Impacts of Mobile Legends to Senior High School Students’

Participation in Class

A Thesis

presented to the faculty of the

Senior High School Department

University of Cebu Lapu-Lapu and Mandaue

Cebu City, Philippines

In Partial Fulfillment

Of the Requirements for Research 1

By:

Aniban, Rodel S.

Ibag, Rhea Jeil M.

Pantoja, John Argel L.

Pepito, Alyssa Marie

Vistal, Richard

School Year: 2018-2019

University of Cebu Lapu-Lapu and Mandaue

University Research Office

STATEMENT OF THE PROBLEM

This Study aims to investigate the impacts of Mobile Legends game

to the Senior High School Students’ participation in class.

Thus, it aims to answer the following questions:

1). What are the positive and negative effects of Mobile Legends to the Senior

High School Students’ participation in class?

2). How does it affects to the Senior High School students’ participation in class?

3). What learning theories can be formulated from these effects?

SCOPE AND DELIMITATION

This study is mainly concern and limited only to the impacts of Mobile

Legends game to the Senior High School Students’ participation in class. The

study will be conducted within the premises of University of Cebu Lapu-Lapu and

Mandaue Campus. Respondents of this study is limited to Senior High School

Students of the University who only play Mobile Legends game. The study’s

target population is consist of 50 students from the five different strands namely

Science, Technology, Engineering and Mathematics (STEM), Accountacy,

Business and Management (ABM), Humanities and Social Sciences (HUMSS),

General Academic Strand (GAS) and STEM-Maritime Strand. During the gathering

of data the researchers will interview 10 students from each strand. This will be

done randomly and the researchers will not force the students to take part in the

interview.
 ACKNOWLEDGEMENT

First and foremost we thank our almighty God for giving us strength,

wisdom and perseverance to face the challenges in making this research study

possible.

We are deeply grateful to Ms. Florie Catherine Casida for guidance and

encouragements in making this research successful. We always appreciate your

constructive comments and your personal support to our academic endeavors.

To our wonderful parents, sisters and brothers, also to our relatives and

loved ones thank you for your unconditional love, encouragement and support.

We would also like to extend our heartfelt thank you to all the people

behind this success.

-The researchers
 DEDICATION

We would like to dedicate this research paper to our family, friends and mentors.

We are truly grateful to your support. Your guidance, understanding and

encouragement have been a true inspiration to us.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

Review of Related Literature

In the history of online gaming Covey (2012) on his book, " Technology

,Literacy: A multimodal approach" found out that it has contributions by

many different companies and entities. Online gaming began as a multiplayer

gaming, but has evolved to include online gaming servers and massive-

multiplayer online gaming setting.

Some research concludes there is little evidence to suggest that

interactive media enhances the learning experience (Schmidt & Vanderwater,

2003). Other sources have noted positive impact on students' performance. One

study of a game relating to numerical analysis in an engineering curriculum

found that " students experienced significantly more intellectual intensity,

intruistic motivation, positive effect and overall student engagement when

completing homework"(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.

Playing video game 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 variance in GPA, yet the findings are significant. However,

several older studies contend that the results of research has been mixed. A

1997 study suggests that there is no clear causal relationship between video

games playing and students' performance in school (Emes, 1997, p. 413). It

goes on to say that the research is "sparse and contradictory".

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, "contents 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 being consumed

is negative, then negative results can be expected. The study examined research

from many sources in arriving at this conclusion.

As stated by Hassan (2011) online gaming is either good or 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. Teens who play

online games are just having fun. They do not just actually play because of some

sort of seriousness, but also because they just want to feel relief, (Kuss &

Griffiths, 2012). During school hours, students tend to feel stressed due to load

of school works and through playing it will relieve their stress.

 CHAPTER III

RESEARCH METHODOLOGY

Research Design

This study will apply the qualitative approach of data analysis and

presentation. It uses purposive sampling in choosing the respondents. According

to Patton(2002) purposive sampling is a technique widely used in qualitative

research for the identification and selection of information-rich cases for the

most effective use of limited resources. This involves identifying and selecting

individuals or group of individuals that are especially knowledgeable about or

experienced with a phenomenon of interest. Since the study focuses on the

impacts of Mobile Legends to Senior High School students' participation in class,

through the use of purposive sampling technique the researchers carefully

identify and select the respondents of the study, since it only focuses to the

students who are playing Mobile Legends.

Research Instrument

According to Garcia, in this part the researcher explains the details and

methods used in data gathering which is needed and used in order to solve the

problems stated in the study.

The researchers used questionnaires as instrument to gather data. Close

ended questions are used in the questionnaire. It comprises 3 sections of

questions that would only be given to the chosen participants. The first section is

a dichotomous type survey form to gather data regarding on the effects of

Mobile Legends game to their participation in class. The second section is a

ranking type survey form where the participants should rank each questions

according to their preference. The last section is a multiple choice type of survey

in which a set of questions together with the corresponding answers will be

taken by the participants. They will only to choose the answer that best suits

their preference.
Theoretical Background

The rich virtual worlds of video games create powerful contexts for

learning. In game worlds, as discussed by Shaffer, Halverson, Squire, and Gee

(2004), "learners can understand complex concepts without losing the

connection between abstract ideas and the real problems they can be used to

solve. Games are most powerful and most complex when they are personally

meaningful, experiential, social and epistemological all at the same time"

(Shaffer et al.,2004, p.3).

A key distinction that emerged from early learning research with animals,

a distinction that frequently lost in modern discussions is the difference between

learning and performance. Briefly, learning entails the acquisition of new

information regardless of whether it is ever used or displayed, whereas

performance is the observable use of the newly acquired information. People can

learn many complicated behaviors, attitudes, expectations, beliefs and perceptual

schemata through observation and participation in video games.

Social problem-solving

It is important to understand that video games frequently teach social

problem-solving skills (Goldsworthy, Barab, & Goldsworthy, 2000) positive or

negative, whether intended or not. Social problem-solving refers to the many

cognitive processes involved in interpreting a social situation and behaving in

ways that are congruent with one's own goals. There are four processes used in
social situation (a) encoding and interpreting environment cues, (b) generating

and selecting goals, behaviors, or scripts to guide behavior. (c) Evaluating how

appropriate the selected script is and (d) behaving followed by an interpretation

of the reactions to that behavior (Anderson & Huesmann, 2003).

Cognitive Theories

Theories about scripts are based on theories of cognition and memory

(Anderson et al, 1998; Berkowitz, 1990; Collins & Loftus, 1975). According to

these theories, memory is a network of concepts and their links. Individual

cognitive concepts are known as nodes; as we learn more about a concept, links

are developed connecting that node with others or links may be developed to

connect concepts that have been experienced together. When a set of nodes

becomes strongly linked together, they are known as knowledge structures.

Well-known scripts are knowledge structures and as such they can include

emotions, behavioral responses and beliefs knowledge structures (a) develop

from experience; (b) influence perception; (c) can become automated; (d) can

contain affective states, behavioral scripts and beliefs; and (e) are used to guide

interpretations and responses to the environment.

Complexity Theory

This theory focuses on adaptive and self-organizing systems where

learning emerges from experiences that trigger physical and behavioral

transformations in learners. Video game players who play the same game
become agents of a complex system of gamers engaged in game-play where

play derives its meaning within an environment that is interactive, dynamic and

flowing where there are infinite possibilities, a to and fro process, and limits

provided by the structure or rules of the game ( Hopper, Sanford & Clarke,

2009).

The following are the features of a complex system of learners:

1. Diversity among the learners that provides generative possibilities for game-

play if appreciated by players.

2. Emergent decentralized control that allows for local understandings and

interpretations to be generated in a context.

3. Liberating constraints or guidelines and limitations for the activity that serve

as common experiences and a basis for a common vocabulary while allowing

learners to adapt their activities to their specific interests and understandings

(Davis, 2004, p.169).

4. Redundancy or a degree of commonality, essential for communication and

shared understanding that constitutes game-play between players as they

interact around each other's learning;

5. Learning is distributed, recognizing that concepts like cognition or skill are not

just confined to the brain, but are distributed over the body, other people and

the tools at hand (Putnam & Borko, 2000).

Review of Related Studies

The advancement of technology has been associated with the rapid rise of

video games. Eyesenback et al., (2004) stated that video gaming has become a

world phenomenon in the field of entertainment. Video gaming has also been

used everyday by millions of people and that it is of great interference in their

works in the real world. But the rapid rise of technology around the world is

inevitable, yet some professionals are still seeking ways of diminishing the

widespread use of video games.

According to Shaffer, Halverson, Squire and Gee (2005), video games are

the creation of a simulated world. Simply, it is a world that promotes pretense to

the people since they are to pretend to be someone who are not really

themselves.

Playing video games is often associated in our society with poor academic

performance. This idea is supported by some research. Anderson and Dill (2000)

found a negative correlation between GPA and time spent playing video games.

The correlation was relatively small. Time alone accounted for a 4% variance in

GPA yet the findings are significant.

Shao-I, Jie-shi and Der-Hsiang (2004) studied addiction noted a decrease

in school performance when the student was addicted to gaming. They found

that gaming addiction physically impacts academic achievement because the

student is too involved in the game to do homework or prepare academically.

 Anderson and Dill (2007) studied video games and aggression and

suggested that not only does gaming have an impact on performance directly,

but it also triggers a higher level of aggression, which often linked to problems in

school and decreased academic performance.

Jackson et al (2008) found that time spent playing games was a negative

predictor of academic performance and that those who played video games more

often had poorer grades than those who played less.

A study conducted by Wood, Griffiths and Parke (2007) included open-

ended questions that encouraged participants to report different feelings about

playing video games. Some of the negative consequences indirectly related to

school performance in that participants reported often missing lectures, skipping

homework, etc.

Jaruratanasirikul, Wongwaitaweewong and Sangsupawanich (2009)

suggested that video games indirectly lead to decreased performance through

promoting violence. Finally, they noted that playing video games took time away

from school activities, homework, social interactions, etc.

However, some research concludes there is little evidence to suggest that

interactive media enhances the learning experience (Schmidt and Vanderwater,

2008).

One study of a game relating to numerical analysis in an engineering

curriculum found that “Students experienced significantly more intellectual

intensity, intrinsic motivation, positive effect and overall student engagement

when completing homework” (Coller and Shernoff, 2009, p.315).

Scoric et al (2009) found that while game addiction leads to negative

academic performance, moderate engagement in gaming can lead to improved

performance in academic setting. They found a positive correlation between

game play and English test scores, which suggests that gaming can actually lead

to better test scores. North Carolina State University is even experimenting with

a synchronous online graduate course that integrates video game design with

science curriculum.

To sum up this overview of the relationship between the usage of video

games and academic performance, Anderson and Dill (2000, pg.17) quite aptly

state the predicament in researching this topic. As the studies show, much has

been said to support every aspects of the topic both positive and negative.
Research Procedure

The research carried out is known as descriptive research. This study

intended to collect information regarding the impacts of Mobile Legends to

Senior High School students’ participation in class.

The first thing to do is to outline the research strategy. Second, the procedures

for implementing the strategy will be defined. Third, the procedure used to select

the participants of the study will be stated. Fourth, the instrumentation for the

survey will be discussed. Finally, the analysis procedure to be applied to the data

will be presented.
 APPENDIX B

QUESTIONNAIRE

OVERVIEW: This survey will further assess the impacts of Mobile Legends

towards the class participation of Senior High School students. The effects of

Mobile Legends will be the core of the researchers’ research. Moreover, the data

collected will be analyzed and presented to the students and the institution to be

open for understanding and amendment.

Directions: Answer the questions promptly and Check your preferred answer.

How often did you play mobile legends?

[ ] Everyday

[ ] Twice a weak

[ ] Once a week

[ ] Others, pls. specify: ____

How much time did you spent playing mobile legends?

[ ] 30-60 minutes

[ ] 2-3 hours

[ ] 4-5 hours

[ ] Others, pls. specify: ____

Did you play mobile legends during school hours?

[ ] Yes

[ ] No

[ ] Sometimes

Where you will be comfortable to play Mobile Legends?

[ ] House

[ ] School

[ ] Others, pls. specify: ___

How long did you start playing Mobile Legends?

[ ] 6 months below

[ ] 6-12 months

[ ] 1-2 years

Is there any effect that you had observed when you start playing mobile

legends?

[ ] Yes

[ ] No

If yes, is it negative □, positive □? (You can check if ever)

Did you participate well in class?

[ ] Yes

[ ] No

[ ] Sometimes
Did you experience playing mobile legends overnight?

[ ] Yes

[ ] No

What factors that explains why you play mobile legends?

[ ] To reduce stress

[ ] Enjoyment

[ ] Peer Influence

[ ] Others, pls. specify: ___

Did you feel tired when you can't play mobile legends?

[ ] Yes

[ ] No

Will you consider that playing mobile legends is now your habit?

[ ] Yes

[ ] No

What positive effects of playing mobile legends contributes to your studies?

[ ] Participate well in class

[ ] Socially competence

[ ] More background information

[ ] Develop your cognitive skills (thinking, strategy, planning)

[ ] None

[ ] Others, pls. specify: ___

What negative effects of playing mobile legends contributes to your studies?

[ ] No time for homework

[ ] Tired during school hours

[ ] Lost interaction with peers

[ ] Learned trash talk

[ ] Financial lost

[ ] Tardiness

[ ] None

[ ] Others, pls. specify: ___

Rate the game mobile legends from 1-10. ___ (1 for not so really helpful and 10

if it has a lot of contributions to your life)

Rate the positive effect of playing mobile legends from 1-10. ____

(1 for 10% and 10 for 100%)

 CHAPTER I

INTRODUCTION

RATIONALE

Internet as a source of information plays an important role in developing

one's mind and life experiences by creating productive works in schools, offices,

and even at home. Nowadays, this can be a person's most efficient strategic tool

for enabling himself to take charge and cope with the fast growing technology.

The fact that people live in on informative lifestyle where everything is updated,

is likely to have fun. As part of growing technology, mobile game exist.

A mobile game is a game played on a feature phone, smartphone/tablet,

smartwatch, PDA, portable media player or graphing calculator. The latest known

game on a mobile phone was mobile legend: MOBA created by Moonton. Today,

Mobile Legends are usually downloaded from app stores as well as from mobile

operator's portals, but in some cases are also preloaded in the hand held devices

by the OEM or by the mobile operators when purchased, via infrared connection,

bluetooth, memory card or side loaded onto the handset with a cable.

Carey (2012) found out that the history of online gaming included

contributions by many different companies and entities. Online gaming began as

multiplayer gaming, but has evolved to include online gaming servers and

massively-multiplayer online gaming setting. When you hear about the effect of
Mobile Legends you tend to think about the negative effects first. Like the fact

they are causing addiction, in behavior and in school performance. We are

surrounded by people that who prefer to spend time alone with their mobile

phones instead of starting conversation with a random stranger or having a

quality time to their friends and families.

Kruss and Griffiths (2012), teens who play online games are just having

fun. They do not just actually play because of some sort of seriousness, but also

because they just want to feel relief. During school hours, students tend to feel

stressed due to leads of school works and though playing it will relive their

stress.

Mobile Legends consume more and more of our time each day. It does

not only cause negative impact to the players but positive as well. So the

researchers came up to this study to show that there is also positive or negative

effects of playing Mobile Legends to the participation of SHS students in class.

Definition of Terms

Conduct - the action or manner of managing an activity or organization.

Conscious - aware of and responding to one's surroundings.

Engage - participate or become involved in.

Habit - is a routine of behavior that is repeated regularly.

Impact - have a strong effect on someone or something.

Mobile Legends - is a multiplayer online battle arena (MOBA) game designed

for mobile phones.

Respondents - a person who replies to something, especially one supplying

information for a survey or questionnaire.

RODEL ANIBAN

Punta Engano,Lapu-Lapu City

09566004367

Saludaga.rodel@gmail.com

I. Personal Information

Nickname: Rodel

Date of Birth: August 19, 2001

Place of Birth: Mactan, Lapu- Lapu City

Age: 17 years old

Gender: Male

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Past time Activities: Playing Volleyball, Watching Volleyball Replays and Watching

Make-up Tutorials

Father's Name: Marcelino Aniban

Occupation: Worker at excel contractors

Mother's Name: Lorna Aniban

Occupation: Housewife

II. Educational Background

HIGHSCHOOL:
Senior High School- University,of Cebu Lapu- Lapu and Mandaue

A.C Cortes Avenue Looc, Mandaue City

2018- Present

Junior Highschool- Punta Engano High School

Punta Engano,Lapu-Lapu City

2014-2018

Elementary - Punta Engano Elementary School

Punta Engano,Lapu-Lapu City

2008-2014

III. Awards and Achievements

- Graduated with High Honors

- Best in Science

- Best in Math

- Best in TLE

- Best in Filipino

- Leadership Awardee

IV. Skills

- Cooking

- Singing

- Acting

- Dancing
RHEA JEIL M. IBAG

Punta Engaño Lapu-Lapu City

09565542011

Ibagrheajeil19@gmail.com

I. Personal Information

Nickname: Rhea

Date of Birth: April 19,2002

Place of Birth: Tojong, Lapu-lapu City

Age: 16 years old

Gender: Female

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Past time Activities: watching k-drama

Father's Name: Jose Roger Ibag

Occupation: JO

Mother's Name: Jesusa Ibag

Occupation: House Keeping

II. Educational Background

HIGHSCHOOL:
Senior Highschool - University of Cebu Lapu-Lapu and Mandaue

A.C Cortes Avenue, Looc, Mandaue City

2018-2019 - Present

Junior Highschool - Punta Engaño High School

Punta Engaño Lapu-lapu City

2017-2018

Elementary School - Punta Engaño Elementary School

Punta Engaño Lapu-Lapu City

2014-2015

III. Awards and Achievements

- Graduated with Honors in Junior High

- Perfect attendance in Junior High

IV. Skills

-Singing

-Dancing
JOHN ARGEL L. PANTOJA

Dawis Norte, Carmen, Cebu

263- 1103

john_argel143667@gmail.com

I. Personal Information

Nickname: Gel

Date of Birth: August 04 ,2081

Place of Birth: Lapu-lapu City

Age: 17 years old

Gender: male

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Past time Activities: Playing Basketball

Father's Name: Bernardo Pantoja Jr.

Occupation: Fish Dealer

Mother's Name: Zosima Lumongsud

Occupation: Fish Dealer

II. Educational Background

HIGHSCHOOL: Carmen Christian School Inc.

Senior Highschool - University Of Cebu Lapu-Lapu and Mandaue

A.C Cortes Avenue, Looc, Mandaue City

2018-2019 - Present

Junior Highschool -Carmen Christian School Inc.

2017-2018

Elementary School -Carmen Christian School inc.

2014-2015

III. Awards and Achievements

- Graduated with Honors in Junior High

IV. Skills

Poetry

Basketball
ALYSSA MARIE P. PEPITO

Haniyyah Homes, Babag Lapu-Lapu City

263-1103

alyssamarie.pepito@gmail.com

I. Personal Information

Nickname: Isang

Date of Birth: June 11, 2002

Place of Birth: Valenzuela, Manila City

Age: 16 years old

Gender: Female

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Pastime Activities: Playing Volleyball

Father's Name: Almar Y. Pepito

Occupation: Mechanic

Mother's Name: Angelita P. Pepito

Occupation: Housewife

II. Educational Background

HIGHSCHOOL:
Senior Highschool -University Of Cebu Lapu-Lapu and Mandaue

A.C Cortes Avenue, Looc, Mandaue City

2018-2019 - Present

Junior Highschool - San Lorenzo Ruiz School

P. Rodriguez St. Poblacion Lapu-Lapu City

2017-2018

Elementary School - Pilar Central School

Lower Poblacion Pilar, Cebu

2014-2015

III. Awards and Achievements

- Graduated with High Honors in Junior High

IV. Skills

- Cooking

- Drawing

- Time Management
RICHARD B. VISTAL

Marigondon, Lapu-Lapu City

09289175799

vistalrichard3@gmail.com

I. Personal Information

Nickname: Vistal

Date of Birth: March 01, 2001

Place of Birth: Inabangga, Bohol

Age: 18 years old

Gender: Male

Civil Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Pastime Activities: Table Tennis

Father's Name: Rodrigo Vistal

Occupation: Carpenter

Mother's Name: Crispiniana B. Vistal

Occupation: Housewife

II. Educational Background

HIGHSCHOOL:
Senior Highschool University Of Cebu Lapu-Lapu and Mandaue

A.C Cortes Avenue, Looc, Mandaue City

2018-2019 - Present

Junior Highschool - Abuno High School

Abuno, Pajac, Lapu-lapu City

2017-2018

Elementary School - Abuno Elementary School

Abuno, Pajac, Lapu-lapu City

2014-2015

III. Awards and Achievements

- Graduated with High Honors in Junior High

- Best in Math

- Best in Science

- Best in Art

- Leadership Award

IV. Skills

- Singing

- Solving

- Sports

- Cooking
References

Anderson, C.A. (1989). Temperature and aggression: Ubiquitous effects of heat

on occurrence of human violence. Psychological Bulletin, 106, 74-96.

Anderson, C. A. (2004). An update on the effects of playing violent video games.

Journal of Adolescence, 27,113-122

Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts,

feelings, and behavior in the laboratory and in life. Journal of Personality and

Social Psychology, 78, 772-790.

Anderson, C. A., Gentile, D. A., & Buckley, K. E. (2007). Violent video game

effects on children and adolescents: Theory, research, and public policy.

NewYork, NY: Oxford University Press.

Anderson, C. A., Gentile, D. A., & Dill, K. E. (2012). Prosocial, antisocial, and

other effects of recreational video games. In D. G. Singer & J. L. Singer (Eds.),

Handbook of children and the media (2nd ed.) (pp. 249-272). Thousand Oaks,

CA: Sage.

Anderson, C. A., & Huesmann, L. R. (2003). Human aggression: A social-

cognitive view. In M. A. Hogg & J. Cooper (Eds.), Handbook of social psychology

(pp. 296-323). London, UK: Sage Publications.

Barab, S. A., & Plucker, J. (2002). Smart people or smart contexts? Cognition,

ability, and talent development in an age of situated approaches to knowing and

learning. Educational Psychologist, 37(3), 165-182.

Barab, S. A., Cherkes-Julkowski, M., Swenson, R., Garrett, S., Shaw, R. E., &

Young, M. (1999). Principles of Self-Organization: Learning as Participation in

Autocatakinetic Systems. Journal of the Learning Sciences, 8(3), 349 - 390

Berkowitz, L. (1984). Some effects of thoughts on anti- and prosocial influences

of media events: A cognitive-neoassociation analysis. Psychological Bulletin, 95,

410-427.

Clarke, A., & Collins, S. (2007). Complexity Science and Student Teacher

Supervision. Teaching & Teacher Education: An International Journal of Research

and Studies, 23(2), 160-172.

Davis, B. (2004). Inventions of teaching: A genealogy. London: Lawrence

Erlbaum Associates.

Gee, J. P. (2007a). What video games have to teach us about learning and

literacy. Palgrave MacMillan.

Gee, J. P. (2007b). Good video games + good learning. Peter Lang Publishing.

Hopper, T., Sanford, K., & Clarke, A. (2009). Game-as-teacher and game-play:

Complex learning in TGfU and Videogames. In T. Hopper, J. Butler & B. Storey

(Eds.), TGfU...Simply Good Pedagogy: Understanding a Complex Challenge

(pp. 246). Ottawa: Physical Health Education (Canada).

Jackson, L., Zhao, Y., Kolenic III, A., Fitzgerald, H., Harold, R., & Von Eye, A.

(2008). Race, gender, and information technology use: The new digital divide.

CyberPsychology and Behavior, 11(4), 437-442.

Jaruratanasirikul, S., Wongwaitaweewong, K., & Sangsupawanich, P. (2009).

Electronic game play and school performance of adolescents in southern

Thailand. CyberPsychology and Behavior, 12(5), 509-512

Putman, R. & Borko, H. (2000). What do new views of knowledge and thinking

have to say about research on teacher learning? Educational Researcher, 29(1),

4-15

Schell, J. (2008). The Art of Game Design: A Book of Lenses. Burlington, MA:

Elsevier.

Shao-I, C., Jie-Zhi, L., & Der-Hsiang, H. (2004). Video game addiction in children and

teenagers in Taiwan. CyberPsychology and Behavior, 7(5), 571-581.

Skoric, M., Teo, L., & Neo, R. (2009). Children and video games: Addiction, engagement,

and scholastic achievement. CyberPsychology and Behavior, 12(5), 567-572.

Squire, K. (2006). From Content to Context: Videogames as Designed

Experience, Educational Researcher, 35(8), 19–29.

Wood, R., Griffiths, M., & Parke, A. (2007). Experiences of time loss among

videogame players: An empirical study. CyberPsychology and Behavior, 10(1),

38-44
SIGNIFICANCE OF THE STUDY

The outcomes of this study will give information to everyone. This will also

provide awareness to everybody about the effects of Mobile Legends game. This

study will be beneficial and valuable to the following

This study is primarily important to students for it will give them information

about the effects of playing Mobile Legends to their participation in class. This

will also give them awareness so that they will be more conscious on the said

effects.

This study will help the parents to have enough knowledge about the effects

of Mobile Legends to their children’s participation in class. It will also serve as

basis to help share with other parents the information about certain game to

help each other in parenting. Lastly, it will help them understand the behavior

and study habits of their children when they are engage into such activity.

This will help the teachers to design disciplinary actions for those students

who did not participate well in class. It will also provide additional knowledge on

what strategy to use to educate students about the well known effects of Mobile

Legends to their participation in class.

It will help the future researchers that are interested in this study. This

may also serve as basis for future researchers that will be conducted under the

same topic.