages positive engagement both

online and offline.

For the future researcher. For future researchers helps them provide potential to serve as a

foundation for further exploration and advancements in the field. The study can provide a

comprehensive overview of the historical development, social dynamics, psychological

aspects, and cultural implications of online gaming communities. It offers a starting point for

future researchers to delve deeper into specific aspects, conduct more targeted investigations,

and contribute to the evolving understanding of the intricate relationship between online

gaming communities and their impact on individuals and society.

Definition of Terms

To have a common understanding of the terms used in this study, the following were

defined operationally.

Understanding. Is the process of comprehending or grasping the meaning, significance, or

nature of something. It involves gaining insight, knowledge, or awareness about a particular

subject or concept, often through observation, analysis, or study. Understanding goes beyond

surface-level awareness and involves a deeper comprehension and ability to make sense of

information or experiences.

Role. Refers to the function, position, or purpose that an individual or entity plays within a

particular context or system. It defines the responsibilities, tasks, and expectations associated

with a specific role or position. Roles can be formal or informal and shape the interactions,

contributions, and influence of individuals or entities within a given setting or situation.

Communities. Refers to groups of individuals who share common interests, values, or goals

and actively engage with one another. They involve social interactions, relationships, and a

sense of belonging among members who come together based on shared characteristics or

experiences. Communities can exist in various contexts, ranging from physical locations to

virtual spaces, and can contribute to social support, collaboration, and collective identity

formation.

Online gaming. Refers to the activity of playing video games over the internet, typically

involving multiple players from different locations. It encompasses a wide range of

interactive digital games that can be accessed and played through various platforms, such as

consoles, computers, or mobile devices. Online gaming enables players to engage in virtual
environments, compete or cooperate with other players, and often involves elements of social

interaction and communication.

Significant. Refers to something that holds importance, relevance, or meaning. It indicates

that an event, concept, or object has a notable impact, influence, or consequence. A

significant factor or finding is one that has substantial implications or makes a meaningful

difference in a given context.

Players/ Gamers. Are individuals who participate in playing video games as a form of

entertainment, recreation, or competition. They actively engage with digital games,

controlling characters or avatars within the game world to achieve objectives or overcome

challenges. Players/gamers can vary in skill levels, preferences, and motivations, but they all

share a common interest in exploring virtual worlds, experiencing gameplay mechanics, and

interacting with the game environment.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Online gaming is becoming increasingly social and interconnected. Millions of

players learn from each other in game-related communities on platforms like Reddit and

Twitch.tv. However, few studies have been conducted to examine socially constructed

learning in such environments. The purpose of this study was to explore learning in game-

related communities using the Game Community of Inquiry Scale (GCoIS). GCoIS is a

validated instrument inspired by the community of inquiry framework and developed for

measuring constructed learning in these outlets. Over 1000 participants completed an online

questionnaire that included the GCoIS and additional variables (e.g. demographics, gaming

habits, and gaming metacognition) for measuring possible associations. Results pointed to

gender, age, online participation, and metacognition about gaming as significant predictors of

GCoIS. Findings suggest that gaming communities can serve as opportunities for meaningful

learning when novice members are welcomed and assisted by experts and support is given to

older and female gamers.

Adinolf S, Turkay S (2018) Toxic behaviors in Esports games: player perceptions and

coping strategies. In: Proceedings of the 2018 annual symposium on computer-human

interaction in play companion extended abstracts (eds Mueller F, et al.), Melbourne, VIC,

Australia, 28–31 October, pp. 365–372. New York: ACM.

Anderson T, Rourke L, Garrison DR, et al. (2001) Assessing teaching presence in a computer

conferencing context. Journal of Asynchronous Learning Networks 5(2): 1–17.

Arbaugh JB, Cleveland-Innes M, Diaz SR, et al. (2008) Developing a community of inquiry

instrument: testing a measure of the community of inquiry framework using a multi-

institutional sample. The Internet and Higher Education 11(3–4): 133–136.

Bowman ND, Weber R, Tamborini R, et al. (2013) Facilitating game play: how others affect

performance at and enjoyment of video games. Media Psychology 16(1): 39–64.

Chess S, Shaw A (2015) A conspiracy of fishes, or, how we learned to stop worrying about

#gamergate and embrace hegemonic masculinity. Journal of Broadcasting & Electronic

Media Cote AC (2017) “I can defend myself”: women’s strategies for coping with

harassment while gaming online. Games and Culture 12(2): 136–155.59(1): 208–220.

Diwanji V, Reed A, Ferchaud A, et al. (2019) Don’t just watch, join in: exploring information

behavior and copresence on Twitch. Computers in Human Behavior 105: 106221.

Egenfeldt-Nielsen S, Smith JH, Tosca SP (2019) Understanding Video Games: The Essential

Introduction. New York: Routledge.

Fox J, Tang WY (2017) Women’s experiences with harassment in online video games:

rumination, organizational responsiveness, withdrawal, and coping strategies. New Media &

Society 1Gandolfi E (2016) To watch or to play, it is in the game: the game culture on Twitch.

tv among performers, plays and audiences. Journal of Gaming & Virtual Worlds 8(1): 63–

82Gandolfi E (2018) Enjoying death among gamers, viewers, and users: a network

visualization of Dark Souls 3’s trends on Twitch.tv and Steam platforms. Information

Visualization 17(3): 218–238..9(8): 1290–1307.

Garrison DR, Arbaugh JB (2007) Researching the community of inquiry framework: review,

issues, and future directions. The Internet and Higher Education 10(3): 157–172.
Garrison DR, Anderson T, Archer W (2001) Critical thinking, cognitive presence, and

computer conferencing in distance education. American Journal of Distance

Education 15(1): 7–23.

Gong X, Zhang KZ, Cheung CM, et al. (2019) Alone or together? Exploring the role of desire

for online group gaming in players’ social game addiction. Information & Management 56(6):

103139.

Halverson ER (2012) Participatory media spaces: a design perspective on learning with

media and technology in the twenty-first century. In: Steinkuehler C, Squire K, Barab S

(eds) Games, Learning, and Society: Learning and Meaning in the Digital Age. New York:

Cambridge University Press, pp. 244–270.

Hau YS, Kim YG (2011) Why would online gamers share their innovation-conducive

knowledge in the online game user community? Integrating individual motivations and social

capital perspectives. Computers in Human Behavior 27(2): 956–970.

Hayday EJ, Collison H, Kohe GZ (2020) Landscapes of tension, tribalism and toxicity:

configuring a spatial politics of esport communities. Leisure Studies 40(2): 139–153.

Hinkle DE, Wiersma W, Jurs S (2009) Applied Statistics for the Behavioral Sciences.

International 5th ed. Boston, MA: Cengage Learning.

Homer BD, Hayward EO, Frye J, et al. (2012) Gender and player characteristics in video

game play of preadolescents. Computers in Human Behavior 28(5): 1782–1789.

Hu M, Zhang M, Wan Y (2017) Why do audiences choose to keep watching on live video

streaming platforms? An explanation of dual identification framework. Computers in Human

Behavior 75: 594–606.

Jia AL, Shen S, Epema DH, et al. (2016) When game becomes life: the creators and

spectators of online game replays and live streaming. ACM Transactions on Multimedia

Computing, Communications, and Applications (TOMM) 12(4): 47.

Jung CW (2020a) Role of gamers’ communicative ecology on game community involvement

and self-identification of gamer. Computers in Human Behavior 104: 106–164.

Jung CW (2020b) The role of game genres and gamers’ communication networks in

perceived learning. Palgrave Communications 6: 69.

Kolb DA (1984) Experiential Learning: Experience as the Source of Learning and

Development. Englewood Cliffs, NJ: Prentice Hall.

Kozan K, Caskurlu S (2018) On the Nth presence for the Community of Inquiry fraMurnion S,

Buchanan WJ, Smales A, et al. (2018) Machine learning and semantic analysis of in-game

chat for cyberbullying. Computers & Security 76: 197–213.mework. Computers &

Education 122: 104–118.

Nakandala S, Ciampaglia GL, Su NM, et al. (2017) Gendered conversation in a social game-

streaming platform. In: Proceedings of the international conference on web and social

media: ICWSM’17 (ICWSM’17), Montréal, QC, Canada, 15–18 May, pp. 162–171. Palo Alto,

CA: AAAI Press.

O’Riordan S, Feller J, Nagle T (2016) A categorisation framework for a feature-level analysis

of social network sites. Journal of Decision Systems 25(3): 244–262.

Payne K, Keith MJ, Schuetzler RM, et al. (2017) Examining the learning effects of live

streaming video game instruction over Twitch. Computers in Human Behavior 77: 95–109.

Przybylski AK, Weinstein N (2019) Violent video game engagement is not associated with

adolescents’ aggressive behaviour: evidence from a registered report. Royal Society Open

Science 6(2): 171474.

Rainie H, Anderson JQ, Albright J (2017) The Future of Free Speech, Trolls, Anonymity and

FaRourke L, Anderson T, Garrison DR, et al. (2001) Assessing social presence in

asynchronous text-based computer conferencing. Journal of Distance Education 14(2): 50–

71.ke News Online. Washington, DC: Pew Research Center.

Shen C, Sun Q, Kim T, et al. (2020) Viral vitriol: predictors and contagion of online toxicity in

World of Tanks. Computers in Human Behavior 108: 106343.

Sherrick B, Hoewe J (2018) The effect of explicit online comment moderation on

three spiral of silence outcomes. New Media & Society 20(2): 453–474.
Shi J, Renwick R, Turner NE, et al. (2019) Understanding the lives of problem gamers: the
meaning, purpose, and influences of video gaming. Computers in Human Behavior 97: 291–
303.

Sirola A, Savela N, Savolainen I, et al. (2021) The role of virtual communities in gambling

and gaming behaviors: a systematic review. Journal of Gambling Studies 37: 165–187.