BEHAVIORAL EFFECTS OF VIDEO GAMES TOWARDS

THE STUDENTS OF UNIVERSITY OF MINDANAO-

MATINA CAMPUS

A Research Study
University of Mindanao,
Davao City

In partial fulfillment of the requirement for the Course of

BACHELOR OF SCIENCE IN PSYCHOLOGY

ROGER E. ALEJO
XANDRE KRIS L. LATOG
JODERIC A. NABLO

October, 2019
Chapter I
 Rationale

According to (Wiegman and Schie, 1998; Anderson and Bushman, 2001;

Anderson et al., 2010; Ferguson et al., 2012; Greitemeyer, 2014; Yang et al.,

2014; Fighter et al., 2015). In view of the General Animosity Model (GAM),

Anderson et al. recommended that rough computer games comprise a forerunner

variable of forceful conduct, i.e., the level of introduction to brutal computer

games straightforwardly prompts an expansion of hostility (Anderson and

Bushman, 2001; Bushman and Anderson, 2002; Anderson, 2004; Anderson et al.,

2004). Related longitudinal examinations (Anderson et al., 2008), meta-

investigations (Anderson et al., 2010; Greitemeyer and Mugge, 2014), occasion

related potential examinations (Bailey et al., 2011; Liu et al., 2015), and

preliminaries about adolescent delinquents (DeLisi et al., 2013) demonstrated

that introduction to rough computer games altogether predicts youthful hostility.

Despite the fact that Anderson et al. demanded utilizing the GAM to clarify the

impact of fierce computer games on animosity, different analysts have proposed

elective perspectives. For instance, a meta-examination by Sherry (2001)

recommended that brutal computer games have minor effect on pre-adult

animosity. In the mean time, Ferguson (2007) recommended that production

predisposition (or record cabinet impact) may have suggestions in the impact of
fierce computer games on juvenile animosity. Distribution inclination implies

that contrasted and articles with negative outcomes, those introducing positive

outcomes, (for example, factual noteworthiness) are bound to be distributed

(Rosenthal and Rosnow, 1991). A meta-investigation by Ferguson (2007) found

that after distribution predisposition modification, the related examinations can't

bolster the speculation that fierce computer games are exceptionally associated

with hostility. At that point, Ferguson et al. proposed an Impetus Model (CM),

which is inverse to the GAM. As per this model, hereditary inclination can

prompt a forceful kid disposition and forceful grown-up character. People who

have a forceful disposition or a forceful character are bound to deliver savage

conduct during times of natural strain. Natural variables go about as impetuses

for rough represents a person who have a viciousness inclined character. This

implies despite the fact that nature doesn't cause brutal conduct, however it can

direct the causal impact of science on viciousness. The CM model proposed that

introduction to savage computer games isn't a predecessor variable of forceful

conduct, however just goes about as an impetus affecting its structure (Ferguson

et al., 2008). Quite a bit of studies (Ferguson et al., 2009, 2012; Ferguson, 2013,

2015; Furuya-Kanamori and Doi, 2016; Huesmann et al., 2017) found that pre-

adult hostility can't be anticipated by the presentation to brutal computer games,

yet it is firmly identified with solitary character attributes, peer impact, and

family savagery. Anderson and his colleagues (Forests et al., 2014; Kepes et al.,
2017) proposed there were major methodological weaknesses in the

investigations of Ferguson et al. what's more, redeclared the legitimacy of their

own inquires about. A few analysts upheld Anderson et al. furthermore, censured

Ferguson's view (Gentile, 2015; Rothstein and Bushman, 2015). In any case,

Markey (2015) held a nonpartisan position that extraordinary perspectives ought

not be taken in the connection between rough computer games and hostility.

Truth be told, the connection of brutal computer games to hostility is

confounded. Other than the contention between the over two models about

whether there is an impact, different investigations investigated the job of interior

factors, for example, regulating conviction about animosity and outer factors, for

example, family condition in the connection between vicious computer games

and hostility.

Normative Beliefs About Aggression, Violence Video Games, and

Aggression

Standardizing convictions about animosity are one of the most significant

subjective components affecting youthful hostility; they allude to an appraisal of

animosity agreeableness by an individual (Huesmann and Guerra, 1997). They

can be partitioned into two sorts: general convictions and retaliatory convictions.
The previous methods a general view about hostility, while the last reflects

forceful convictions in provocative circumstances. Regularizing convictions

about animosity mirror the degree acknowledgment of hostility, which influences

the decision of forceful conduct. Concentrates found that regulating convictions

about animosity are straightforwardly identified with hostility. To start with, self-

announced animosity is essentially connected to regulating convictions about

hostility (Bailey and Ostrov, 2008; Li et al., 2015). General standardizing

convictions about hostility can foresee youngsters' physical, verbal, and

circuitous animosity (Lim and Ang, 2009); retaliatory regulating convictions

about hostility can envision juvenile reprisal conduct following 1 year (Werner

and Slope, 2010; Krahe and Busching, 2014). There is a longitudinal transient

relationship of regulating convictions about hostility with animosity (Krahe and

Busching, 2014). Regulating convictions about animosity are fundamentally

emphatically identified with online forceful conduct (Wright and Li, 2013),

which is the most significant deciding element of juvenile cyberbullying

(Kowalski et al., 2014). Young people with high regularizing convictions about

hostility are bound to progress toward becoming domineering jerks and casualties

of customary harassing and cyberbullying (Burton et al., 2013). At last,

regularizing convictions about hostility can altogether foresee the help and

support of onlookers in disconnected tormenting and cyberbullying (Machackova

and Pfetsch, 2016). As indicated by Bandura's social psychological hypothesis

(Bandura, 1989), fierce computer games can start young people's observational

learning. In this circumstance, not exclusively would they be able to emulate the

forceful conduct of the model yet in addition their comprehension and adequacy

about animosity may change. Along these lines, regulating convictions about

hostility can likewise be a middle person between savage computer games and

youthful animosity (Duan et al., 2014; Anderson et al., 2017; Huesmann et al.,

2017). Studies have demonstrated that the interceding job of regularizing

convictions about hostility isn't affected by elements, for example, sexual

orientation, earlier animosity, and parental checking (Gentile et al., 2014).

 Statement of the Problem

The study aimed to know and understand the behavioral effects of video

games towards the students of University of Mindanao- Matina Campus.

Specifically, it seeked to answer the following questions:

1. In what way do video games effect the behavior of the students?

A. Positive

B. Negative

2. Which types of video games do most students play?

A. Action Games

B. Moderate Moving Methodology Games

3. What are the demographic profiles of the respondents in terms of:

a. Frequency of playing online game

b. Average time span of playing online games

c. Length of period of playing online games (since they’ve started)

 Research Questions

Part I. BEHAVIORAL EFFECTS OF VIDEO GAMES TOWARDS THE

STUDENTS OF UNIVERSITY OF MINDANAO- MATINA CAMPUS

Directions: Kindly check (✔) if your answer is:

5- Strongly Agree (I strongly agree in the statement)

4- Agree (I agree in the statement)
3- Neither Agree (I agree somehow in the statement)
2- Disagree (I disagree in the statement)
1- Strongly Disagree (I strongly disagree with the statement)

5 4 3 2 1
Statement
1. Do you often play computer
games on your spare time?
2. Do computer games affect your
mental health?
3. Do you feel about violence when
you play video games?
4. Do you visit internet cafe when
your friends invites you to go there?

5. Do you visit internet cafe when

you are encouraged by friends?
 Review of Related Literature

Video Games

Playing computer games is frequently related in our general

public with poor scholarly execution. This recounted thought is

upheld by some exploration. A recent report found a negative

connection among's GPA and time spent playing computer games

(Anderson and Dill, 2000). The relationship was generally little. Time

alone represented a 4% change in GPA, yet the discoveries are

noteworthy. In any case, a few more established examinations fight

that the aftereffects of research have been blended. A recent report

recommends that "there is no unmistakable causal connection

between computer game playing and scholastic execution" (Emes,

1997, p. 413). It proceeds to state that the examination is "inadequate

and conflicting" (Emes, 1997, p. 413).

The impact that intuitive computerized media has on the learning

procedure isn't totally negative. It isn't that the medium itself is

inalienably imperfect, however a great part of the data that gets

transmitted through it might be. As was noted in a recent report on

media consideration and intellectual capacities, "content seems, by all

accounts, to be essential" (Schmidt and Vanderwater, 2008, p. 63).

On the off chance that the substance being expended is sure, at that

point positive outcomes can be normal. In the event that the

substance is negative, at that point negative outcomes can be normal.

The investigation analyzed research from numerous sources in

landing at this end.

Student Engagement and Sociological Effects

Research on the social impacts of computer games is additionally

blended (Allison, Wahlde, Shockley, and Gabbard, 2006). A few examinations

have discovered that computer games are like addictions, for example, betting

which make negative social impacts. Greatly Multiplayer Online Pretending

Games (MMORPGs) have been designated "heroinware" on the grounds that

they are "at the same time aggressive and exceptionally social" (Allison,

Wahlde, Shockley, and Gabbard, 2006, p. 383). Different investigations have

noted positive parts of the games, for example, the capacity to try different

things with parts of individual character which don't turn out in broad daylight.

MMORPGs have been reprimanded for hampering scholarly and work

execution. The FCC has explicitly blamed World for Warcraft, one of the most

famous games, as prompting school dropouts (Somaiya, 2009). Understudies

can wind up fixated on these games and become withdrawn from schools,
companions, and life when all is said in done. Computer games can likewise

have positive social impacts. One proportion of this which has critical research

is that of prosocial conduct. Prosocial conduct is characterized as when one

individual acts to support another. While explore on this subject is blended,

there is proof that games which spotlight on prosocial conduct lead to prosocial

results (Schie and Wiegman, 1997).

Intelligence Benefits

As per All Scholastic Exploration, playing PC games may not be such

awful for your youngsters. Peng Wei expresses that instructive games can be

viable helping apparatuses in the instructive regions of the executives,

prescription and science. On the off chance that you pick the privilege

instructive PC games, your youngster may adapt better critical thinking abilities

and eye-hand coordination. Your youngster may likewise get the capacity to

think quickly and think about different things at the same time. Abilities got

from playing PC games may enable your youngster to adapt immediately with

regards to his examinations. On the off chance that your kid is battling in one of

his school subjects, there are numerous instructive PC games accessible for

him. There are math and perusing related games that may help support your

kid's aptitudes. These games can be both fun and instructive for your kids.
 Theoretical Framework

Complex learning theory proposes that connecting the specific situation, task

and student are basic to the human learning process (Barab and Plucker, 2002;

Davis and Sumara, 2006). In this research we look at how computer games,

inspected from an complexity thinking framework, empower us to comprehend

learning as an unpredictable and emanant process, a continuous fluid

connection between close to home knowing and aggregate information as the

student/player observes and acts in the observed world. Learning in computer

games turns into a information-action coupling (Chow eComplex learning

theory proposes that connecting the specific situation, task and student are basic

to the human learning process (Barab and Plucker, 2002; Davis and Sumara,

2006).

In this research we look at how computer games, inspected from an complexity

thinking framework, empower us to comprehend learning as an unpredictable

and emanant process, a continuous fluid connection between close to home

knowing and aggregate information as the student/player observes and acts in

the observed world. Learning in computer games turns into a information-action

coupling (Chow et al., 2007; Davis and Broadhead, 2007; Renshaw, Davids,
Shuttleworth, and Chow, 2008) where players' ability to comprehend game

play, to act effectively and to deal with complex learning is empowered through

communication in the game, exchange with different players, and earlier

understandings from comparable computer games. Complexity theory centers

around versatile, self-sorting out frameworks where taking in rises up out of

encounters that trigger physical and social changes in students.

 Significance of the Study

The significance of this study is to identify and determine the behavioral

effects of students in University of Mindanao- Matina Campus in playing video

games.

To the Parents, it will serve as basis to help share with other

parents the information about certain games or ideas to help each other in

parenting. Also it will help them understand the behaviour and study habit of

their children when they’re engaged into such activity.

To the Teachers, it will provide additional knowledge on what strategy

to use to educate students about the well-known effects of online gaming to
students’ academic performance, problem-solving strategy, decision-making
and spatial visualization.
 Scope and Limitation/Delimitation of the Study

The researcher conduct the study and it was limit to the behavioral

effects of the students in University of Mindanao- Matina Campus.

The study covers students of UM selected any year level students. This
study was limited to DOTA2, 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 of students of UM. In a random order, fifteen selected
by gender students in UM 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.
 Definition of the Terms

Game Addiction - is an excessive or compulsive use of computer games or

video games, which interferes with a person's everyday life.
Gamer - is a person who plays a game or games, typically a participant in a
computer or role-playing game.
Video Games- is a high visual graphic thing that can play in any pc or gadgets.

Behavioral Effects- Some of effects poor performance in school,

negative character as a person and can't handle time management.
 Chapter Two

RESEARCH METHOD

Research Design

This study would be using the descriptive qualitative research design. It

was a descriptive survey design since it assessed the behavioral effects of the

video games towards the student.

Respondents/ Participants

The study would be random done from three different year level

Research Locale

This study was conduct in University of Mindanao- Matina Campus.

 Research Instrument

The researcher used a self-made instrument to the selected students in

University of Mindanao- Matina Campus. The researcher-made a questionnaire

checklist to gather the needed information, giving the respondents the

anonymity. The instrument was authorized to obtain the valid responses of the

respondents.

Data Gathering Procedure

The researcher first formulated a letter to the students to allow the

researcher to conduct a survey questions in the school campus. After which, the

researcher will asked permission to the students of University of Mindanao

Matina Campus to be the respondents of this study and gave them set of

questionnaires to be answered if they not busy. The respondents answered the

questionnaires, then retrieved by the researcher and tabulated, interpreted and

analyzed.

Statistical Treatment

The following statistical tools were used in the analysis and

interpretation of the data.

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