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CENTRAL MINDANAO COLLEGES Osmeña Drive, Kidapawan City
THE INFLUENCE OF ONLINE GAMING ON ACADEMIC INTEREST AMONG THE SENIOR HIGH SCHOOL STUDENTS
RESEARCH PAPER PRESENTED TO THE CMC-SHS FACULTY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN PRACTICAL RESEARCH
BALUYOT, EDELYN BENZONAN, TWINKLE JESSICA CASPE, MARILOU LAUREN, ANGELIE PANARAAG, JASMINE
MARCH 2017 CHAPTER 1
INTRODUCTION Background of the Study Being a technology-dependent country, the rise of the internet use has led to many changes in our daily lives. And this rise has not been made up only through the social networking sites such as Facebook, Twitter, Instagram, YouTube or any other but mostly, of Online games. Online game refers to any game that a person plays through the use of internet over a computer network; this is played by multiple players in different scopes around the world. Particularly, online games are computer software programs that can be used without the limit of time and is free. And these games were often written in Java languages because they play up simpler than games that require downloading. The popularity of online gaming has spread at an increasing rate since its introduction. However, given the increasing number of studies on the phenomenon of problematic gaming, there have been growing concerns about negative consequences for a small minority. These gamers spend more time with gaming than planned while ignoring other important activities causing negative effects on their performance, social relationships, and withdrawal symptoms. There are different names present regarding this phenomenon in scientific literature. The phenomenon is referred to as addiction, problematic use, excessive game use or engagement. However, all these authors – irrespective of the name – agree in that there exists an excessive form of online gaming that shows a problematic pattern and that is related to behavioural addictions. The present authors propose to use the name problematic gaming. This term describes both the epitome of the phenomenon (i.e., that the behavior is not only excessive but gaming-related problems are also expected to be present), while avoiding the notion of dependency (as the exact definition and diagnostic criteria have not yet been clarified or agreed). The aim of our study was therefore twofold. Firstly, to explore what components span problematic online gaming and how it affects the interest of a child towards Academic countenance. Secondly, to make these dimensions measurable, to develop such a scale on which the identified extent can be
assessed. The objective here was to create a questionnaire suitable for students playing Online Games. A further intention was to carry out an empirical based analysis to ensure that all components of problematic gaming as a factor to loss of Academic interest remain in focus. Nowadays, people see online games having a good impact for students and kids considering it as an effective mind exercise. This also shapes a student’s ability to think and react faster as they do in gaming. A research shows that a child playing online games becomes more active and can change your brain to be smarter (C. Shawn Green, University of Wisconsin). Online gaming plays a major role for a teen’s involvement to modernization and preparation for the 21 st century. However, we should not lose sight of the negative impacts it may bring to us. Online gaming is one of the most blamed issues by the media why teenagers today becomes violent and commit extreme anti-social behaviour which they probably adapt from the things happening on the virtual world. The concerns appear to be grounded as a growing number of studies indicate that
consequences. The psychological consequences include the following: sacrificing real-life relationships, other pastime activities, sleep, work, education, socializing, and relationships, obsession with gaming and a lack of real-life relationships, lack of attention, aggression and hostility, stress, dysfunctional coping, worse academic achievement, problems
loneliness. Moreover, psychosomatic consequences have been found in a number of studies. These included problems with sleeping, seizures, and psychosomatic challenges. This long list indicates that Internet gaming problems must be taken seriously as they can affect the individual negatively in a variety of ways. In recent years, research about Internet gaming addiction has increased both in quantity as well as in quality. Research on gaming addiction dates back to 1983, when the first report emerged suggesting that video gaming addiction is a problem for students. Shortly thereafter, the first empirical study on gaming addiction was published by Shotton, based on self-reports of young male players who claimed they were “hooked” on their games. The early studies suffered from a lack of standardized
addiction. However, research indicates that self-reports correlate with standardized measures. The studies on Internet gaming addiction in the new millennium reported prevalence estimates which vary significantly and range from 0.2% in Germany to 50% of Korean teenagers. This discrepancy in estimates is due to various conceptualizations, diverse measurement instruments, as well as the different cut off points used. Further, dissimilar constructs (“Internet gaming addiction”, “dependence”, “problematic”, and “excessive play”) are measured in various samples (children, adolescents, gamers) and cultures. In most studies, self-reports have been used, which puts the reliability and validity of the potential diagnosis in question. However,
standardized measures of addiction, suggesting that the individual’s perception of problems can be relatively accurate. In South-East Asian countries, the negative impacts of Internet gaming addiction have led governments and health care providers to take the problem seriously and to develop a series of initiatives to curb and alleviate the problem. In South Korea, Internet gaming addiction is viewed as a significant concern for public health, and up to 24% of children who have been diagnosed with Internet addiction are hospitalized. In Japan, the government has recognized the problem following a study by the Ministry of Education, which has led to the development of “fasting camps” where individuals suffering from Internet and gaming addiction are helped by being cut off from technology completely. It has been stated that the higher the Internet penetration and social acceptance of gaming, the higher the prevalence of gaming problems, partially explaining the higher prevalence rates reported in South-East Asian countries. In addition to this, there is good reason to think that the lower acceptance of excessive gaming in a culture, the more distress (not less) gamers experience in engaging in the activity, potentially fuelling problem perception. Therefore, a lack of acceptance of excessive gaming and thus stigmatization of the behavior might contribute to higher rates of addiction and problematic play in some way. Following growing concern, specialized treatment centers and programs have been established in Europe (including the outpatient clinic for behavioral addictions in Mainz, Germany, and the Capio Nightingale Hospital in London, UK) and the US (including the inpatient centers RESTART
Internet Addiction Recovery Program in Seattle and the recently opened digital detoxification and recovery center in Pennsylvania), reflecting the growing need for professional help. Although the core criteria appear to be established, the analysis of Internet gaming addiction has yet to be studied in detail. Research indicates that a number of risk factors are associated with Internet gaming addiction. These risk factors include certain personality traits, gaming motivations, and structural game characteristics. The personality traits most commonly associated with Internet addiction
seeking. Factors that appear to protect frequent online gamers from developing problems
extrusion, suggesting that for different individuals the same behaviour can have different psychological effects. In addition to this, the following gaming motivations were found to be most commonly associated with gaming addiction: coping with daily stressors and escapism, online relationships, and mastery, control, recognition, completion, excitement, and challenge. This indicates that the reasons for game play may be an important indicator of potential risk for Internet gaming addiction. For instance, elements of exposure therapy may be used for the socially fearful in order to decrease discomfort and reintroduce clients to real-life social environments.
Statement of the problem
This study aims to know and get an over-all understanding about the effects of online gaming among the Senior High School students of Central Mindanao Colleges (CMC). Specifically, this study cast about answers to the following questions: 1. What is the demographic profile of the students in terms of:
Online games commonly played
Length of time the respondent spends in playing
2. What is the level of influence of Online Gaming among the Senior High School students? 3. What is the level of academic interest of the Senior High School students? 4. Is there a significant relationship between Online Gaming and the Senior High School student’s academic interests?
Significance of the Study
This study will serve as a useful reference to the students, for will provide them awareness about online gaming corrupting their interests academically. Thus, the parents will also benefit to this study because it will give them knowledge about the effects of online gaming among their children’s enthusiasm and interest in class sessions that they may be able to keep their child from addiction to and to surely know how to limit their child from playing online games. Lastly, this study will also help the teachers to know that online gaming could be a factor of a low performance and interest of his/her students and that it needs a warning.
Assumptions of the Study This study expects to have the effects of online gaming among the Senior High School students of CMC be identified and to help the parents be informed about online gaming affecting their child’s performances and interest in schooling.
Scope and Delimitations This study is mainly concerned and limited only with the effects of online gaming among the Senior High School students of Central Mindanao Colleges (CMC) Grade 11- Cluster A.
Definition of Terms
Online games- are games played or run online that requires Internet connection.
Academic interest- One’s attentiveness and focus on academic purposes.
Problematic Gaming- Gaming in cause to trouble.
Psychological Effects- effect of something to mental aspect.
Addiction- an obsession or too much love/passion for something..
Virtual World- existing on computers or on the internet.
CHAPTER II REVIEW OF RELATED LITERATURE
According to the study of Chang (2009), online gaming was referred to as internet gaming or electronic gaming. It was a gathering of players with common game using a Local Area Network (LAN) where they could be on the same settings. C. Shawn Green (Psychologist, University of Wisconsin) states that playing video games change the brain’s physical structure the same way as do learning to read, playing the piano or navigating using a map. Much like exercise can build a
muscle, the powerful combination of concentration and rewarding surges of neurotransmitters like dopamine strengthen neural circuits that build the brain. Academic achievement may be negatively related to over-all time spent playing video games. Studies have shown that the more time a kids spends playing video games, the poorer is his performance in school (Anderson & Dill 2000; Gentile, Lynch & Walsh 2004). Internet gaming addiction is a behavioral problem that has been classified and explained in numerous ways. According to Griffiths, biopsychosocial processes lead to the development of addictions, such as Internet gaming addiction, which include the following components. First, the behavior is salient (the individual is preoccupied with gaming). Second, the individual uses the behavior in order to modify their mood (ie, gaming is used to escape reality or create the feeling of euphoria). Third, tolerance develops (the individual needs increasingly more time to feel the same effect). Fourth, withdrawal symptoms occur upon discontinuation of the behavior (the individual feels anxious, depressed, and irritable if they are prevented from playing). Fifth, interpersonal and intra-personal conflict develops as a consequence of the behavior (the individual has problems with their relationship, job, and hobbies, and lack of success in abstinence). Finally, upon discontinuation of the behavior, the individual experiences relapse (they reinitiate gaming).
As the world become more and more advance people also start to find themselves an entertainments that suits with the world development. One of the entertainment is online games. According to Edward Castronova (2008) in his book of Synthetic Worlds: The Business and Culture of Online Games, online game is also known as Massively-Multiplayer-Online Games (MMOG). To better understand MMOGs, first of all, video game is usually defined as an electronic game that is played by a controller and provides user interactions by generating visual feedback. A multiplayer game is a game played by several players. Players can be simply independent opponents or they can play in teams. They can play against each other or can play against the game, that is, opponents that are controlled using Artificial Intelligence (AI) (Yahyavi&Kemme, 2013, p. 9).
An MMOG is a game capable of supporting hundreds or thousands of players and is mostly played using the Internet. Online games are fun and also entertaining not to mention with the popular games such as Final Fantasy XIV online (FFXIV, 2014), Defence Of The Ancient 2 (DOTA2), Counter-Strike: Global Offensive, Team Fortress 2 and Football Manager 2014 those games get the most highest rate of online games in 2014 (Steam,2014). With this kind of games that being brought up to this era, how can students and also the adult themselves can resist and lost themselves in virtual world. The illustrious developments in modern computing and communication technology have allowed millions of people to dive into these games and enjoy their so-called “second-life” inside a fantastical world. The most alluring aspect of MMOGs is that one can escape the dull, stressful reality and roam freely while fulfilling their fantasies of an alternate identity. According to Bachhuber and Saulnier (2012) games help students understand that words can have multiple, discrete definitions. Through formative testing, they found that students often conflate the different definitions of multiple meaning words into a single inaccurate interpretation. A range of existing research suggests that this is a serious impediment to reading comprehension. Their research shows that the person plays games can improve their grammar, vocabulary and comprehension. This is perfect reason why students should play games. They can have an interactive way to learn english or any other language. However, according to a case study of Jeremy, he was an accountant who had been married 13 years old and had two children but because of his addiction of online games his marriage has come to an end when he ignore to spend time with his children and wife ( Rosenberg &Feder, 2014). Jeremy claimed that giving up online gaming was worse than giving up smoking and that he was “extremely moody, anxious, depressed and irritable” if he was unable to play online games (Rosenberg &Feder, 2014). Even for a working and married man, Jeremy also need a place where he can release tension and find his own medium to release them. The second objective is that, the researcher want to know how can these games balancing their fantasy and reality world. Like Jeremy case study, he cannot balanced his real life and online games. He mostly prefer to be in fantasy world
rather than mingle with other people outside, that is why he lost he job, he lost his family most importantly he lost his self consciousness. The researcher also wants so study about how is their social behavior when they are just too addicted with online games. According to Kraut and Seay (2007) Participation in online communities allows them to stay in touch with old friends, meet new people, learn, and share information. It also enables self-exploration and discovery as users extend and idealize their existing personalities or try out new ways of relating to one another that can positively affect real life relationships. On the other hand, some fear that virtual communities detract from social activity and involvement in the real world, replacing real social relationships with less robust online substitutes and causing users to turn away from more traditional media (Mohamed, Jan, &Daud, 2010). The trend toward increased video game and other interactive digital media usage does not appear to be going away. The upcoming college students are even more likely to be tightly tied to their technology than students are today. The current generation is exceedingly comfortable with technology and electronic entertainment. One study noted that the average American youngster now spends one-third of each day with some form of electronic media (Escobar-Chaves & Anderson, 2008). There is a large body of evidence which suggests that violent video games lead to increased aggression and even violence. There is some mixed evidence on the psychological effects of video game violence, but Craig Anderson (2003) offers overall implications that can be reached by looking at all studies that relate video games to risk factors: Some studies have yielded nonsignificant [sic] video game effects, just as some smoking studies failed to find a significant link to lung cancer. But when one combines all relevant empirical studies using meta-analytic techniques, five separate effects emerge with considerable consistency. Violent video games are significantly associated with: increased aggressive behavior, thoughts, and affect; increased physiological arousal; and decreased prosocial (helping) behavior. (Anderson, 2003, Myths and Facts, para. 1)
In another study which considers available research on media violence, several relevant conclusions were reached (Anderson, et al., 2003). It was found that there are “sufficient studies with sufficient consistency” to back up several important findings (Anderson, et al., 2003, p. 93). Video game violence is linked to aggression in the short term. Cross-sectional studies have been able to show a correlation between long term exposure to video game violence and real world violence. A few longitudinal studies are also able to suggest that video game exposure has long term effects on aggression. It should be noted that Craig Anderson, one of the authors of this study has been criticized for overstating the data on video games and its link to aggression and violent behavior (Block & Crain, 2007). A study in 2008 considers the correlation between increasing interactive digital media usage and unhealthful behaviors (Escobar-Chaves & Anderson, 2008). The researchers looked at five major areas of risky behavior. These include obesity, smoking, drinking, violence, and early sexual activity. These categories were chosen because the Center for Disease Control and Prevention (CDC) has identified these areas among the activities that “contribute to the leading causes of death and disability in the United States among adults and youth” (Escobar-Chaves & Anderson, 2008, p. 148). The study found that, in general, there is at least a modest link between electronic media consumption and obesity, smoking, drinking, and violence. The study focused largely on TV and movies as the basis for the first three, but specifically mentioned the effect of videogame violence as increasing the risks of violence in teens. The research in this study concluded that “brief exposure to violent video games increases aggressive thoughts, feelings, and behavior” (Escobar-Chaves & Anderson, 2008). Effects related to learning Playing video games is often associated in our society with poor academic performance. This anecdotal idea is supported by some research. A 2000 study found a negative correlation between GPA and time spent playing video games (Anderson & Dill, 2000). The correlation was relatively small. Time alone accounted for a 4% variance in GPA, yet the findings are significant. However, several older
studies contend that the results of research have been mixed. A 1997 study suggests that “there is no clear causal relationship between video game playing and academic performance” (Emes, 1997, p. 413). It goes on to say that the research is “sparse and contradictory” (Emes, 1997, p. 413). The effect that interactive digital media has on the learning process is not completely negative. It is not that the medium itself is inherently flawed, but much of the information that gets transmitted through it may be. As was noted in a 2008 study on media attention and cognitive abilities, “content appears to be crucial” (Schmidt &Vanderwater, 2008, p. 63). If the content being consumed is positive, then positive results can be expected. If the content is negative, then negative results can be expected. The study examined research from many sources in arriving at this conclusion. There is a movement to leverage video games as a part of the learning process. A paper from EDUCAUSE suggests that faculty need be aware of games that could be helpful to the in class learning experience (Hitch & Duncan, 2005). It mentions using tactical and strategy games to enhance the level of understanding and engagement with the material. It specifically mentioned using Civilization IV, a game which focuses on empire building and economies of scale to aid in the understanding of history and economics. A 2005 paper suggests that videogames are changing education and that games are more than a simple form of entertainment (Shaffer, Squire, Halverson, & Gee, 2005). It explains that student learning can be enhanced by experiences in vast virtual worlds. These worlds can allow students to interact as a community. Virtual worlds are useful “because they make it possible to develop situated understanding” (Shaffer, Squire, Halverson, & Gee, 2005, p. 106). This means that students are able to actually experience and experiment with the things that they are learning rather than simply being told them as facts or equations. Some research concludes there is little evidence to suggest that interactive media enhances the learning experience (Schmidt &Vanderwater, 2008). Other sources have noted positive impacts on student performance. One study of a game relating to numerical analysis in an engineering curriculum found that “students experienced significantly more intellectual intensity, intrinsic motivation, positive
(Coller&Shernoff, 2009, p. 315). Research on the subject has been mixed, but it seems that video games can have a positive effect on learning when used in particular ways. Azad Fallah et al (2001) in their study investigated the relationship between games and social skills of 258 male students of first grade of high school. The results showed a significant relationship between the game-type and presence of others in the game location with social skills of adolescents. Selecting home as the place of game had a significance negative relationship with social skills and those adolescents who were mostly playing at home, had less social skill (cited from Doran).7 However, in the present study, there was an inverse relationship between addiction to computer games and social dysfunction. It means that as the addiction to computer games increases, social dysfunction will decrease. Ahmadi (1998) studied the effects of computer games on adolescents of the city of Isfahan. The aim of his study was to find out if computer games have social effects. The results showed that violence and aggression in students who played these games was higher than those who did not play. Also, social participation of students who were playing computer games was low Payne et al (2000) studied the role of computer games on social isolation, low self-esteem and violence. The results showed no relationship between playing computer games and self-esteem in girls, but there was a negative relationship between the two in boys. Also, the scores of violence had a positive correlation with amount of exposure to computer games. Other results showed that in spite of children's attraction to games, there was no evidence that computer games cause social isolation.17 Since in computer games, players conform to the characters in the game, in creating the new situations that occur in the game, the theory of participatory modeling and active conditioning can be used in explaining data on violent behaviors and possible rewards they get in response. A study by Argosy University’s Minnesota School on Professional Psychology found that video game addicts argue a lot with their teachers and friends and score lower grades than other who play video games less often.
“A group of boys who didn’t own video games, each of the boys was randomly assigned to one of two conditions; “the video games now” and “the video games later”. After the end of the study, the researchers tracked the boys’ academic performance at school, and found evidence of an effect. Not only did the boys who received game systems less time doing homework, they also performed worse on standardized tests of reading and writing four months later. Moreover, their teachers were more likely to report academic problems” experiment by Weis and Cerankosky (2010). Nie & Erbring (2000) & Kraut, et al. (1998) stated that some fear that virtual communities was detracted from social activity and involvement in the real word , replaced real social relationships with less robust online substituted and caused users to turn away from more traditional media. Gentile et al (2004) said that the majority of these studies have shown that the online games can be addictive and that some online games have been associated with aggressive behavior. However these studies have been
controversial as they examine these factors using self-report methods and artificial scenarios. The type of research is fraught with problems and criticism. In the study conducted by Wood, Gupta, Devevensky & Griffiths (2004), online gaming can be addictive. The research has tended to concentrate on negative aspects, such as excessive play and addiction. Instead of spending their hours on studying and doing their home works, children spend their time on playing computer games. Some video games have been associated with aggressive behavior. In that case, children imitate online character. Some children are at the period of modeling (Anderson & Bushman, 2001). Stated by Hassan (2011), online gaming is good and bad. Good for those who know their limits and bad for those who fix themselves in the seats for long hours and cut off the interaction with rest of the world.] Playing video games is often associated in our society with poor academic performance. This anecdotal idea is supported by some research. A 2000 study
found a negative correlation between GPA and time spent playing video games (Anderson & Dill, 2000). Both Orzack (2004) and French (2002) found out that in internet search “gaming addiction” yields list of physical and psychological symptoms from dry eyes and carpal tunnel syndrome to” problems with school or work” offered as indicative of problem usage behavior. Turkle (1995) found out that online games enabled self-exploration and discovery that user extended and idealized their existing personalities or try out new ways of relating to one another that can positively affect real life relationships. The study of Carrasco (2001) stated that computers have become a part of man’s life. Almost all the things around us were made by computers with the aid of modern machines. Associated with the computer is the internet where we can find online games. Online game has a big impact to children especially to teenagers. They tend to be hock by the computer. On the other hand, online gamers can also benefit on playing online games. A great variety of forms have been developed and put into practice to enhance learning, offer solace, to drive away boredom, and/or to persuade players to adopt certain actions and opinions. The game play improve various thinking skills but it can also boost cognitive speed for those who play action games and can also improve cognitive accuracy for players who solve puzzle, and strategy games (Klabber, 2001). Taha, J. (n.d) said that online games are seen as good learning tool because many think that they can teach children in ways that their teachers are failing by sparking their minds, stimulating their thinking, and inspiring their imagination. Research on the social effects of video games is also mixed (Allison, Wahlde, Shockley, & Gabbard, 2006). Some studies have found that video games are similar to addiction such as gambling which create negative social effects. Video games can deprive a person from the real world. According to this database, “Users may play compulsively, isolating themselves from other forms of social contact, and focus almost entirely on in-game achievements rather than
broader life events.” (Weinstein 2010).
This means video game addicts focus all of
their attention on the video game and they do not try to interact with life outside the game. Symptoms a person can have are isolation from the outside world; the person stays quarantined in their home, having no connection with the outside world. They spend all day playing video games rather than being with friends and family. They also make goals for themselves, but not life goals such as striving for good grades, being in clubs or trying to get a boyfriend/girlfriend. Instead they make video game goals as in trying to achieve in completing a certain level, getting a high score or beating the whole game in one day. All these are symptoms of a video game addict. There have been various amounts of effects for video addicts. According to this database, a study “Found that self-reported sleep problems, depression, suicidal ideation, anxiety, obsessions, and compulsions as well as alcohol and substance abuse were positively related to the frequency of video game playing.” (Mentzoni 2011). This means the syndromes that a video game addict can obtain range from a minor problem (sleep problems) to major problems (suicide). When a person does not have at least eight hours of sleep a day, he or she can develop stress and become moody. This not only affects the video game addict themselves but also family or friends that are close to the individual. The way suicides occur is some people try to reenact what they play in the game. Violent video games are believed to contribute in this factor. According to this article, “One of the primary concerns with violence in video games is that gaming is not passive. In order to play and win, the player has to be the aggressor. Rather than watching violence, as he might do on television, he's committing the violent acts.” (Violence and Video Games). Video games are rated to show the age appropriateness.
Video games have ratings to
show the appropriateness of the video game. The ratings start at C, which means children and range up to A which means adults only. The most common rating is E, which stands for everyone.
Most shooting and violent games are M for mature
which says they are only meant for people over the age of 17, meaning, only people over the age of 17 can purchase these types of games. However, children and teens are still able to get their hands on these games because parents or older siblings buy them without noticing the ratings.
Video game companies have made it easier for people to get more games at a time by making them available for rent. People can now play a game for a week, send it back and get another one. Another spike in video game addiction has been remote controllers’ usage. Meaning when used for a long time, remote controllers ran out of battery and people had to keep buying batteries but now people can buy a rechargeable pack so that the player can never stop playing. Video game addiction normally affects males more than females. As you can see in the graph above, males play any type of video games more than females. The graph consists of different console categories and shows how many males and females play the console. In all the categories, males played more than females. There could be trends though that children and teens can go through. According to this database, “Given trends for television usage, one might expect videogame usage to increase across elementary school, peak at about middle school, and drop off across high school… The frequency of video-game play appeared to be relatively steady from ages 8 to 13, and to decrease thereafter” (Gentile 2009). This means video addiction can be just a phase a person goes through. Kids in elementary start using video games because everyone has them, in middle school they have nothing else to do, but by high school, kids turn into teens and start going to parties and joining sports teams which diminishes video game use. These statistics are different for video game addicts though, because according to the pie graph below, video game addiction affects 18-49 year old people more than 18 and under people. The average age of a video game addict is 35 years old. Video games do not just have negative effects on people; they can also have positive effects. According to this database, “Players play video games due to various motivations and purposes. Some believe video games help them boost mental skills and improve physical coordination… reading ability, attention, handeye coordination, and speed reactions to novel situations.” (Shu-Hsun 2011). This means that video games can contribute mental skills because some video games
require critical thinking and that can enhance people’s reaction. Also since most video games require a remote control, hand-eye coordination increases a person’s movement. Some video games can also help people lose weight while exercising. This method uses a kinetic sensor device, which is a motion sensor that does not require a remote control. All you have to do is put the sensor device near your television where it can scan the person’s playing, and any kind of movement the person does, the player on the television will do the same thing. This establishes an exercise activity in which people who play will not be sitting on a couch. All kinetic games promote the act for cardio activity.
For instance; pumping your feet and
arms to make it seem like you are running. Other activities include jumping up and down, dancing and even martial arts movements. The video games industries are also a big market for the economy. According to a Forbes research, citizens in the United States spend roughly between 16.3 to 16.6 billion dollars on video games a year. This also included online and mobile games as well. The U.S. is not the only country that uses video games to boost the economy; other countries as well succeed in selling video games. According to this database, “With the popularity of online games in South Korea, the total revenue of the online gaming industry reached about 1.8 billion U.S. dollars in 2006, 24 percent of which was comprised of revenue from the South Korean gaming industry.” (BongWon 2010). This means not only are people in the United States buying video games, but also other countries purchase these games to increase currency in their economy as well. The popularity and addictiveness to these games make people of all age buy them. Treatments for video game addicts include putting the person in a rehab facility where the person has no access to a video game console or computer. A family and friends intervention can also be useful to show the person what he/she’s been missing since being focused on video games.
Another example can be
outdoor programs such as wilderness camps. According to this article, “"Wilderness camps" or "outdoor education," are highly effective in treating teens struggling with behavioral problems like video game addiction or obsessive Internet use.” (Why
Wilderness Works). These programs are designed to get people outside and interact with nature. All the person has to do is call to get more information. In conclusion, video game addictiveness can have various effects.
show video games usage increase during middle school age but slowly decrease throughout high school. The effects though can be more severe to some people and can go on past high school. There are helpful websites that can instruct parents on how to control their child’s playing habits. Since this starts at an early age, the websites target parents to be focused on what their children are playing and how long they are playing it.
CHAPTER III METHODOLOGY This chapter contains the Research Design, Subjects of the Study, the Research Instruments, Research Locale, Data Gathering Procedures, and the Statistical Treatment Applied. Research Design The researchers used the descriptive co-relational to conduct this study entitled “ONLINE GAMING: a factor affecting the CMC-SHS academic interests” Research Locale This research was conducted at Central Mindanao Colleges located at Osmeña Drive, Kidapawan City. Subjects of the Study
The researchers made use of the cluster A among the Senior High School Students of Central Mindanao Colleges. After choosing the respondents, each of them were given a survey questionnaire to answer. Table 1 Distribution of Survey Questionnaire to the selected SHS-Cluster A CLUSTER A SECTIONS Temperance Love Justice Fortitude Wisdom TOTAL:
FREQUENCY 10 10 10 10 10 50 respondents
Research Instruments Survey questionnaire was used as the main instrument of the study to determine the effects of online gaming among the Senior High School students. The designed questions focused on the disadvantages and advantages of online gaming. The questionnaire was prepared by the researchers themselves after doing a research and vehement reading on the internet and browsing into related links. It is made up of 10 questions containing interrogations concerning the effects of online gaming to their academic interests if they ever been in to this. The questionnaire has three parts. Part I contains the profile of the respondents in terms of age, gender, section, online game/s they play, and the length of time they usually spend in gaming. Part II focused on the effects they experience from playing online games to their academics on the positive and negative sides. Part III focused on the impacts of online gaming to them in the aspects of Mental, Behavioral and Social. The researchers initially distributed the survey questionnaire among the selected
questionnaire was sent back to the researchers, the responses were analyzed and interpreted. It was done through the use of percentage and ranking. Data Gathering Procedures The researchers first looked for possible and necessary resources that could help them in their study. After an intensive reading and browsing to related literatures, they constructed ideas and a survey questionnaire containing questions in concern with the effects of online gaming to their academic interests. A letter of transmittal was then prepared and was submitted to their adviser, and to the CMC-SHS head teacher for the approval in producing and distributing of the questionnaires. The researchers asked the permission to their adviser to allow them to proceed with the distribution of the questionnaires in the Cluster-A sections. With the permission granted, the researchers started the procedures in gathering data for the conclusion. The researchers clearly explained all the directions and items to the selected respondents from the five sections to ensure understanding and correctness of their responses. Retrieval of the questionnaires was done right after the fill-up. The responses were tailed, analyzed and interpreted in accordance to the items found in the instruments. Statistical Treatment Applied Percentage and ranking were used by the researchers to convert the numerical data gathered from the questionnaires. Only tallying, getting of percentage, and getting of ranking were the methods needed to come up with the conclusion for the study. Descriptive statistics which include basic summary of the data gathered was used to explain further the result of the study. The descriptive statistics used frequency, percentage and ranking. These things could be explained further in the following:
Frequency- pertains to the number of respondents that have the same answer in a specific question.
Percentage- used to determine the ratio of respondents that have same answers with general number of respondents.
Formula: %= f x 100 N
Wherein: %= percentage f= number of respondents that answered the question. N= total number of respondents.
Ranking- used to determine the order of the results according to their percentage.
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Central Mindanao Colleges THE INFLUENCE OF ONLINE GAMING ON ACADEMIC INTEREST AMONG THE SENIOR HIGH SCHOOL STUDENTS Survey Questionnaire
Name: _______________________________________ Section: _______________Gender: ______ Online Games commonly played: ______________Length of time spends in playing: _____
Please read the statements below regarding online gaming. The questionnaire REFERS TO ONLINE GAMES exclusively, but we use the expression ’game’ in each statement for simplicity’s sake. Please put a check (✓) mark to the box provided.
gaming? 2. Do you feel satisfaction from
games? 3. Do you
Gaming more fun than learning your lessons? 4. Do you feel spending more time to play than do home works? 5. Does Online gaming let you
Academic tracks? 6. Does Online Gaming develop your self-esteem to join school activities? 7. Do you often daydream about gaming? 8. Does gaming
psychological development? 9. Does Online
make you more focused on class discussions? 10.Do you get your projects and home reports done though you’re gaming? 11.Does Online Gaming make
studies? 12.Do you not neglect other activities
would rather game? 13.Do you feel time stops while gaming? 14.Do you find gaming as more fun than learning? 15.Does Online Gaming help you gain more interest in Academics?