Video Games: Its Effect to Senior High School Students Academic Performance

Submitted in Partial Fulfillment of the Requirements for the Track

Inquiries, Investigations, and Immersion (III)

Calbay, Razz Kerwin C.

Mapili, Bryan Paul G.
Silario, Mharc Jason P.
Villanueva, James Bergel

Mystical Rose School of Bulacan Inc.

December 2018
 Chapter 1

The Problem and Its Background

Introduction

Our world today is largely composed of technology. In a short amount of time, we have

been immersed in high tech gadgets, high-definition television, social media, internet, etc.

Particularly, video games have been prominent in the area of technology. Video games

have been around since 1970s. Since then, video games have been a regular part of life

due to its increased popularity. Video games have changed from being primarily played

in arcades, to be primarily played at home.

Online gaming is one of the most popular activities used by many people. Teenagers who

are playing these online video games say that they are playing these games just for fun,

not knowing that playing these games have effects on them that are more than what they

think. According to some research, playing online video games is beneficial because it

makes the player’s mind to be more active, specially puzzle games. Adventure games

help players come up with decisions in tight situations and help players to be more

strategic. Playing these types of games make the players experience different feelings, as

if they were really the one taking the challenges. But despite those benefits, playing

online video games also have negative effects. Online video games take up most of the

player’s time, causing the players to neglect school activities and home works.
Today’s youth seems to no longer spend their leisure activities like the old days; playing

outdoor games, but instead, they spend their free time inside their homes or computer

shops to play video games. Anyone is able to go on a computer and use it to play online

video games, get a high score, and chat with friends. There seems to be no restriction on

whom, how or what video gaming extends to.

As with any other innovation in society, the introduction of online video games brought

the question “What are the negative effects or consequences”? One problem that has been

observed is that internet cafes have become game centers. More than that, it has become a

center of addiction among the youth, mostly boys, including elementary pupils.

Online video games have become a popular and successful source of entertainment for

people of all ages, especially students.

Significance of the Study

This study will be valuable and significant to the following:

Students. This study will help them have an insight on the effects of online video games

towards their academic performance

Parents. This study will help them on how to manage their children’s time regarding

their indulgence on playing online video games

Teachers. This study will help them to know the effects that their students might get in

playing video games.

Theoretical Framework

Among the most cited advantages of video games over other instructional

technologies are their motivational appeal and their compatibility with modern pedagogy

(Kirriemuir & McFarlane, 2004, p. 19).

Games are played because they provide a multitude of emotions, such as fear,

surprise, pride, relief, etc. and have other motivational aspects such as challenge and

fantasy. Given this intrinsic motivation to play, several educational games have been

developed, including all the games considered as “edutainment”. While it has been shown

that games in certain contexts provide higher levels of motivation of engagement than

traditional education (Wishart, 1990 in Hays, 2005), the level of engagement or

“gameplay” of these titles seems lower than in pure entertainment games (Hagbood,

2005), as if adding pedagogical constraints to a game diminished the motivation. In other

terms, “making learning fun”, as stated by Malone & Lepper (1987) remains a difficult

task (Hays, 2005).

However, in many educational games, the player's actions are not used to promote

situated learning. Indeed, among players' actions, some are dedicated to learning while

others are purely for the game play, resulting in a dissociation between game and learning

which is contrary to situated learning. This insufficient integration between game and

learning is also reported by several research studies (Kirriemuir & McFarlane, 2004;

Habgood, et al., 2005; Szilas & Sutter-Widmer, 2009).

Besides, using existing games for educational purposes is very difficult, since the

games were not designed for that purpose. For example, several practical difficulties are
reported when using commercial history strategy games to learn history in a classroom

environment (Egenfeldt-Nielsen, 2004; Connoly & Stansfield, 2006).

Conceptual Framework

Research shows that there are many effects of online gaming among students. As

an input, the researchers will gather all the information about the benefits of online

gaming among the Senior High School Students in MRSBI. To carry out the study, the

researchers organized a survey among the Senior High School Students of Mystical Rose

School of Bulacan. As a result, the researchers discovered the benefits of online gaming

among the children.

Statement of the Problem

The study aims to determine the effects of online video games to Senior High School

Students academic performance among the Senior High School students in MRSBI.

The study sought to answer the following questions:

1. What is online video game?

2. What is the level of students’ academic performance?

3. Do online video games significantly affect the academic performance of senior

high school students?

Hypothesis

There is no significant difference in the effect of video games to senior high school

students’ academic performance.

Scope and Delimitation

The scope of the study states the point of view of Senior High School students of MRSBI

Senior High School students in the effects of online video games to their academic

performance. The study made use of the senior high school students in the second

semester of Mystical Rose School of Bulacan A.Y. 2018-2019.

The study is limited to the effects of online video games in their academic performance

and not in other aspects of their lives.

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, to describe how well a student

has done.

Online Video Games. is any video game that is played online, based online, or has a

majority of its gameplay online.

 Chapter 2

Review of Related Literature and Studies

This chapter primarily presents the different researches and other literatures form

both foreign and local researchers, which have significant bearings on the variables

included in the research. It focuses on several aspects that will help in the development of

this study. The literatures of this study come from books, journals, articles, magazines,

thesis, and other web articles are essential in broadening the knowledge of the

researchers.

Foreign Literature

Computer game is one of the most exciting and rapidly evolving media of our

time (Carr, et al., 2006). Evidence can be seen from the Internet where online games are

one of the fastest growing areas. As a leisure activity, it has become an ever-increasing

part of many young people’s day-to-day lives (Griffiths & Davis, 2005; Durkin, 2006).

Thus, it might be harmful to children’s learning because they encourage children to fritter

away their time on the game instead of reading and doing things which are more

obviously educational. However, it is still a significant part of the leisure activities

available to most people. (Hayes, 2008)

According to the Australasian Journal of Educational Technology: “Gaming

Frequency and Academic Performance”, individuals who spend two or more hours

playing games on a daily basis score lower in every subject than their non-gaming

counterparts. By spending a high percentage of time on video games there is not enough
time left to spend in studying. The study found out that there was “not a single significant

positive correlation between gaming and academic performance.”

According to Kebritchi et al., (2008), the number of teachers in kindergarten and

schools (k-12), universities, army, medicine and hospitals to use games to increase

learning is increased. Also, games are effective tools for training complex beliefs as (a),

practice is used instead of explanation, (b) it leads to personal satisfaction and

motivation, c) various learning skills and styles are presented, d) mastery is improved, e)

the texts are presented that are interactive and users can decide themselves (Charles &

McAlister, 2004; Holland, Jenkins & Squire, 2002). According to Pernsky (2001, cited in

Kebritchi et al., 2008), computer games can create new learning culture as adapted with

the habits of children and adults.

According to Ghatrifi et al., (2006) beside all concerns and different views

regarding the effect of computer games on psychological state of people, there are some

concerns regarding the effect of computer games on academic performance of students.

Indeed, one of the first concerns about computer games based on the extension of their

use among the youth is that such games by creating an attractive space compared to

textbook assignments can lead to interference in scientific and academic performances.

The negative effects of computer games on academicperformance are supported in some

studies.

According to Raise Smart Kids: “The Good and Bad Effects of Video Games”,

certain types of video games can help train kids to follow instructions as well as helping

them develop their problem solving and logical thought processes. Kids can also learn

inductive reasoning and hypothesis testing.

 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. This means that students can

learn things all on their own rather than things that are taught to them.

The potential of video gaming to influence students’ lives is undisputed. Whether

recreational or educational (Brockmyer et al, 2009; Chuang & Chen, 2009; Lee &

LaRose, 2007), violent or nonviolent (Ferguson & Kilburn, 2010; Fleming & Rickwood,

2001; Huesmann, 2010), video gaming has become an integral part of North American

children’s lives outside of school. Over 90% of all youth in the United States play video

games (Hagedorn & Young, 2011, “Gaming Addiction,” para. 1).

Local Literature

In the Philippines, the population of gamers is very huge. Beginning from the

simple cartoon games played by the toddlers up until the riot playing games played by the

college students and the older ones too. An article posted in PhilCare in 2014 pointed out

that researchers found that video games, particularly shooter games, have the tendency to

strengthen the cognitive skills of their test subjects, especially in the areas of special

navigation, reasoning, memory, and perception.

According to the study of "Mixed Up E-games", (Michael Detablan., et. al, ACLC

Taguig October 2013) the project has different categories: different shapes, math games,

colouring games, typing games and more. By creating various games that are fun yet

educational, kids can learn skills like problem-solving and boosting creativity so they'll
have advance learning before they go to school. Parents also benefit from it since they

don't have to persuade their children to learn new things. By letting the kids play

educational games, they will be able to acquire new skills or improve what they already

have.

A software game "Traffic Jam 2" created by eSoft Interactive, a Philippine-based

software company established on April 2001 and specializes in game development for

various platforms, is also a casual-mind game. The goal is to get the yellow Beetle out of

the traffic jam by moving vehicles out of its way. There are lots of puzzles to breeze

through and compare time records to friends to know who are the quickest in solving

traffic jams.

According to an article TJD, GMA News, Game Development Industry in the

Philippines is booming. It has lot of potential in generating jobs because right now, we

have few professionals related to gaming and information technology. This is in

comparison to other competitors from other countries such as China, Singapore,

Malaysia, and Vietnam as stated also by an executive from Vietnam, who said they had

10,000 game developers. If we are to compete with other countries, it would make a big

impact if game development starts at schools or earlier if possible so that companies that

develop games could hire highly skilled team for the job.

According to the article, "The measure of man 'Gamification' is how we'll live—

and work—in the future" (TJD GMA News, 27 Jan 2014), is about how games and

gaming mechanics could affect how business run in the future. People no longer get

motivated by earning money alone, especially new generations who seek more meaning

in their working lives. According to PHD, some one billion people spend at least one
hour every day playing computer and video games, even as seven billion hours by one

billion gamers is up for grabs in the “Engagement Economy.” Gaming has the ability to

create numerous audiences thus increase market and revenue.

According to the article "The gamification of education Why playing is the future

of learning" by Michael Logarta (June 11, 2014), students can benefit more in

gamification of education rather than using traditional way of educating students.

Gamification means using game mechanics to make teaching more interesting,

motivating, casual and fun for students. So instead of restricting them from playing

games, why not use certain games that can increase their knowledge, memorization and

skills. Also, if lessons are given in a game-like manner, students would tend to remember

it more than lectures that are stated in a news-like manner.

Foreign Studies

Video games can attract the attention of the players for a long time and it is called

“flow state” and it is full involvement (Kebritchi, Hirumi & Bai, 2008). The results of a

survey show that 90% of children aged 9-13 years perform video games. 43% of children

do the games less than one hour and 27% as 2-6 hours every day (Cited in Jensen

2005/2001). Gunter (1997/2008) states that children at age 6-11 and 12-17 years have the

highest number of players.

The inclination of children and adolescents to video games has made the parents

concerned. Most of parents state that when they child is involved with a computer game,

separating him is difficult. Attraction, frequency and cheap price of computer games on

one hand and in our country, the weakness of planning to pass leisure time and shortage
of cultural, recreational and sport facilities are the factors increasing the inclination of

children and adolescents to computer games. Despite some concerns, some people

believe that these games have great facilities for training that should be used.

Aron et al., (1974, cited in Qatrifi, Rashid and Delavar, 2006) state that based on

the results of some studies regarding computer games, these games are mostly harmful.

Anderson & Karen (2002) showed that there was a negative relationship between

the duration of computer games and academic performance. Durkin & Barber (2002)

supported the weakness of academic performance of users of computer games.

In another study as performed by Gentille,Lynch,Linder &Walsh (2003) the

studies performing computer games for a long time have low performance in school.

Randel,Morris &Wetzel (1992) reviewed 67 studies of the effect of computer

instructional games in the mentioned studies as inconsistent. Hays (2005) reviewed 48

studies and achieved similar results.

In another study done by Ghatrifi et al., (2006), there was no significant

difference between academic performance of three groups of guidance school students of

Tehran (the group not using computer games, the group using less and the group using

much).

Pourmohseni, Vafayi and Azad Falah (2004) showed that computer games

increased mental rotation (spatial ability) of first and second of guidance school students.

Anderson et al., (2004, cited in Ghatrifi et al., 2006) cited some researches as

emphasizing the positive effects of computer games in training and health

 There are a few studies regarding the effect of computer games on performance of

users in math field. Wei,Sopory &Hendrex (2009) evaluated the effect of competitive and

noncompetitive educational mathematics computer games of four to seven-year-old boys’

and girls’ recall of game-playing experience. The results showed that learning of boys

and girls was increased after competitive and non-competitive games.

These games had high influence on learning of girls. In another study done by Ke

(2005) in a sample of 125 fifth graders' as assigned to Teams-Games-Tournament

cooperative game-playing, interpersonal competitive game-playing, and no-games

conditions. It was found that cooperative game-playing was most effective in promoting

math learning compared to interpersonal competitive game playing. In another study

done by Scottish researchers on 600 students in 32 schools, some students performed

their games for 20min for 9 weeks at the start of math classes as reading the tests,

problem solving and memory strengthening games. The analysis of results of tests at the

beginning and end of classes showed that the score of students using computer games

was improved 50%. After statement of the results of Scotland education organization,

computer games reduced class-education gap and all students were at the same math

learning level (Computer games”, September 25, 2008). Hong & Liu(2003) emphasized

that computer games increased problem solving.

Leigh (2004) showed that computer games could improve cognitive skills and

problem solving. They stated that if children love computer games, teachers should make

computer math games that students can do computations with computer. These games

include some strategies to increase knowledge of students. Computer games should

present immediate feedback and test skills are developed. These games are used as an

alternative for practice.

Another study was done to analyze the correlation between video game usage and

academic performance. The study found out that the amount of time a student spends in

playing video games has a negative correlation with students’ Scholastic Aptitude Test

(SAT) and grade-point average (GPA) scores. It is also stated in the study that as video

game usage increases, GPA and SAT scores decreases. (Anand, 2007)

Local Studies

According to a survey by the Asian Institute of Journalism and Communication,

an average of 77% or nearly 8 out of 10 children play online games in the Philippines,

with Luzon reporting the highest number of gamers.

A study entitled, “ Effects of Online Gaming on the Clinical Performance of Third

Year Nursing Students in Manila Doctors College” done in 2009 found out that there is

no significant relationship on the effects of online gaming on the clinical performance of

the nursing students.

In contrast, playing video games can give some positive benefits, such as

improved hand-eye coordination and the potential for improved academic skills (as when

“educational” games are played) (Charles, 2011).