THE EFFECTS OF PLAYING MOBILE GAMES TOWARDS THE ACADEMIC

PERFORMANCE
 1. INTRODUCTION

1.1 Rationale

The term computer game is in sharp competition with video games, console games, and

arcade games. Video games and console games usually mean games connected to a TV,

whereas arcade games means games placed in public spaces. Computer games on the other

hand, are occasionally used to mean games played on a personal computer. However, since all

of these areas have been developed in close parallel and because all of these games are played

on computers, most researchers use the term computer game to represent all of these areas as a

whole. Computer games first came into existence in the 1960s with the introduction of a shoot-up

game. Since the computer games have become a regular part of life for many people due to its

increased popularity. The computer game has changed from being primarily played at an arcade

to be primarily played in the home.

Development in technology brings many things that people don't have many years back. One

of these things is online gaming that is provided by the internet.

Online gaming is one of the widely used leisure activities by many people. Teenagers who

are playing these online games said that they are playing these games just for fun, to keep away

from the heat of the sun, without knowing that there are a lot of effects of playing these games

that are more than what they think. Playing online games, according to some research is

beneficial. It enables the mind of the players to be more active, especially those puzzle-based

games. It helps the player to come up with decisions in tight situations, especially those

adventure games that keep the players to be alert, active and strategic. Playing these types of

games makes the player experienced different feelings because it is as if the player is really the

one taking the challenges.

 Despite those benefits, playing these games also bring negative effects. It requires much of

the player's time, leaving school activities and home works unattended.

(http://www.oppapers.com)

The youth of today no longer seem to spend their leisure activities like in the olden days; outdoor
games or playing with toys, instead, they spend their free time in their homes, internet cafés or
computer shops simply to satisfy their hunger; and that hunger is Online Gaming. Online gaming
has such a profound impact on not only the young, but dynamically every age group as well. So
far, virtually anyone is able to go on a computer and punch through the keys and mouse in order
to get a high score, chat with players, get the rarest items, and level up as fast as possible. Yes,
there seems to be no restriction as to whom, how or what online gaming can extend to.

As in any situation where new technology is introduced, the social impact of the Internet is being
looked at. One social problem that has been observed is that the Internet café has become
mainly game centres. About one-half to two-thirds of the computers in a typical Internet café,
according to one study, are devoted to games (violent and gory games). The use of the remaining
computers was roughly split between browsing, email, online chat, word processing and
research. The Internet cafés have become not just game centres. They are becoming centres off
addiction among the youth, mostly boys, including elementary school pupils. According to one
concerned Internet café entrepreneur, “Internet cafés are seducing youths to a new form of
addiction, one which may not destroy their bodies as drugs do, but which is certainly twisting their
minds. To the young play is reality and reality is play.” (Maslog C. (1998) Internet and Social
Issues, Philippine Communication Today, Quezon City: New Day Publishers).

Online gaming has emerged as a popular and successful source of entertainment and play for
people of all ages, especially for the students. It refers to the games that are played over some
forms of computer network, typically on the internet. These games are played online, in which you
can connect with multiple players. It is normally platform independent, relying on the web browser
and appropriate plug-in.
1.2 Statement of the Problem

This study aims to know the perceived effects of online games to the academic

performance among the Grade 10 students in MSU-N IDS.

The research wanted to answer the following questions:

1. What are the demographic profiles of the respondents in terms of:

a. Frequency of playing online games b. Average time span of playing online games
c. Length of period of playing online games (since they’ve started)

2. How does playing online games affect the academic performance of the students in relation with:

a. Class Participation b. Number of Hours spent in Studying

c. Frequency of Absences in Class

3. Is there significant relationship between playing online games and academic performance of the
student

Objectives of the study

The main objective of this study is to identify the effects of online gaming on the
academic performance of students in Grade 10; Study the effects of playing computer games on
the academic performance of the students; Investigate the relation between exposure to
computer games and the academic performance of the students; and analyze data collected from
the questionnaire using statistical method to devise conclusions.

1.3 Significance of the study

This study will help the students have an insight on the impact of online games
towards their academic performance.

To the Parents, it will serve as basis to help share with other parents the information
about certain games or ideas to help each other in parenting. Also it will help them understand
the behaviour and study habit of their children when they’re engaged into such activity

To the Teachers, it will provide additional knowledge on what strategy to use to educate
students about the well-known effects of online gaming to students’ academic performance,
problem-solving strategy, decision-making and spatial visualization.
1.5 Scope and limitation of the study

The study covers students of MSU N IDS selected Grade 10 students. This study was
limited to DOTA2, Clash of Clans, and Counter Strike. The researcher will gather information
about the possible effects of the selected online games on students’ academic performance.

A survey will be conducted about the evaluation of the respondents regarding in the study of
the effects of these online games on students’ academic performance in MSU N IDS Grade 10. In
a random order, fifteen selected grade 10 students in MSU N –IDS will be given questionnaires to
get information that will be needed in the study. This study will be conducted to determine the
effects of online gaming to students’ academic performance, problem-solving strategy, decision-
making and spatial visualization. The problem-solving strategy, memorization and decision-
making capabilities will be measured through a series of situations and identifications on the
questionnaire.

1.6 Definition of terms

Academic Performance - is measured by taking written and oral tests, performing

presentations, turning in homework and participating in class activities and discussions.
Teachers evaluate in the form of letter or number grades and side notes, to describe
how well a student has done.

Game Addiction - is an excessive or compulsive use of computer games or video

games, which interferes with a person's everyday life.

Gamer - is a person who plays a game or games, typically a participant in a computer or

role-playing game.

Online Game - is any game that is played online, based online, or has a majority of its
content/gameplay online.
 2. REVIEW OF RELATED LITERATURE

2.1 Online Games/ Video Games

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.

2.2 Student Engagement and Sociological Effects

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 addictions such as
gambling which create negative social effects. Massively Multiplayer Online Role Playing Games
(MMORPGs) have been called “heroinware” because they are “simultaneously competitive and
highly social” (Allison, Wahlde, Shockley, & Gabbard, 2006, p. 383). Other studies have noted
positive aspects of the games such as the ability to experiment with aspects of individual identity
which do not come out in public.

MMORPGs have been criticized for hampering academic and job performance. The FCC has
specifically accused World of Warcraft, one of the most popular games, as leading to college
dropouts (Somaiya, 2009). Students can become obsessed with these games and become
disengaged from schools, friends, and life in general. Video games can also have positive social
effects. One measure of this which has significant research is that of prosocial behavior.
Prosocial behavior is defined as when one person acts to help another. While research on this
topic is mixed, there is evidence that games which focus on prosocial behavior lead to prosocial
results (Schie & Wiegman, 1997).
2.3 Intelligence Benefits

According to All Academic Research, playing computer games may not be all that bad for your
children. Peng Wei states that educational games can be effective assisting tools in the
educational areas of management, medicine and science. If you choose the right educational
computer games, your child may learn better problem-solving skills and eye-hand coordination.
Your child may also get the ability to think fast and think of multiple things all at once. Skills
obtained from playing computer games may help your child learn quickly when it comes to his
studies. If your child is struggling in one of his school subjects, there are many educational
computer games available for him. There are math and reading related games that may help
boost your child’s skills. These games can be both fun and educational for your children.

2.4 Positive Effects of Video Games

When your child plays video games, it gives his brain a real workout. In many video games, the
skills required to win involve abstract and high level thinking. These skills are not even taught at
school. Some of the mental skills enhanced by video games include following instructions,
Problem solving and logic (When a child plays a game such as The Incredible Machine, Angry
Birds or Cut The Rope, he trains his brain to come up with creative ways to solve puzzles and
other problems in short bursts), Hand-eye coordination, fine motor and spatial skills. In shooting
games, the character may be running and shooting at the same time. This requires the real-world
player to keep track of the position of the character, where he/she is heading, his speed, where
the gun is aiming, if the gunfire is hitting the enemy, and so on. All these factors need to be taken
into account, and then the player must then coordinate the brain's interpretation and reaction with
the movement in his hands and fingertips. This process requires a great deal of eye-hand
coordination and visual-spatial ability to be successful. Research also suggests that people can
learn iconic, spatial, and visual attention skills from video games. There have been even studies
with adults showing that experience with video games is related to better surgical skills. Also, a
reason given by experts as to why fighter pilots of today are more skillful is that this generation’s
pilots are being weaned on video games. Planning, resource management and logistics. The
player learns to manage resources that are limited, and decide the best use of resources, the
same way as in real life. This skill is honed in strategy games such as SimCity, Age of Empires,
and Railroad Tycoon. Notably, The American Planning Association, the trade association of
urban planners and Maxis, the game creator, have claimed that SimCity has inspired a lot of its
players to take a career in urban planning and architecture. Multitasking, simultaneous tracking of
many shifting variables and managing multiple objectives. In strategy games, for instance, while
developing a city, an unexpected surprise like an enemy might emerge. This forces the player to
be flexible and quickly change tactics. (Daphne Bavalier)
 Quick thinking, making fast analysis and decisions. Sometimes the player does this
almost every second of the game giving the brain a real workout. According to researchers at the
University of Rochester, led by Daphne Bavelier, a cognitive scientist, games simulating stressful
events such as those found in battle or action games could be a training tool for real-world
situations. The study suggests that playing action video games primes the brain to make quick
decisions. Video games can be used to train soldiers and surgeons, according to the study.
Importantly, decisions made by action-packed video game players are no less accurate.
According to Bavelier, "Action game players make more correct decisions per unit time. If you are
a surgeon or you are in the middle of a battlefield, which can make all the difference." Accuracy -
Action games, according to a study by the University of Rochester, train the player's brain to
make faster decisions without losing accuracy. In today’s world, it is important to move quickly
without sacrificing accuracy. Strategy and anticipation - Steven Johnson, author of Everything
Bad is Good For You: How Today's Popular Culture is Actually Making Us Smarter, calls this
"telescoping." The gamer must deal with immediate problems while keeping his long-term goals
on his horizon. Situational awareness - – Defense News reported that the Army include video
games to train soldiers to improve their situational awareness in combat. Many strategy games
also require the player to become mindful of sudden situational changes in the game and adapt
accordingly. Developing reading and math skills – The young gamer reads to get instructions,
follow storylines of games, and get information from the game texts. Also, using math skills is
important to win in many games that involves quantitative analysis like managing resources.
Perseverance – In higher levels of a game, the player usually fails the first time around, but he
keeps on trying until he succeeds and move on to the next level. Pattern recognition – Games
have internal logic in them, and the player figures it out by recognizing patterns. Estimating skills.
Inductive reasoning and hypothesis testing - James Paul Gee, professor of education at the
University of Wisconsin-Madison, says that playing a video game is similar to working through a
science problem. Like a student in a laboratory, the gamer must come up with a hypothesis. For
example, the gamer must constantly try out combinations of weapons and powers to use to
defeat an enemy. If one does not work, he changes hypothesis and try the next one. Video
games are goal-driven experiences, says Gee, which are fundamental to learning. Mapping (The
gamer use in-game maps or build maps on his head to navigate around virtual worlds.) Memory -
Playing first person shooter games such as Call of Duty and Battlefield series enables the player
to effectively judge what information should be stored in his working memory and what can be
discarded considering the task at hand, according to a study published in the Psychological
Research. Concentration, A study conducted by the Appalachia Educational Laboratory reveal
that children with attention-deficit disorder who played Dance Revolution improve their reading
scores by helping them concentrate Improved ability to rapidly and accurately recognize visual
information - A study from Beth Israel Medical Center NY, found a direct link between skill at
video gaming and skill at keyhole, or laparoscopic, surgery. Reasoned judgments, Taking risks -
Winning in any game involves a player's courage to take risks. Most games do not reward players
who play safely. How to respond to challenges, How to respond to frustrations, How to explore
and rethink goals, Teamwork and cooperation when played with others – Many multiplayer
games such as Team Fortress 2 involve cooperation with other online players in order to win.
These games encourage players to make the most of their individual skills to contribute to the
team. According to a survey by Joan Ganz Cooney Center, teachers report that their students
become better collaborators after using digital games in the classroom. Management –
Management simulation games such as Rollercoaster Tycoon and Zoo tycoon teach the player to
make management decisions and manage the effective use of finite resources. Other games
such as Age of Empires and Civilization even simulate managing the course of a civilization.
Simulation, real world skills. The most well-known simulations are flight simulators, which attempt
to mimic the reality of flying a plane. All of the controls, including airspeed, wing angles, altimeter,
and so on, are displayed for the player, as well as a visual representation of the world, and are
updated in real time.

2.5 Computer Game Addiction

Because there is no official diagnosis of computer game addiction, there is obviously no

universally agreed upon list of symptoms. Psychologists and other mental health professionals
initially adapted the diagnostic criteria for gambling addiction and used this as a rough
assessment tool for computer game addiction. This classification approach is rarely used today
and for better or for worse, it is essentially up to the individual researcher or clinician to define the
symptoms of computer addiction. Still, there are some signs and behaviors that are almost
always included in definitions of computer addiction, such as: Significant interference with school,
work, or relationships. Often avoiding other commitments in order to keep playing, Frequently
turning down social invitations in favor of gaming, Using most or all of one's free time for gaming,
Regularly playing late into the night and which results in poor sleep habits, Loss of interest in
previously enjoyed activities, Regular gaming "binges" of 8 hours or more nonstop.