Chapter 1

The Problem and It’s Background

Introduction

The appearance of technology made everyone’s way of living easier from

something individual and static into something with the potential to be interactive and

social. In the past few decades, interactive electronic media has grown from essential

non-existence to one of the primary means of entertainment for high school students.

One of these form of technology that entertain people are the computer games. When

these computers are used too much by these teenagers, they will develop a kind of

addiction which is now commonly called computer addiction. Computer addiction is

defined as such a strong involvement with a machine or what can be displayed on it that

the usual criteria for impairment through addiction are met (Lowinson, 2005). The term

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

games. On the other hand, computer games are infrequently used to mean games

played on a personal computer. This article examines the effects of increased student

usage of computer games as well as online games. However, since all of these sectors

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. This paper will also look at the potential education utility of computer

games and the effect of games on student social development.

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 Computer games first came into existence in the 1960s with the introduction of a

shoot-up game. Dempsey as cited in Zhao (2006) defines a game as a set of activities

involving one or more players. It has goals, constrains, payoffs and consequences. A

game is rule-guided and artificial in some respects. Since the computer games have

become a regular part of life for many people due to its enlarged popularity.

Throughout the years technology and its other forms improved to help people in

social development. It becomes the highest means of entertainment for high school

students. Computer games are one of the forms of technology that entertain people.

Playing online games is valuable it exercises the mind of the gamer to be clever in

challenging situation, it keeps the gamers active. But it takes much of the gamer’s time.

Resulting in disregarding school activities and home works unfinished.

Playing online games, according to some research is valuable. 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.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.

2
 Online gaming has such a profound impact on not only the young, but

dynamically every age group as well. It enables the mind of the players to be more

energetic, 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. In spite of those benefits, playing these computer games also bring

negative effects. Computer games have 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.

So far, virtually anyone is able to go on a computer and punch through the keys

and click 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 limitation as to whom, how or

what online gaming can extend to. Computer games have appeared as a popular and

successful derivation 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. It is normally platform independent, relying on the web browser

and suitable plug-in.(http://www.oppapers.com)

3
 According to Garris et al. (2002), he defined game play as “voluntary,

nonproductive, and separate from the real world” (p.459). Computer games can be

played individually, against the computer, or against other people face-to-to-face or on-

line (Asgari& Kaufman, n.d.). During the past 40 years, computer games have been

played from a floppy disk, CR-ROM, with the use of email, or online through the

internet.Gorriz and Medina (2002) also examined children using computer games,

finding that girls prefer collaboration, non-closure and exploration, and games that

require both thought and puzzle-solving skills while boys prefer competition. (C.O.P.E.,

n.d.)

In addition by C.Conati and M. Klawe (2002), some students do not access

available help even if they have problems playing the game. All of this issue

dramatically reduces the educational effects of educational games.

Playing computer games is a natural part of growing up. Kids learn to socialize

and compete through gaming. Computer games is not dangerous than the games that

kids play. But sometimes computer games became an addiction. It can damage the way

of thinking of the gamers. That’s why discipline and control is a must.

4
 Background of the Study

The purpose of the study is to know the idea behind the computer games

that some students cannot understand. Many of the students have stayed up more than

once playing their favorite computer games. Maybe some of them wished they could

sneak in a computer game. They have even heard complaints from their parents and

significant others about the amount of time they spend playing computer games rather

with them and their studies.

Scientific Researchers and Psychologist are beginning to identify that

playing too much computer games is an increasing phenomenon. Computer games

have been around since the late 1940s. Probably the earliest was a Cathode-Ray Tube

Amusement Device that had a game built in where the point was to guide a missile

towards airplanes in an effort to shoot them down (Allen B Du Mont Laboratories, Inc

had a patent for it (US Patent number 2455992)).

5
 Marc Prensky (2001:05-1) gives twelve reasons why he believes that computer

and videogames are potentially the most engaging pastime in the history of

mankind:

First is games are a form of fun that gives us enjoyment and pleasure. Games

are form of play that gives us intense and passionate. Games have rules that give us

structure. Games have also goals that give us motivation. Games are interactive that

gives us doing. Games are adaptive that gives us flow. Games have outcomes and

feedback that gives us learning. Games have win states that gives us ego

gratification. Games have conflict/competition/challenge/opposition that gives us

adrenaline. Games have problem solving that sparks our creativity. Games have

interaction that gives us social groups. Games have representation and story that

gives us emotion.

And he adds to that that “Nothing else provides all of these. Books and movies,

which perhaps come closest, gave many of these characteristics, but they are not

interactive, and are typically experienced alone. Games, at their best, are highly social,

highly interactive experiences.”(Prensky (2001:05-2).

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 Statement of the Problem

This study is aimed to determine the effects of computer games in grade 9

students of Our Lady of the Angels Academy. The main purpose of the study was to

assemble information for the male students concerning the effects of computer games

on the academic performance in order to find out solutions for the existing problems

enumerated below based on the interview conducted:

1) How many hours they spend in playing computer games?

A) 1-3 hours

B) 4-5 hours

C) If it exceeds

2) What are the effects of computer games towards the academic performance

of grade 9 students?

3) What are the particular games that the respondents most play?

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 Objectives of the Study

The main objective of this study is to determine the effects of computer games in

academic performance of grade 9 students.

The following objectives are:

1) To examine the relation between exposure to computer games and the

academic performance of the students.

2) To understand how their behavior affects academic performance.

3) To analyze data collected from the questionnaire.

Assumptions

This study was conducted based on the following assumptions:

1) The researchers assumed that playing computer games is a hindrance

towards the academic performance of the student.

2) There may be a disease or illness that can be acquired in playing computer

games that causes student to be physically and mentally absent in school

related activities.

3) There might be some emotional differences and impact to male students on

playing computer games.

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 Significance of the Study

This study will contribute to the development of the following:

Students. This study will help the students have discernment on the impact of

computer games towards their academic performance. It is an advantage to the

students like us because it can use the proper for our future. Through scattered, we can

learn more and we can motivate skills in our daily activities and another element also is

that we can simplify our learning’s to those who has taken lack of education, studying is

an important notion to each individuals because this will be basement on how other

people will interact if we are educated or uneducated. It also gives us power though

were not that formed; still we can express ourselves for our rights as an individual.

Parents. It will serve as the foundation to help share with other parents the

information about definite games or ideas to help each other in parenting. Also it will

help them understand the behavior and study habit of their children when they’re

engaged into such activity. It is a benefit in our parents because without this thing they

would not disturbed us up life like this if they do not have the formal education. As a

parent have a proper education, they though to us the proper content, regarding in our

lives, example of this is on making up our decision as a youth.

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 Teachers. It will provide additional knowledge on what strategy to use to instruct

students about the well-known effects of computer games to student’s’ academic

performance, problem-solving strategy, decision-making and spatial visualization.

Readers. This study will help the readers to have the understanding about the

significance of computer games.

Researchers. This may serve as a foundation for the future research that they

will conduct.

Scope and Limitations

The study only focuses on computer games and its correlation to the

academic performance of the selected male students. However, othercharacteristic

beyond the study is excluded.

The researchers interview the selected respondents it limits the ability of the

study to be generalized. This scope of our study is to find the effects of playing

computer games to the academic performance of students in Our Lady of the Angels

Academy which the respondents are restricted to 10 selected grade 9 students.

However, the study excludes the effects of computer games to their behavior.

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 Definition of Terms

For clarity of understanding the following terms need to be defined:

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. (2017 Charles Gbollie and Harriett Pearl Keamu).It is

measured by the final grade earned in a school year or course.

Computer Games – game or “PC” game is a form of interactive multimedia used

for entertainment played on a personal computer. Computer games are usually

distributed via standard storage devices such as CDs and DVDs and are usually read-

only. (Costikyan, G. 2002). A computer game is a computer-controlled game where

players interact with objects displayed on a screen for the sake of entertainment.

Hindrance – any person or thing that hinders; obstacle; impediment; obstruction

(2010 by Houghton Mifflin Harcourt) is a person or thing that makes it more difficult for

you to do something.

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 Phenomenon – a fact or situation that is being observed to exist or to happen,

especially one whose cause or explanation is in question. (T Palei. 2014).A

phenomenon, in a scientific context, is something that is observed to occur or to exist.

This meaning contrasts with the understanding of the word in general usage, as

something extraordinary or outstanding.

Sneak – to put, bring, or take in a furtive or artful manner. (Richie Kohle

2016). To move or go in a secret and artistic manner.

Technology – Technology concerns itself with understanding how knowledge is

creatively applied to organized tasks involving people and machines that meet

sustainable goals. (Andy Lane 2005) Technology can be a process or materials use to

improve a work or a certain task much easier.

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 Chapter 2

Review of Related Literature and Studies

This chapter includes the review of related literature and studies which

serves as a frame of references for this study.

Related Literature

Stated by Hassan (2011), computer games 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 the rest of the world. French & Wyer (2002)

claimed that online games in order to cover feelings of anger, depression and low self-

esteem.

Further literature reviews in this area revealed an emotional point of view

that aimed at explaining the reason. According to Diao (2003), everyone needs to

express their feelings and thoughts. As such, when a person cannot express himself or

herself adequately he or she may get depressed. Therefore, one way to release this

depression or pressure would be through playing online games or computer games,

which enables gamers to chat and play with other friends and players on internet.

Another explanation of why young people especially students become addicted to the

internet was proposed in that they were trying to avoid societal pressure.

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 Foreign Literature

As stated by Prensky (2001, page 118), a game is seen as a subset of

both play and fun. He also identified game as an organized play that gives us pleasure

and enjoyment. However, Garris (2002) define game play as “voluntary, nonproductive,

and separate from the real world“(p.459).

Playing a game, like reading a novel, can be considered as a form of

semiosis, an interaction of signs. However Sheri Graner Ray (2004) gives the reader an

overview of what she sees as some of the central game design issues developers need

to take into account if they want to really tap into a larger, more diverse market for their

products. She suggests that there is an unseen female audience basically waiting for

developers to wise up and start providing a wider range of titles that cater to a variety of

tastes.

The concept that education should meet students “where they are” is not a new

one, although it has several variations: differentiated instruction, whole-person learning,

individualized instruction (Switzer, 2004) and personalized learning (Organization for

Economic Co-operation and Development [QECD], 2006).

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 In order to understand this interaction properly, we must take into account

the context/contexts in which the phenomenon of digital games is embedded. While it

seems obvious that computer games fall into the category of games, which is not

notoriously hard to define, many of them transcend this category by virtue of their ability

to tell a story. Therefore, games must be seen as part of the tradition of narrative

literature as well as that of games. Furthermore, games can be seen as media, i.e. as

devices that enable players to interact meaningfully with each other (Julian Kücklich is a

Ph.D. student of German and American Literature and the author of an MA thesis on

literary theory and computer games).

Furthermore, a key question that appears from the literature is how parent

and teacher training in “guided play” may influence literacy. Singer and colleagues

conducted a series of studies on the effectiveness of Leaning through Play, an

intervention program designed to teach parents and educators how to engage in

learning-oriented, imaginative play games with children (Singer, Plaskon&Schweder,

2003).

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 Local Literature

As might be expected in a developing country playing computer games is one of

the hobbies of an individual. Gaming for Computer Literacy? Psychologists point

out that both genders can improve spatial skills by practicing video games.

Many imply that girls are disadvantaged in the long run by playing far less games

(SWS, 2007; AMA Poll, 2008). Regardless of the element of violence, online games

have been envisioned as potentially effective tools for learning. Furthermore,

researchers believe that online gaming opens a door to computer literacy

leading to potential technology careers (SWS, 2007; AMA Poll, 2008).

The continuous growth of technology and its invasion of the world is unavoidable.

The package of computer technology comes with a lot of forms that influence many

aspects of life. Time and time again, computer technology has shown to us and made

us experience its good and bad effects. Computer gaming is one of the fast-developing

sectors of this generation of computer technology. Computer games offers people of all

ages especially the youth a better dimension of online entertainment.

According to NIKO Media Research, the number of computer gamers in the

Philippines rose from 21 million in 2012 to 28.72 million in 2014, most of them are

students. Because of this computer games receives a negative reception from parents,

for them there are wastes of time. Additionally, researches have linked computer

gaming to video game addiction and attention problems among others.

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 Academic achievement may be negatively related to over-all time spent playing

video games (Gentile, Lynch and Walsh, 2004). Studies have shown that the more time

a child spends playing online games, the poorer is his academic performance. However,

there are also researches that support the positive effects of video games, especially on

the brain. According to C. Shawn Green, “Video games change the brain”. It changes

the structure of the brain and help release beneficial neurotransmitter surges that can

build the brain.

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 high school and college students and the older ones too. An article posted in Phil

Care in 2014 pointed out that researchers found that video games have the tendency to

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

memory and perception.

Computer games are not bad for the health as well as the well-being of the

individual. It may also give some benefits depending on the frequency of the gaming of

the person. In proper supervision, gaming might be a tool for enhancing the cognitive

and social skills of an individual. Technology aims to be helpful to us and the world. It is

really up to us how we will use technology while its features to our advantage, and how

we will let it impact of lives.

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Related Studies

In the study conducted by Wood, Gupta, Devevensky & Griffifths (2004),

computer games 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 homework, children spend their time on playing computer

games.

Foreign Studies

In connection with game, Bateson (2002) describes play as acomplex act, even a

paradox act of and for communication. His definitional frame stats with the

aforementioned new, assimilated boundaries, and with the player searching for

someone else to share it with, i.e. someone to play with.

Furthermore, Gorriz and Medina (2002) also examined children using computer

games, finding that girls prefer collaboration, exploration, and games that require both

thought and puzzle-solving skills while boys prefer competition(C.O.P.E.,n.d.).

Moreover, some parents and teachers feel that substantial and useful learning

from games will occur purely through providing a child the opportunity to play games.

However, Conati and Klawe (2002) indicate this is not enough. The Conati and Klawe

research helps to make clear important roles of teachers when teaching in a computer

game environment.

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 Kirschner et al.(2006) with the help of teachers, students can learn to be more

reflective in such learning environments, and learning goals can be made more explicit.

Students can be taught to do metacognition (thinking about their thinking) and use this

reflective practice as an aid to their cognitive development.

For Conati and Klawe (2002) one reason could be that even the most carefully

designed game fails to make students reflect on the underlying domain knowledge and

constructively react to the learning stimuli provided by the game. Insightful learning

requires meta-cognitive skills that foster conscious reflection upon one’s problem

solving andperformance, but reflective cognition is hard work. Besides, Conati and

Klawe (2002) propose to devise socially intelligent agents to improve the educational

effectiveness of collaborative educational computer games. These agents are active

game characters that can generate tailored interventions to stimulate students’ learning

and engagement. The agents’ actions are based on the students’ cognitive states (i.e.

Knowledge, goals and preferences), as well as the student’s meta-cognitive skill (i.e.,

learning capabilities) and emotional reactions during the game, as they are assessed by

a probabilistic student model. The architecture discussed in supports an adaptive

educational computer game for collaborative learning.

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 In support of this study, The Fall (2005) article discusses Cohen’s work, they

have found that sleep and mood disorders can be reduced by stimulating the brain; that

vocabulary expands into the 80’s among people who continually challenge themselves

through word games and that an active lifestyle can boost the immune system.

However, for people interested in learning, this raises an interesting question.

How do good games designers manage to get new players to learn their long, complex,

and difficult game-not only learn them, but pay to do so? It won’t do simply to say

games are “motivating”. That just beg the question of ‘’Why?” Why is a long, complex,

and difficult game motivating? I believe it is something about how games are designed

to trigger learning that makes them so deeply motivating (Gee, 2004).

Flitner (2002), dedicated game and toys have been used for educational

purposes, for the experience of and the experiment with objects and rule systems. The

notion of playing as activity well suited for the directed development of physical and

cognitive skills may be as old; Erasmus von Rotterdam, Comenius and Locke all agreed

that the natural joy of playing could be used to facilitate learning in children.

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 Although the interest in educational games at the beginning of the 21 st century is

greatly driven by the possibilities and attractiveness of digital media and simulations, it

is also grounded in a long tradition of educational and scientific interest in games and

playing as a ubiquitous observable phenomenon, didactic method and scientific

metaphor. A “scientific metaphor” may sound like a contradiction, but according to

Charles S. Peirce’s ‘’adductive reasoning’’ or Jeromes Bruner’s “narrative mode” this

may be the only way to create new paradigms, rather than just differentiating existing

ones. These approaches show similarities to radical constructivist views a well as to

creative, assimilative playing (Fischer, 2002).

However, no standard categorization of such games; different stakeholders in the

games industry, e.g. game outlets, developers, academics, web review sites, use

taxonomy appropriate to their own audience. Such categorizations are discussed in

Orwant (2002), who also illustrates the system employed by Herz (1997) which closely

resembles that used by many in the contemporary games industry simulations- where

the player has to succeed within some simplified Beentjes (2001) and Feirebend and

Klingler (2001) showed that playing games was the most prominent PC related activity

of children between 6 and 1.

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 Additionally, Koster (2005) says that playing is a goal-oriented game involves

simply recognizing a particular sort of pattern ; playing, make believe is recognizing

another one. Both deservedly belong in the same category of “codified representation of

human experience that we can practice with and learn patterns from” (Koster, p.36).

However, for Johnson et al (2011), there are games foster collaboration, problem-

solving, and procedural thinking which are important 21st century skills. Multi-player role

playing games can also support problem,-based learning ,allowing players to see the

results of their actions play out much faster than they could in real time (Khoo and

Gentile, 2005) and allowing them to experience situations rather than simply reading

descriptions (Shsffer,2004).

According to Gee (2007), a high quality immersive game requires players to think

systemically and consider relationships instead of isolated events of facts. This helps to

develop theirs skills in decision-making, innovation, and problem-solving, according to

Johnson et al. (2011).

Although games can provide learning of these important 21st century skills, teachers

may be less interested in using them in the classroom because those skills are not

currently tested or explicitly valued in educational system (McFarlane, Sparrowhak,

and Heald, 2002).

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 Local Studies

Mandanas (2007) conducted a study on the effects of playing computer

games and students’ profile in the socialization and academic performance of selected

students in Kapayapaan National High School Canlubang, Calamba City. The study

concluded that 18 most of the students playing computer games and the students’

profile significant effect on the academic performance of the students.

Teenagers have gotten so used to have technology around them. When

computers are used too much by these teenagers the will develop a kind of addiction

which is now commonly called computer addiction. Computer addiction is defined as

such a strong involvement with a machine or what can be displayed on it that the usual

criteria for impairment through addiction are met (Lowinson, 2005). Internet addiction

disorder refers to the problematic use of the internet; including the various aspects of its

technology, such as e-mail and the World Wide Web (American Psychiatric Association,

2000).Students nowadays do have a known disorder, which is the IAD (Internet

Addiction Disorder). They may not be able to know that they have this disorder until they

realized that playing or using computer is more prioritized than doing school works.

They tend to sacrifice their academic sides just to go to computer shops and play not

noticing the time while using the computer (Sharples, 2009; Self-Help: Computer

Addiction, 2008) (Mapua Institute of Technology First Year Students Thesis 2009).

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 Theoretical Framework

This study was anchored on the theory of Mark Danger Chen. To describe

the computer game as a subject for theoretical study, with a special focus on its

relationship to narratives.

Games are inherently interactive in the perception that they require

players to make choices to precede a narrative, and this choice-making process has the

potential to challenge people to think reflectively about moral, ethical, and social

problems. Previous research has focused on games from a game theory perspective

(Smith, 2005, Zagal, Rick, &Hsi, 2006), where an examination of game rules leads to

ideas about how people will behave and therefore how designing in certain ways can

construct certain types of communities. My interest in game theory literature stemmed

from an experience I had while playing through Star Wars: Knights of the Old Republic

(KotOR) (Bioware, 2003) twice a few years ago (in a galaxy far, far away).

Knights of the Old Republic is a computer role-playing game (CRPG)

which lets players make moral options as a Jedi Knight. I wanted to play once making

all the Light Side choices and once making all the Dark Side choices, so I could see the

whole set of outcomes for the progression of the story that the developers designed into

the game. While I was playing a Dark Jedi, I noticed that sometimes the choices I made

were the same ones I made as a Light Jedi. For example, in the game, I was presented

with the classic game theory model, the Prisoner’s Dilemma (Felkins, 2001, PD), only

in KotOR it had Star Wars trappings.

24
 Making a selfless and selfish choice actually lead to the same conclusion.

Game theory simulates considering future interactions with each other by

modelling iterated versions of the Prisoner’s Dilemma (Felkins, 2001, PD). In this model,

it has been demonstrated that the most benefiting choice is to initially cooperate with the

other person with no betrayal. Then, in all subsequent iterations, the choice should be to

penalize the other person by either cooperating or betraying him or her depending on

what the other person did in the previous iteration. If both parties were to do this, they

would never betray each other. Yet, KotOR did not present this scenario as a

reappearing one. My choices were motivated by how I saw myself playing a particular

character rather than “rational” thought as presented in traditional game theory

literature. My point here is that the choices I made while playing KotOR were more

complex and tied to how I saw myself playing a particular person in a socially situated

world than the reasoned choices I would have made in an abstract construct. This

mirrors Gee (2003) when he writes about players role-playing what they want their

characters to be.

The Prisoner’s Dilemma is part of a larger set of situations that economists

and game theorists call “social dilemmas” (Felkins, 2001, SD) only most social

dilemmas have many people making choices of whether to cooperate or “defect.”

Basically, a situation is considered a social dilemma when an individual’s instant self-

serving choice is not the same as the choice he or she would make to benefit the

community as a whole.

25
 The body of literature from people looking at social dilemmas in games has

mostly focused on how different games support cooperation through diverse game

mechanics and rules. If a team of players is trying to figure out how to most efficiently

beat another team of players or a set scenario in the game, they will choose to do such

and such because of certain game rules and how the game works. I found, however,

that my experiences with games, in general, and with World of War craft, in particular,

showed that the choices being made in certain situations even ones which could clearly

map onto social dilemma models weren’t so “dry” and “rational.” One could argue about

game mechanics all one wanted, but a sense of actual game playing behaviour in a real

game context rather than some sort of construct will never be realized. Smith (2005, p.

7) made this same comment when he said, “One challenge for video game studies,

which has so far been largely neglected, is the examination of the relationship between

game design and actual player behaviour.” I would take that argument further by saying

real social situations like the ones I experienced in World of Warcraft are

messy.Rationality does not equal emotional, self-identification, nor does intention equal

action, and even if it did, a lot of decisions are being made without full knowledge of

their consequences or how it affects other players.

26
 Conceptual Framework

This study indicates that there are many impacts of playing computer

games among the grade 9 students of Our Lady of the Angels Academy. The

researchers will gather all the information about the effects of computer games among

the grade 9 students. To carry out this research, the researchers conducted a survey

amid the grade 9 students. Studies have been conducted assessing the impacts of

computer games. As a result, the researchers discovered the significance of computer

games among the grade 9 students.

Independent Variable Dependent Variable

Playing Computer Student Academic

Games Performance

Figure 1.

Figure 1 illustrated the paradigm of the study. Playing Computer Games is the

independent variable while the Students’ Academic Performance is the dependent

variable. Wasting more time playing computer games may affect the student’s academic

performance.

27
 Input
Organize some questions
about the effects of
playing computer games.
Conduct an interview
about playing computer
games with the selected
grade 9 students of Our
Lady of the Angels
Academy.
Figure 2. Conceptual Paradigm
The conceptual paradigm of the study as shown in figure 2 presents the input,
process and output of this study.
Process Output
Understanding the
information gathered and
Collection of Data through having a conclusion about
interviews. the answers of the
respondents.
Analysis of Data
To help them balance
their time on playing
computer games and
making school works.
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 Chapter 3

Methodology

This section presents the research design, locale, universe and sampling

technique, participants, questionnaire, data collection and data analysis.

Research Design

This study used the descriptive type of research used to assess the developing

objectives. This certain research activity will be conduct using guidelines of survey

method. To be able to come up with the answers to the questions posed by stated

problem, the researchers used detailed research design in their study. The objective of

detailed research design is to understand the relationship between the effects which

have been identified. This type of research will ultimately determine the type of

approach necessary to an accurate evaluation for the topic at hand.

Research Locale

The researchers conduct their study in Town of Atimonan. The reason is that the

researchers place is in Atimonan and it is the easiest way to conduct their study. The

grade 9 students of Our Lady of the Angels Academy will be interviewed. There is 1

section in the grade 9 and some of them are the respondents of our study. Hoping that

they will give their full participation and cooperation with honesty and sincerity in

answering the questions that we made.

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 Research Universe and Sampling Technique

The respondent of the study is Grade 9 students of Our Lady of the Angels

Academy. The purposive sampling is the method used in the interview. Purposive

sampling means a non-probability sample that is selected based on the characteristic of

a population and the objective of the research.

Participants

This study was done at Our Lady of the Angels Academy. The respondents are

under the department of Junior High School students. The grade level that will be

needed in this study are the grade 9 students. 10 selected students will be interviewed

in this study.

Research Questions

The researchers will develop an open-ended questionnaire to explore the effects

of playing computer games. The main questions are (a) how many hours do you spend

on playing computer games? a) 1-3 hours, b) 4-5 hours, c) if it exceeds (b) in what way

is the computer game affecting your studies? (c) What particular games that you play

most?

30
 Data Collection

The researchers used the one-on-one interview method for them to be able to

record actual audio from the respondents and observe them. This study conducted in

the school of Our Lady of the Angels Academy. This study was also conduct interview

grade 9 students who will participate this study.These data gathering will be done

through personal interview. After the interview the collection data will be analyze.

Data Analysis

In this chapter, the data was gathered from the students of Our Lady of the

Angels Academy in relation to the research objectives. This chapter will discuss the

result of the questionnaire responded by 10 participants. Before the initiation of the

research study the significance, rationale and purpose of the study were provided

respondents. Furthermore, the respondents have also been given the assurance that all

the data they will give are used for the purpose of the research and the identities of the

respondents will be confidential.

31
 Chapter 4

Presentational Analysis and Interpretation of Data

This chapter presents the data gathered in this study as well as the analysis. This

chapter will show and discuss the information that will answer the problems stated

previously and it will also explain the data gathered from the questions conducted by the

researchers. This part of the research shows this tabulation of the information per

questions. The title of this thesis and its main topic are furthered discussed in this

chapter where the researchers also consider this as the heart of the whole thesis. It is

where the researchers expressed our own thoughts about the study though contrast

and comparisons.

32
Extract Question Responses Codes

1 How many hours do you R1 “4-5 hours haha” Proud

spend on playing computer
games?

a) 1-3 hours
b) 4-5 hours R2 “3 hours” Not comfortable
c) If it exceeds

R3 “4-5 hours” Serious

R4 “1-3 hours” Serious

R5 “1-3 hours” Serious

R6 “4-5 hours”
Straight Forward

R7 “1-3 hours” Straight Forward

R8 “hmmm saying 1-3 hours” Confused

33
 R9 “1-3 hours” Straight Forward

R10 “hehehe minsan nagi- Proud

exceed ako dun sa oras e”

(“hehehe sometimes I exceed in

time”)

Table 1

It presents the responses and codes of the respondents according to the hours they

spend on playing computer games.

This shows that most of the respondents consume 1-3 hours to play computer

games. One of the respondents answered that sometimes he exceed to the given

hours. A student must have a time management and a balance time for everything

including school works, family and friends but some student rather choose to spend

their time playing computer games on computer shops or computer cafes.

34
Extract Question Responses Codes

2 In what way is the R1 “In what way? Like what Motivated

computer game hehem…(pause) In what way? In
affecting your studies? studies, Minsan pag oras pag malapit na
yung exam sasabihin ko 1 game muna
ako tapos pag talo, pagtalo magiisa pa
akong game hanggang sa di na ako
makapagreview yun hehe, yun lang”

(”In what way? Like what hehem…

(pause) in what way? In studies,
Sometimes if it is time when exam is
near I will said 1’ll do 1 game then if
lose, if lose I’ll do one game again until
I couldn’t review that hehe that’s it”)

R2 “Nakakapag… nakakapagpababa ng
grades nagiging adik masyado” Not comfortable

(”low…lower grades becomes too much

addict”)

R3 “Di di na ako di na ako napasok para

makapaglaro sabay minsan nagcucutting Sure
ako then kapag.. kapag ano di na ako
napasok sa mga classes”

(”I didn’t, didn’t go to school to play

then sometimes I cut classes then if.. if I
didn’t go to school”)

35
R4 “ahmm ... no assignment .... always” Serious

R5 “cutting because I play computer Serious

hmm in on online games”

R6 “pa ano din di na din ako Straight Forward

nakakapanggawa ng project lagi na lang
nagcocomputer”

(”yet me too I can’t do projects, always

computer”)

R7 “ahhhm… having lowing grades” Straight Forward

R8 “ahmm it affect mys grades because Confused

tagalog nga ano nga ulitin mo? Having
low grades”

(“ahmm it affects my grades because

tagalog please what is it again? Repeat.
Having low grades”)

36
 R9 “nakakababa ng gra ..grades” Sure

(”lowers gra..grades”)

R10 “di naman dahil nakokontrol ko sya Serious

at depende din kasi tuwing weekend
lang ako naglalaro”

(”It didn’t because I can control it and it

also depends because I only play during
weekends”)

Table 2

Table 2 shows that computer games were affecting the studies of the respondents in a

way that they were being addict and do improper behaviors that also affects their

grades.

This shows that computer games were affecting the academic performance of

the respondents in a way that they were being addicted and do improper behaviors that

also affect their grades. They might get lower grades because of playing computer

games. According to the respondents they do everything they can just to play computer

games. They also don’t make their projects and some assignments because they spend

their time on playing computer games as long as they want to play.

37
 Nonetheless, one of the respondents can control and have limitation on playing

computer games which is good because he balance his time on having fun and

maintaining his responsibilities as a student.

Extract Question Responses Codes

3 What particular R1 “Barilan, patayan mga violence, mga Inspired

games that you play ganun ahm sadistic ako e hehehehe hahaha
most? joke lang ano basta ang gusto kong mga
games ay yung may mga strategy yung may
teamwork tapos cooperation tapos may
communication para kasi communication
dun dun madalas ako natututong mag
English like yung huy dito yung kalaban
yung kasi madalas sa, sa laro ano e puro
foreign yung mga kakampi mo kaya
kailangan niyo ng communication para
mabuo yung maganda yung sa team yun”

(”Shooting, massacre, violences like that …

ahm I’m sadistic hehehe hahaha it’s a joke
what games I like are games that has
strategy, teamwork then cooperation then
communication for communication is where
I learn English like hey the co-opponent is
here because often in games your ally were
foreigners so you need communication for a
beautiful team building that’s it”)

R2 “online game” Not comfortable

38
R3 “lol, league of legends, online games” Happy

R4 “lol,… oohm” Serious

R5 “league of legends” Serious

R6 “league of legends” Straight Forward

R7 “ rules of survival” Straight Forward

R8 “league of legends” Confused

R9 “rules of survival” Proud

R10 “lol, mine craft, dota mostly rpg’s” Serious

39
Table 3

It shows that the most played game of the respondents was League of Legends.

R1 play games that have violence that make him entertain while games that

deals with the use of strategic and teamwork are his kind of games. The rest of the

respondents enumerated the following: “League of Legends” and rules of survival which

are a popular game in this generation.

Students who play this kind of games may improve their language skills and

develop their vocabulary and spelling skills but it also can cause of having lower grades

and being a computer addict.

40
 Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study entitled “The Effects of Computer Games in Academic Performances

of Grade 9 Students of Our Lady of the Angels Academy” aimed to know what the

consequences are when you were being a computer player. The study used

questionnaire in gathering the desired information.

At the end of the study, the researchers find out that:

Playing computer games can be both an advantage and disadvantage to

the gamers. Specially, the study sought to: (1) to know how many hours they spent

playing computer games. (2) How spending time in computer games affects their

studies. (3) What computer games they always play.

41
 Findings

This study aimed to investigate the effects of addiction to computer games on the

academic performance. The descriptive method of research was utilized and the

purposive sampling technique was used for gathering data. The researchers conducted

one on one interview for them to be able to record actual audio from the respondents

and observe them. The Grade 9 students were the respondents. The research was

conducted during the school year 2017-2018.

Of the 10 respondents, 6 of them were spending 1-3 hours in gaming, 3 respondents

were gaming for 4-5 hours a day, and 1 respondent exceeds in the given time playing

more than 5 hours.

The survey shows that the grade 9 students had a low grades. Only one respondent

stated that he controls himself and plays only every weekend. None on them used

computer as a primary means of education.

Of the 10 respondents, 5 of them answered Rules of Survival and 5 answered League

of Legends.

42
 Conclusions

Based on the results of the study, the following conclusions were drawn:

1. Overusing computer and internet is a very serious problem and it has many bad

effects among our social, physical and academic life.

2. It causes many physical problems and it is a real threat to the academic study.

3. There is no doubt that internet usage among the general population will start to

increase over the next few years,

43
 Recommendations

In the light of the foregoing findings and conclusions, the following are

recommended:

1. Limit Internet access and avoid having televisions and computers in bedrooms.

2. Plan screen time, for Internet use.

3. To the parents, during exam times or other times when kids need to avoid screen

time, delete games or programs or install passwords so the temptation isn’t there.

Reinstall/remove passwords when exams or a report are complete.

44
 Bibliography

Books:

B Towle, 'Using student task and learining goals to drive construction of an authoring

tool for educational simulations'. In G. Gauthier, C. Frasson, & K. Vanlehn(Eds.),

Intelligent tutoring systems' 5th international conference; proceedings/ITS2000, 173-

181. Berlin: Springer-Verlag

C. Conati and M. Klawe 'Socially intelligent Agents in Educational Games' in Socially

Intelligent Agents Creating Relationships with Computers and Robots. Dautenhahn K.,

Bond A, Canamero D and Edmonds B., (Eds). Kluwer Academic Publishers, 2002

D.R Cruikshank and R. Teller ( winter 1980 ). 'Classroom games and simulations.',

Theory into practice, 19 (1), 75-80.

T. Malone (1981), 'Toward a theory of intrinsically motivation instruction', Cognitive

Science, 4, 333-369.

Bateson (2000): A theory of play and fantasy, p. 180, italics by the author.

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Beentjes, Johannes WJ et al (2001). Children's uss lf different media: for how long and

why? In S Livingstone and M Bovill (Eds) Children and their changing media

environment: A European Comparative Study. Mahwah, NJ and London: Lawrence

Erlbaum Associates. 85-111

Feierebend, S and Klingler, W (2001). Children and Media 2000. PC/Internet gain

importance. Media perspectives. 7/2001. 345-357

Internet:

Cohen, Gene (January 16, 2006). The myth of the midlife crisis. Retrieved 1/30/07:

http://www.msnbc.msn.com/ld/10753221/site/newsweek.

The first Website contains chapters 1-3 and the third reference contains (C.O.P.E)

(n.d.). Content, organization, preference, evaluation: Review of the literature. Retrieved

1/30/07 : http://www.sclls.rutgers.edu/kvander/gender project litreview.htm

E. Shaw, R. Ganeshan, W.L Johnson and D. Millar,'Building a case for agent assisted

learning as a catalyst for curriculum reform in medical education', in Proceedings of the

Ninth International Conference on Artificial Intelligence in Education. Amsterdam: IOS

Press, 2000

46
Facer, K, Furlong, R, Furlong, J and Sutherland, R (2003). Screenplay: Children and

Computing in the Home. London: Routledge

Facer, K (2003a). Computer Games and Learning, A future lab discussion document.

www.futurelab.org.uk/research/discuss/02discuss01.htm

Flitner (2002): 'Spielen - Lemen' p. 14

Fischer (2000): 'Rationalitat z wischen logischem and paralogischem Deken', see also

Fischer's similar online-text at http:// w ww.hrudifisch.de/html/paralogisches/index.html

(accessed October 3 2009). Narrative and paradigmatic modes are described in Bruner

(1986): 'Actual Minds, Possible Worlds'.

Herz, JC (1997), Joystick Nation. Little, Brown & Company (p27)

Jullian Kucklich is a Ph.D. student www.playability.de

Kafai, Yasmin B. (October 27, 2001). The educational potential of electronic games:

From games-to-teach to games-to-learn. Cultural Policy Center, University of Chicago.

Retrieved 1/30/07: http://culturalpolicy.uchicago.edu/conf2001/papers/kafai.html See

also: http://www.gseis.ucla.edu/faculty/kafai/. Squire (2005): 'Games based learning' p.

36.

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Orwant, J (2000). EGGG: The E Extensible Graphical Game Game Generator. Boston,

US: MIT PhD thesis. Chapter 2. http://orwant.com/eggg.html

Prensky, Marc (2001). Digital games based learning. McGraw-Hill. Chapter 1, 2 and 3 of

this book can be accessed online via links at: http://www.gamesparentsteachers.com/.

Chapter 5 can be accessed at http://www.marcprensky.com/writing/Prensky%20-

%20Digital%20GameBased%Learning.Ch5.pdf.

Prensky, Marc (n.d.). Social Impact Games. Entertaining games with non-entertainment

goals ?(a.k.a serious games).

Retrieved 1/30/07: http://www.socialimpactgames.com/. Wagner, Tony (January 11,

2006). Rigor on trial. First published in Education Week. Retrieved 1/30/07:

http://www.schoolcharge.org/content/blogcategory/69/12/.

Ray, Sheri Graner (2004). Gender inclusive game design: Expanding the market.

Hingham: Chales River MeQuoting from a book review retrieved 6/13/06:

http://www.game-research.com/art review granerray.asp:

48
 Appendix B

Questionnaire

1) How many hours do you spend on playing computer games?

a) 1-3 hours

b) 4-5 hours

c) If it exceeds

2) In what way is the computer game affecting your studies?

3) What particular games that you play most?

49
 Appendix C

Curriculum Vitae

Profile

Full Name: Raven Allen Coladilla Garin

Age: 15

Address: 086 Purok Narra Brgy. Caridad Ibaba Atimonan, Quezon

Birthday: April 2, 2002

Birthplace: Doña Marta Hospital Atimonan, Quezon

Religion: Roman Catholic

Civil Status: Single

Nationality: Filipino

Education

Elementary: Atimonan Central School

High school: Our Lady of the Angels Academy

Skills

Dancing

Contact Social Media

E-mail: ravengarin@yahoo.com Facebook: Raven Allen Garin

Cell phone No: 09499684232 Twitter: @ravenallen_

Instagram: @ravenallen_

50
Profile

Full Name: Beatrice Ally Andaluz Abuel

Age: 16

Address: 480 Osmeña Street Atimonan, Quezon

Birthday: December 16, 2001

Birthplace: Doña Marta Hospital Atimonan, Quezon

Religion: Roman Catholic

Civil Status: Single

Nationality: Filipino

Education

Elementary: Our Lady of the Angels Academy

High school: Our Lady of the Angels Academy

Skills

Playing Clarinet

Contact Social Media

E-mail: beatriceally.i@gmail.com Facebook: Beatrice Ally Abuel

Cell phone No: 09755976182 Instagram: @btrclly

Twitter: @beatriceaabuel

51
Profile

Full Name: Crizaneth Belda Reyes

Age: 16

Address: Brgy. Ilosong Plaridel, Quezon

Birthday: January 5, 2002

Birthplace: Gumaca, Quezon

Religion: Roman Catholic

Civil Status: Single

Nationality: Filipino

Education

Elementary: Plaridel Central School

High school: Our Lady of the Angels Academy

Contact

Cell phone No: 09082174143

Social Media

Facebook: Reyes Crizaneth

Instagram: @reyes.criza

52
Profile

Full Name: Glenn Ervin Vargas Matias

Age: 15

Address: 739 Dr. Ramon Soler St. Zone 3 Atimonan, Quezon

Birthday: March 29, 2002

Birthplace: Atimonan, Quezon

Religion: Roman Catholic

Civil Status: Single

Nationality: Filipino

Education

Elementary: Our Lady of the Angels Academy

High school: Our Lady of the Angels Academy

Skills

Volleyball

Biking

Contact Social Media

E-mail: glennmatias2@gmail.com Facebook: Glenn Ervin Matias

Cell phone No: 09451267834

53
Profile

Full Name: Prince Ashley Tierra Alegre

Age: 16

Address: 627 Iskong Bantay St. Atimonan, Quezon

Birthday: November 12, 2001

Birthplace: Atimonan, Quezon

Religion: Roman Catholic

Civil Status: Single

Nationality: Filipino

Education

Elementary: Atimonan Central School

High school: Our Lady of the Angels Academy

Skills

Basketball

Contact Social Media

Cell phone No: 09954644018 Facebook: Prince Ashley Alegre

Twitter: @princeashleyyy

54
I wish to express my gratitude to all who contributed to the accomplishment of this thesis, by providing

me with professional insights as well as personal support. I would like to mention the following people

in particular. First and foremost I wish to thank the children and youth of Seeta Child Development

Centre, who were willing to share their lives with me and became to appreciate me as a friend. I am

extremely grateful to my Ugandan host parents, Kenneth and Miriam Mugayehwenkyi, who cared for

me as if I were their own daughter and provided me with valuable insights into Ugandan society. I would

like to thank the project staff at Seeta Child Development Centre, who assisted me with the planning of

my research activities and provided me with all necessary information about the project. In particular I

want to thank my ‘brother’ Solomon Mwije, who accompanied me on every home visit and has acted as

an interpreter whenever this was needed. I am grateful to the people at Compassion International’s

country offices in both Uganda and The Netherlands, who helped me carrying out this research in

diverse ways. My sincere gratitude goes to my supervisor Anne Trine Kjørholt at the Norwegian Centre

for Child Research. Your critical comments, helpful suggestions, and personal support have been

extremely valuable to me. I wish to thank all of my classmates, but in particular Ingvild, Janne and

Owusuaa, for their friendship and the constructive discussions we had in our reading rooms. Last but not

least, I am very grateful to my husband Guido and my mother Christa, who have supported and

encouraged me during the whole working process. I would not have been able to complete this work

without you.

55