CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies relevant to the
current investigation. This helped the researchers in conceptualizing the variables
included in the study.

The review also enabled the researchers in determining the extent at which
previous researches have explored this topic which serves as the spring board of the
current research. This part presents various studies that identify, correlates and factors
on these variables.

ONLINE GAME ADDICTION

Today's generation has been very adoptive to technology. In a relatively short

span of time we have been immersed into a high- definition world. But no area of
technology has become as prominent as that of online gaming.

Today's world is one that is largely composed of technology. In a relatively short

span of time we have been immersed in a world of high-definition Clash of Clans, Rules
of Survival, mobile Legends, "green" cars, outrageous thrill rides, 3-D technology, etc.
But no area of technology has become as prominent as that of online gaming.
According to Anand (2007), the penetration of online games into the UnitedStates alone
is huge, with at least 90% of homes having children that have played rented or owned)
video games. This is a record level that continues to increase. 55%of console players
and 66% of online players are over. The college demographic seems to be the major
group of gamers simply because they have a lack of parental supervision and they have
more flexible schedules, allowing for more play time(Anand, 2007). As with any other
innovation in society, the introduction of onlinegames brought the question "What are
the negative effects or consequences?" Smyth(2007) notes that there seems to be an
increased interest in research in the area of video gaming to answer this question. And
there does indeed seem to be much research on the topic in recent years. In
overviewing the research, one main concern seems to be whether the playing of online
games impacts academic performance in a negative or positive way and what those
consequences are. One study done by Anand(2007) found a negative correlation
between the amount of time spent playing online games and the GPA and SAT scores
of students. This means that GPA and SAT scores decreased as time spent playing
increased. However, Anand (2007) did recognize the limitation of using SAT scores
because they represent a one-time standardized score. Using GPA is more credible
because it represents a continuous measurement of school performance. He also found
that males were more prone to these results than females, because males tend to play
online games more. Skoric, Teo, and Neo (2009) went one-step farther and studied
addiction to video gaming versus simple engagement in online gaming. Although no
definitive definition of addiction was given, they found that those addicted to gaming
consistently performed negatively in the academic setting, while there was no negative
correlation between time spent playing or engagement and academic performance.
Shao-I, Jie-Zhi, and Der-Hsiang (2004) also studied physically impacts academic
achievement because the student is too involved in the game to do homework or
prepare academically. There are also others that have found decreased academic
performance in relation to involvement in playing online games. Anderson and Dill
(2007) studied video games and aggression and suggested that not only does gaming
have an impact on performance directly, but it also triggers a higher level of aggression,
which is often linked to problems in school and decreased academic performance.

Wack and Tantleff-Dunn (2009) also found a negative correlation, although the
relationship between GPA and academic performance in their study was not significant.
Jackson et al (2008) found that time spent playing games was a negative predictor of
academic performance and that those who played online games more often had poorer
grades than those who played less.

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

questions that encouraged participants to report different feelings about playing online
games. Some of the negative consequences indirectly related to school performance, in
that participants reported often missing lectures, skipping homework,etc. They also
found that these consequences were more likely to impact males, because males play
more often and were more likely to report losing track of the time while playing.

FOREIGN LITERATURE

A number of studies have examined the role of personality factors, comorbidity

and biological factors, and their association with online gaming addiction. In relation to
personality traits, gaming addiction has been shown to be associated with neuroticism,
aggression and hostility, avoidant and schizoid interpersonal tendencies,loneliness and
introversion, social inhibition, boredom inclination, sensation seeking, diminished
agreeableness, diminished self‐control and narcissistic personality traits, low self‐
esteem, state and trait anxiety, and low emotional intelligence (Griffiths etal., 2012).
 Considering the relatively high frequency of co‐occurring personality,
comorbidity, and biological factors, it is hard to assess the etiological significance of
these associations with online gaming addiction as they may not be unique to the
disorder and further research is needed. Research has also shown online gaming
addiction to be associated with a variety of comorbid disorders. These include attention
deficit hyperactivity disorder, symptoms of generalized anxiety disorder, panic disorder,
depression, social phobia, school phobia, and various psychosomaticsymptoms
(Griffiths et al., 2012). In an experiment by Williams (2006), school performance
increased after the participants dramatically decreased (limited time spent using
technology to 30 minutes per day) their usage of all technology, including online games.
Finally, Jaruratanasirikul, Wongwaitaweewong, and Sangsupawanich(2009)

found that the excessive playing of online games (five hours or more persession)
resulted in school grades that were below a 3.00 average, and that time spent playing
was a predictor of academic performance. They also suggested that video games
indirectly lead to decreased performance through promoting violence. Finally, they
noted that playing video games took time away from school activities, homework, social
interaction, etc. Then there are those in the research field who have come upwith
neutral results.

Smyth (2007) studied the difference between playing massively multiplayer

online role-playing games (MMORPG) and playing other types of online games and
found that even though the MMORPG group reported greater interference in academic
work (such as skipping homework, missing a class, etc) as opposed to the other groups,
overall the groups did not differ in academic performance. Hart et al (2009) used the
Problem Online Game Playing survey to measure four different areas of life,including
academic behavior, impacted by the playing of online games and suggestedthat there
was not a significant correlation in any area. However, there is also plenty of research to
suggest that interactive online games can actually lead to increased academic
performance (Anand, 2007). Jackson et al (2008) found that the usage of games is
causally related to an increase in visual-spatial skills, which often come in handy in the
fields of science, mathematics, technology, and engineering. A study done with
Kindergarteners Din & Calao, (2001) showed that students who played educational
online games on the Sony Lightspan, which is a game systems similar to the Sony
Playstation One, made significant increases over the control group in the learning of
spelling and reading; however, no significant gain was made over the control group in
math. This suggests a facilitative role of playing online games in developing verbal skills
(2001). Smyth (2007) suggested that complex games may lead to academic success by
engaging players in problem solving, critical thinking, and creativity. Skoric et al (2009)
found that while game addiction leads to negative academic performance, moderate
engagement in gaming can lead to improved performance in an academic setting. They
found a positive correlation between game play and English test scores, which suggests
that gaming can actually lead to better test20scores. North Carolina State University is
even experimenting with a synchronousonline graduate course that integrates online
game design with science curriculum(Annetta, Murray, Laird, Bohr & Park, 2008) To
sum up this overview of the recent literature on the relationship between the usage of
video games and academic performance, Anderson and Dill (2000, pg 17) quite apply
state the predicament inresearching this topic: "There is no definitive answer to the
question of whether online games disrupt academic performance." As the literature
review shows, much has been said to support every aspect of the topic, both positive
and negative. The present study seeks to answer the question: Does playing video
games have an impact on academic performance as measured by amount of time
playing and school GPA? This proposal's hypothesis is that as time spent playing
increases, GPA will decrease; also that as levelof cognitive engagement as determined
by number of puzzles/strategy situations encountered increases, GPA will increase.

LOCAL STUDIES ONLINE GAMES/VIDEO GAMES

Playing video games is often associated in our society with poor academic
performance. This anecdotal idea is supported by some research. The effect that
interactive digital media has on the learning process is not completely negative. It is not
that the medium itself is inherently flawed, but much of the information that gets
transmitted through it may be. As was noted in 2008 study on media attention and
cognitive abilities, “content appears to be crucial” Rivera, 2008, p. 63. if the content
being consumed is positive, then positive results can be expected. if the content
isnegative, then negative results can be expected. The study examined research from
many sources in arriving at this conclusion. Students Engagement and Sociological
Effects research on the social effects of video games is also mixed Oliveros, R. P.,and
M. T. Sapio. 2007

Some studies have found that video games are similar to addictions such as
gambling which create negative social effects. Massively multiplayer online role- playing
games (MMORPGs) have been called “heroin ware” because they are “simultaneously
competitive and highly social” (Galvan, 2006, p.383).

Other studies have noted positive aspects of the games such as the ability to
experiment with aspects of individual identity which do not come out in public. One
measure of this which has significant research is that of prosocial behavior. Prosocial
behavior is defined as when one person acts to help another. while research on this
topic is mixed, there is evidence that games which focus on prosocial behavior lead to
prosocial results (Sanchez, 1997).

EFFECTS TO THE ACADEMIC PERFORMANCE OF THE STUDENTS

According to Angeles, M. L. 2004, playing computer games may not be all that
bad for your children. Palma states that educational games can be effective assisting
tools in the educational areas of management, medicine and science. If you choose the
right educational computer games, your child may learn better problem-solving skills
and eye -hand coordination. Your child may also get the ability to think fast and think of
multiple things all at once. Skills obtained from playing computer games may help your
child learn quickly when it comes to his studies. If your child is struggling in one of his
school subjects, there are many educational computer games.

COMPUTER GAME ADDICTION

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

obviously no universally agreed upon list of symptoms. Psychologists in the Philippines,
2005 and other mental health professionals initially adapted the diagnostic criteria for
gambling addiction and used this as a rough assessment tool for computer game
addiction. This classification approach is rarely used today and for better or for worse, it
is essentially up to the individual researcher or clinician to define the symptoms of
computer addiction. Still, there are some signs and behaviors that are almost always
included in definitions of computer addiction, such as: Significant interference with
school, work, or relationships. Often avoiding other commitments to keep playing,
frequently turning down social invitations in favor of gaming, using most or all of one’s
free time for gaming, regularly playing late into the night and which results in poor sleep
habits, Loss of interest in previously enjoyed activities regular gaming “binges” of 8
hours or more nonstop.

LOCAL LITERATURE PHYSICAL SYMPTOMS OF VIDEO GAME ADDICTION

Some of the physical signs or symptoms of video game addiction include:

Fatigue, migraines due to intense concentration or eye strain, carpal tunnel
syndromecaused by the overuse of a controller or computer mouse and sometimes
poor personal hygiene, according to Capuno, 2009.
 SHORT-TERM AND LONG-TERM EFFECTS OF VIDEO GAME ADDICTION

Like any other compulsive disorder, video game addiction can have severe
negative consequences. Though most of the symptoms listed above have short-term
effects, they can lead to more severe long-term repercussions if not addressed properly.
For example, someone addicted to video games will often avoid sleeping oreating
proper meals to continue gaming. While the short-term effects of this may include
hunger and fatigue, it could eventually lead to a sleep disorder or diet-related health
issues. Similarly, those who isolate themselves from others to play video games may
miss out on family events, outings with friends, or other events in the short-term. If this
continues to be a pattern for a long period of time, however, addicts might find
themselves without any friends at all.Other long-term effects of video game addiction to
consider are the financial,academic and occupational consequences involved. Video
games and video game equipment can be very expensive, especially when factoring in
recurring costs such as the high-speed Internet connection required for online
multiplayer games. These games can also be very time-consuming, leaving addicted
gamers with less time to focus on their education or career.

DOTA 2

Dota 2 is a multiplayer online battle arena (MOBA) video game developed and
published by Valve Corporation. The game is a sequel to Defense of the
Ancients(DotA), which was a community-created mod for Blizzard Entertainment's
Warcraft25III: Reign of Chaos and its expansion pack, The Frozen Throne. Dota 2 is
played in matches between two teams of five players, with each team occupying and
defending their own separate base on the map. Each of the ten players independently
controls a powerful character, known as a "hero", who all have unique abilities and
differing styles of play. During a match, players collect experience points and items for
their heroes to successfully defeat the opposing team's heroes in player versus player
combat. A team wins by being the first to destroy a large structure located in the
opposing team's base, called the "Ancient".
 MOBILE LEGENDS: BANG BANG

Mobile Legends: Bang Bang is a multiplayer online battle arena (MOBA) game
designed for mobile phones. The two opposing teams fight to reach and destroy the
enemy's base while defending their own base for control of a path, the three "lanes"
known as "top", "middle" and "bottom", which connects the bases. In each team, there
are five players who each control an avatar, known as a "hero", from their own device.
Weaker computer-controlled characters, called "minions", spawn at team bases and
follow the three lanes to the opposite team's base, fighting enemies and turrets.

RULES OF SURVIVAL

Rules of Survival follows the standard form of the battle royale genre, where
players fight to be the last person (or team) alive. Players can choose to enter the
match in different modes: Solo, Duo, Squad (four players), or a Fireteam (five players).
In either case, the last person or team left alive wins the match. There are two playable
maps in the game: Ghillie Island (120 players, 4.8km×4.8km) and Fearless Fiord (300
players, 8km×8km). There are also different game modes such as the Gold Mode, in
which the player can earn gold, or the Diamond Mode in which players may earn
diamonds throughout the match. The introduction of the Fearless Fiord game map
introduces a new type of match, the Blitzkrieg, in which players will land only on a
certain part of the map equipped with a pistol, a backpack and basic armor. Blitzkriegis
meant to make players clash head-on. The round starts with all players contained in one
location on an island. When the countdown finishes, players will parachute from a plane
onto an island, with procedurally distributed items such as weapons, armors and
medical kits available to be looted, and vehicles to be ridden. Players can also lootkilled
players for their gear. In third-person mode, players can switch between third- person
and first-person perspective. The game also offers first-person mode which forces
players into first-person perspective. As the game time progresses, the game's safe
zone will gradually reduce in size, where players caught outside the zone will take
damage. This increases the chance of encounter, and thus confrontation between
players. Random supply drops will also occur during match, providing random items
which may otherwise not be able to be found during normal gameplay. At the
completion of each round, players will receive in-game currencies based on survival
length, number of players killed by the player and the players level. The currencies can
then be used to purchase supply box containing cosmetic items for character or weapon
customization.
 SYNTHESIS

The reviewed literatures and studies both local and foreign disclosed findings
that are parallel or run counter with one another. The differences with their findings have
been explored in the process of review. The current study involved a different
respondent and approach with focus on the situation of effects of online games in
academic performance among Senior High Students in Santiago Delmo Memorial High
School.