THE EFFECTS OF ONLINE GAMING TOWARDS THE ACADEMIC

PERFORMANCE OF SELECTED GRADE 12 STUDENTS

I. Introduction

Online games rather what we also called computer games are very popular in our today’s
modern society, in terms of entertainment which it targets most of the adolescents. Within the
internet, we can explore many activities such as: Facebook, Twitter, browsing Google for
information, internet for communication etc.Some claimed that playing online games is one way
to release stress and fill your free time. While some said that too much game can affect one's
mind and attitude. For example, people who play games are constantly feeling tired. When
someone is more likely to spend more time in playing online game, some of them may end up
with being addicted to it.Based on established researches, it’s an interesting discovery about the
reasons behind why young people start to play online games as well as how playing such games
affects the daily lives and activities of them. The first computer games is generally assumed to be
game Spacewar, developed in 1962 at MIT (Stephen Russell a.o). As the games starts to widen,
young people, especially students, correspondingly get addicted to the online games. Researchers
are starting to make a conclusions that online games was becoming a growing phenomenon for
those you often plays it. An online game is a video played over some form of computer network.
This usually the internet or equivalent technology, but games have always used whatever
technology was current.Usually, an online games was used for leisure time only, but because it
was more time spending than a television, players tend to immerse in the game that they were
completely separated from their surroundings. The excitement and rivalry within the challenges
of the computer games, pushes the programmers and developers to recreate, upgrade rather most
of the games.But as the game became wider than before, it had covered a wide range of health
and other issues which also affect the human brain. Regions of the brain associated with cravings
in substance abuse also appear to be activated in gaming addicts when they view images of
computer games.Computer game has been considered as serious threat to mental health in Asian
countries with extensive broadband usage.
21st century students are the learners that live with the use of technology. Technology,
internet to be distinct is very useful tool for everyone, notably students, it helps them gather data
which support them throughout their studies. But because of the broaden technology access –
sharing files, documents, and most specially playing online games which cause their goals and
achievements breakdown. Seems like their academic performance was affected logically. If that
continues, they may suffer from a long term different major problems. Because of this, we,
researcher was prompted and had a desires to know if the selected high school students are having
achievement breakdown due to the lack of focused on their study and what possible ways are we
going to do to prevent the portentous problem. This study is trying to show the effects of playing
online games to the academic performance of the selected Grade 12 Senior students of SVCI.
II. Background of the study

As the years past, many of the things today were invented by most of the talented and
smartest persons we ever known. Internet was its example, and within it we also have the online
games which widens and played by the adolescents, but together with the fun and fulfilling
moments while playing computer games was its benefits and hindrances.
About half of all adolescents are gaming for two or more hours per day, spending more
time at home and less time out on socializing. There are well-documented risks to social
development, physiology, sleep, mental health and school performance. The lack of social skills
where an adolescent doesn’t have the proper manner in socializing with others and the different
possible health problems such as: worsening of blurred eye sight and improper way of gaining
weight, there are just few examples of the bad effects of online gaming. When an adolescent
begins to focused on the game, it would have a big impact on their social activities, especially
when our subject are grade 11 students.Kuss and Griffiths (2012) stated that internet addiction
has been considered as a serious threat to mental health and the excessive use of the internet has
been linked to a variety of negative psychosocial consequences, regarding the neuroimaging
studies which shows the similarities between different types of addictions, specifically issues with
the online gaming of the young people. Too much is bad, but it can also help students enhancing
their academic skills. Playing online games isn’t that bad for the young people, in fact it can help
adolescent to increase their academic performance in some ways. In Dr. Alberto Posso’s (2016)
article, teenagers who regularly play online games seems to improve their school results. Solving
puzzles and moving onto the next level of the game involves using some of the general
knowledge and skills in math, reading, and science which the professors, teachers rather, taught
during days.
III. Statement of the Problem
1. What is the profileof the respondents, in terms of:
1.1. Gender
1.2. Age
1.3. Strand
2. What are the effects of online games?

2.1. Health Problem

2.2.Increases Aggressive Behavior

2.3. Improve Academic Function

3. What affects student’s academic performance?

3.1. Poor eyesight

3.2.Peer Relationship breakdown

3.3. High Grades

4. Is there any significant relationship between the online games on the academic performance
and their personal-related variables?
References:
D.J Kuss and M.D Griffiths. 2012. The effect of online games in the academic performance of the
grade 11 students in GFIS (research paper). Internet and Gaming Addiction: A Systematic
Literature Review of Neuroimaging Studies. https://www.yourbrainonporn.com/internet-and-
gaming-addiction-systematic-literature-review-neuroimaging-studies-2012

Posso, D. A. (2016). The effect of online games in the academic performance of the grade 11
students in GFIS (research paper). https://www.rmit.edu.au/news/all-news/2016/august/online-
gaming-can-boost-school-scores

Validation of the Internet Gaming Disorder Scale – Short-Form (IGDS9-SF) in an Italian-

speaking sample
MonacisLucia, PaloValeria de, GriffithsMark D., SinatraMaria
Journal of Behavioral Addictions Dec 2016. http://akademiai.com/author/Monacis%2C+Lucia

Social Activities, Self-Efficacy, Game Attitudes, and Game Addiction

Eui Jun Jeong and Doo Hwan Kim. Cyberpsychology, Behavior, and Social Networking. April
2011, 14(4): 213-221. https://doi.org/10.1089/cyber.2009.0289

The association between online gaming, social phobia, and depression: an internet survey
Han-Ting Wei, Mu-Hong Chen, Po-Cheng Huang and Ya-Mei BaiBMC Psychiatry201212:92
https://doi.org/10.1186/1471-244X-12-92

Problematic digital gaming behavior and its relation to the psychological, social and physical
health of Finnish adolescents and young adults. Manniko Nikko, Billeux Joel, Kaariainen Maria
(2010). http://akademiai.com/doi/full/10.1556/2006.4.2015.040.
IV. Theorotical Framework

The recent inclusion of Internet Gaming Disorder (IGD) in Section III (“Emerging Measures and
Models”) of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-
5; American Psychiatric Association, 2013) appears to have increased the interest of researchers
in the development of new standardized psychometric tools for the assessment of various online
addictions. IGD has been characterized by a “persistent and recurrent use of the Internet to
engage in games, often with other players, leading to clinically significant impairment or distress”
(APA, 2013, p. 795). The DSM-5 asserts that further empirical evidence is needed to confirm the
nine criteria proposed for the clinical diagnosis of IGD, and to formally define IGD as a mental
disorder in future editions of the DSM. Of the nine criteria, seven criteria are identical to those of
gambling disorder and five criteria to substance use disorder (Petry et al., 2014), and refer to
preoccupation with Internet games, withdrawal symptoms, tolerance, unsuccessful attempts to
control participation in Internet games, loss of interest in previous hobbies, continued excessive
use of Internet games, deceiving family members, use Internet games to escape, and losing a
significant relationship, job or education, or career opportunity. To be diagnosed as a disordered
gamer, five (or more) out of these criteria need to be endorsed over a period of 12 months (APA,
2013).

The nine IGD criteria directly map onto the six criteria of Griffiths’ components model of
addiction, and which have been used to conceptualize a number of technological addictions.
According to Griffiths, by “determining whether non-chemical […] addictions are addictive in a
non-metaphorical sense” other potentially addictive behavior should be compared “against
clinical criteria for other established drug-ingested addictions” (Griffiths 2011). The six criteria
comprise salience, mood modification, tolerance, withdrawal symptoms, conflict, and relapse.
Salience occurs when addictive activities dominate a person’s thinking, feelings, and behavior;
mood modification occurs when a person uses substances or is engaged in activities to change
their mood state; tolerance refers to the need to increase (over time) the amounts of engagement
in the addictive behavior to achieve the initial mood-modifying effects.
In other theoretical studies, it stated that digital gaming is known to affect several aspects of
individuals’ psychological, social health, and physical health. Digital game addiction is
characterized by features such as low self-efficacy (Jeong &Kim, 2011), anxiety, low self-esteem,
and impulsivity traits (Billieux et al., 2015; Gentile et al., 2011). Moreover, maladaptive
cognitions, shyness and physical problems (Peng & Liu, 2010) were also seen as predictive
characteristics of gaming addiction. Gaming addiction was accompanied by symptoms which
might have developed as a consequence of other disorders such as depression, anxiety and social
phobia (Gentile et al., 2011). Correspondingly, addictive players exhibited signs or symptoms
such as social neglect, loss of interest in other leisure activities, social and psychological
isolation, escape problems (Billieux et al., 2015; Young, 2009), aggressive behavior (Anderson,
2004;
Anderson et al., 2010), psychological stress, reduced school performance, decreased sleep
quality, suicidal ideation (Rehbein, Kleiman & Mössle, 2010), low sociability and self-efficacy
and lower satisfaction with life (Festl, Scharkow & Quandt, 2013). In certain cases, digital game
playing was allow to act as a coping strategy for deficiencies or problems in the player’s life such
as a lack of friends, relationship troubles, or dissatisfaction with physical looks (Griffiths &
Beranuy, 2009). Furthermore, prolonged exposure to digital game was associated with physical
health problems such as musculoskeletal symptoms (Lui, Szeto & Jones, 2011).

In Finland, the effects of problematic game playing on players’ health are still largely unexplored.
Considering the increased prevalence of online gaming, this study aimed to identify the
problematic gaming behavior among Finnish adolescents and young adults, and evaluate its
connection to a variety of psychological (psychopathological symptoms, satisfaction with life),
social (preferences for online social interaction) and physical health (general health, BMI, body
discomforts, physical activity) symptoms. In this paper we consider problematic gaming behavior
in accordance with the recent framework that sees it as “a continuum state which can range from
a normal to severe condition” (Griffiths et al., 2015).
V. Conceptual Framework

Independent Variables Dependent Variables

 Health Problems  Poor Eyesight

 Increases Agressive Behavior  Peer Relationship Breakdown

 Improve Academic Problems  High Grades

Feedbacks
According to some researchers, addictive players exhibited signs or symptoms such as social
neglect, loss of interest in other leisure activities, social and psychological isolation (Jeong &
Kim, 2011; Young, 2009), escape problems (Billieux et al., 2015; Young, 2009), aggressive
behavior (Anderson et al., 2010), psychological stress, reduced school performance, decreased
sleep quality, suicidal ideation (Rehbein, Kleiman & Mössle, 2010), low sociability and self-
efficacy and lower satisfaction with life (Festl, Scharkow & Quandt, 2013). In certain cases,
digital game playing was allowed to act as a coping strategy for deficiencies or problems in the
player’s life such as a lack of friends, relationship troubles, or dissatisfaction with physical looks.
Furthermore, prolonged exposure to digital game was associated with physical health problems
such as musculoskeletal symptoms and worsening of blurred eyesight (Lui, Szeto & Jones, 2011).

Alberto Posso (2016), from the Royal Melbourne Institute of Technology, analysed data from
high school students across Australia taking the 2012 Program for International Student
Assessment (Pisa) - internationally recognised tests that are administered by the Organisation for
Economic Cooperation and Development (OECD). The study looked at the correlation between
academic scores and the children’s personal interests and activities outside of school, including
internet usage. Posso, who published the research in the International Journal of Communication,
said: “The analysis shows that those students who play online video games obtain higher scores
on Pisa tests, all other things being equal. “When you play online games you’re solving puzzles to
move to the next level and that involves using some of the general knowledge and skills in maths,
reading and science that you’ve been taught during the day.” The cause of the association
between game playing and academic success is not clear from the research. It is possible that
children who are gifted at math, science and reading are more likely to play online games.
Alternatively, it could be that more proficient students work more efficiently, and therefore have
more free time, making online gaming a marker of possible academic ability rather than
something that actively boosts performance.
VI. Significance of the study

This will discuss the benefits of the following subjects throughout the study.

Students – This will provide us with some knowledge regarding the effects of online games and how it
can affect our academic performance. It will also give us the realization that playing online games can
destroy our mind and maybe take us away from our better future.

Parents – They will profit from this study, since the parents will be aware of the problems of their
children and the effects of online games to their academic performance. It will help them to speak for
their children and motivate them in their studies in order to achieve higher academic performance.

Teacher– The given datas would guide the teachers on what to do to the students who are always absent
on the classes due to hanging out in the computer shop all day. The teachers would be able to understand
on why some student prefer to play online games rather than to study.

Researcher – This is to have a good first impression by demonstrating the excellence of our research and
the sophistication of your analyses and interpretations.It also offers a perfect chance to establish important
matters of style and formatting.

Future Researcher – The ideas presented can be use as reference data in conducting new researches
rather in testing the validity of other related findings. This study also serves as their cross-reference that
will give them a background or an overview through the rest of the study.
VII. Scope and Limitations

The study covers students of SVCI selected Grade 12 students.This study was limited to
Mobile Legends. The researcher will gather information about the possible effects of the selected
online games on students’ academic performance.
A survey will be conducted about the evaluation of the respondents regarding in the study
of the effects of these online games on students’ academic performance in SVCI Grade 12. In a
random order, fifteen selected grade 12 students in SVCI will be given questionnaires to get
information that will be needed in the study. This study will be conducted to determine the effects
of online gaming to students’ academic performance, problem-solving strategy, decision-making
and spatial visualization. The problem-solving strategy, memorization and decision-making
capabilities will be measured through a series of situations and identifications on the
questionnaire.
VIII. Definition of terms

Immerse – To involve oneself deeply in a particular activity or interest.

Computer Game - Any of various games, recorded on cassette or disc for use in a home computer,
that are played by manipulating a mouse, joystick, or the keys on the keyboard of a computer in
response to the graphics on the screen.
Substance abuse -Also known as drug abuse. It is a patterned use of drug in which the user
consumes the substance in amounts or with methods which harmful to others, and is a form of
substance related disorder.
Psychosocial – It is relating to the interrelation of social factors and individual thought and behavior.
Excessive – Which more than is necessary, normal or desirable immoderate, and going beyond what
is usual normal or proper.
Well-documented – Is used to describe something that is known about or known to be true because
there are many documents that describe it.
Adolescents – It’s a transitional stage of physical and psychological development that generally
occurs during the period from puberty to legal adulthood.
Behavioral addiction - is a form of addiction that involves a compulsion to engage in a rewarding
non-drug-related behavior despite any negative consequences to the person's physical, mental, social
or financial well-being.
Video game addiction - is a hypothetical behavioral addiction characterized by excessive or
compulsive use of computer games or video games, which interferes with a person's everyday life.
Health –This is the condition of being sound in body, mind, or spirit She is the picture of health.;
especially, freedom from physical disease or pain nursed them back to health