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Chapter I

THE PROBLEM

Background of the Study

Cyberspace is one of the most important inventions and ingenious

development in recent history. It is an excellent tool for us in accessing

information on a global scale, necessary for our studies, work, etc. We can

communicate with every corner of the world with just a simple internet

connection. Its potential is boundless. According to the Internet World Statistics,

as of March 25, 2019, there are 56.3 % of users of the internet worldwide and

55% of the accumulative percentage are Asians. Therefore, there is inveterate

usage of the internet on the planet.

Cyber Gaming is a recently created leisure playtime and includes a variety

of online and offline games that are easy to access and download. From

Counter-Strike in 1999 to Mobile Legends, the most popular game today, these

online video games are either partially or primarily played through the Internet or

any other computer network available (Rollings & Adams, 2006). Online games

are ubiquitous on modern gaming platforms, including PCs, consoles, and mobile

devices, and span many genres, including first-person shooters, strategy games,

and massively multiplayer online role-playing games (Quandt & Sonja, 2014).

The design of online games can range from simple text-based environments to

the incorporation of complex graphics and virtual worlds (Hatchman, 2015).

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Thus, Online gaming is one of the most widely used leisure activities for

many people. Teenagers who play these online games say that they are playing

these games just for fun, to keep away from the heat of the sun, without knowing

that the consequences and effects resulting from playing these games are

greater than they realize (Robinson, 2016). Playing online games, according to

some research, is beneficial. They enable the mind of the players to be more

active, especially with puzzle-based games and they help the player to make

decisions in tight situations, especially those adventure games that keep the

player alert, active and strategic. Playing these types of games allows them to

experience a variety of different feelings because it is as if the player is really the

one taking on the virtual challenges.

Despite those benefits, playing these games also brings negative effects.

It requires much of the player's time, leaving school activities and homework un-

attended. (http://www.oppapers.com). Online game culture sometimes faces

criticism for encouraging an environment that might promote cyberbullying,

violence, and xenophobia. Some are also concerned about gaming addiction or

social stigma (Rouse & Margaret, 2015). Online games have attracted players

from a variety of ages, nationalities, and occupations. The online game content

can also be studied in a scientific manner, especially gamers' interactions within

virtual societies in relation to the behavior and social phenomena of everyday life.

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

dynamically in every age group as well. So far, anyone virtually can go on a

computer and punch through the keys and mouse to get a high score, chat with
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players, get the model items, and level up as fast as possible which seems to be

no limitation or restriction to online gaming’s far-reaching influence, even

extending to the use of vulgarity.

Internet cafés have become not just game hubs. They are becoming

centers of addiction among the youth, mostly boys, including elementary and

secondary students. According to one concerned Internet café entrepreneur,

“Internet cafés are seducing youths to a new form of addiction, one which may

not destroy their bodies as drugs do, but which is certainly twisting their minds.

To the young play is reality and reality is play” (Maslog, 1998).

According to research from the Entertainment Software Association, 70%

of families have at least one child who plays video games. Therefore, we cannot

deny that our children, nieces/nephews, siblings, and even ourselves are often

drawn to cyber games, which sometimes leads us to forget our priorities.

Occasionally, it is difficult to please our children, because if they are not playing

cybergames, they are busy on social media, Tiktok, or even doing a dance cover,

etc. Do we ever ask ourselves that perhaps it will harm their capacities or even

their brain? Does their vulnerability to cyber games impact affect their

performance in school and influence attitude and behavior?

A student’s time is divided between study, social media, and playing

Cybergames. Do our students no longer find joy and fulfillment in our educational

system? How can we push the “EduKalidad” if they are close-minded to the

importance of education, which we believe is paramount?

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Pearson once said, “It is not a secret that a good education has the power

to change a life”. What is new is the demand for that change. A highly educated

individual is probably very likely to get a good job. It is extremely important for

employment, and uneducated people are probably at a huge disadvantage when

it comes to jobs. It seems like many poor people improve their lives with the help

of education (Toppr.com). It is now a challenge to us in the education sector how

we make learning and, our school more interesting and happier without or

minimal use of social media and cybergames that influence the attitude and

academic performance of our learners in the long-run.

Many cyberspace users impact their social life most negatively with

respect to their education opportunities, wherein their parents have starved

themselves just to provide for their educational needs believing that it is the way

they can change our life. The behavior and academic performance of the

students are in danger wherein the time slot for their education is lesser than the

time allotted for their cyber life. The social, personal, and school obligation is

somehow compromised.

Online gaming can provide quality social interaction; however, there is

also a darker side from cyber bullying to online predators to hidden costs,

especially with respect to children (www.kaspersky.com). Nonetheless, Cyber

games and social media use is boundless and there is much-unfiltered

information that will harm and influence the attitude and behavior of our children,

emotionally, physically, and psychologically. With this in mind, I became very

motivated to conduct a study on the influence of the cybergames on the social

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interaction and academic performance of Junior High School learners in Sanlibo

National High School. What is the extent of cybergaming’s influence on the social

interaction and academic performance of the learners?

Statement of the Problem

This study aims to determine the academic influence of the influence of

cybergames on the social interactions of Junior High School students.

Specifically, the study seeks to answer the following problems:

1. What is the demographic profile of the students in terms of:

a. Age;

b. Sex;

c. Grade Level;

d. Game Platform;

e. Average time in playing cyber games;

f. Type of player;

g. Name of Cyber games played;

h. Family background in terms of:

h.1. Father’s educational attainment;

h.2. Mother’s educational attainment;

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h.3. Father’s occupation;

h.4. Mother’s occupation;

h.5 Monthly family income?

i. Academic Performance

i.1. Quarterly average grade of the learners;

i.2. Awards and recognition received?

2. What is the academic performance of the Junior High School Students?

3. What is the extent of influence of cybergames on Social Interactions along:

a. Peers/friends/classmates;

b. Teachers;

c. People in authority;

d. Adults/ People in the community;

e. Parents/Family?

4. Is there a significant relationship between academic performance and the

influence of cybergames on the social interactions?

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Null Hypothesis

The following null hypothesis will be tested at a 0.05 level of significance.

1. There is no significant difference in the perceived influence of

Cybergames on academic performance between groups.

2. There is no significant difference in the academic influence in the

influence of cybergrames in the social interactions between groups

Significance of the Study

Education is considered one of the most significant contributions to society

in the world; it is indeed a right that each one of us should experience.

Nowadays, achieving an education is made even more challenging for

youngsters due to the influences of the world of cyberspace. Youngsters are

happier playing cyber games rather than reading books. Many scholars

emphasize that it leads to the slow development of a child because it will affect

the psychological, mental, and physical aspects of users.

This study in general provides insights and presents the influence of cyber

games on the social interaction and academic performance of the learners.

Specifically, the researcher strives for the results of the study to be valuable to

the following:

Sanlibo National High School Teachers and Administrators- The

finding will provide information on what extent the influence of cyber games has
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on the behavior and academic performance of the learners as well as provide the

basis for actions and interventions addressing the issue.

Government and Non- Government Organizations (NGOs)- The finding

of the study will make them aware and offer a basis for addressing and

implementing programs that help the DepEd, teachers, and other stakeholders in

combatting the negative influence of cyber games on the attitude and academic

performance of the learners.

Department of Education and other Educational Institutions- The

finding will provide them with vital insights to supply the needed information in

supporting and guiding action to those learners and out-of-school youth(s), as

well as those addictively involved in cyberspace.

Students- The results will enlighten them about the implications

associated with cyber games and its impact on attitude and academic

performance and cyber addiction.

Researcher(s) - This study will give the researcher reliable information as

to the influence of cyber games on the behavior and academic performance of

the learners.

Future Researcher(s) – This study will better elucidate the influence of

cyber games on the behavior and academic performance of learners and may be

used as a reference for a similar study.

Family- It will serve as enlightenment and awakening to this most basic

and vital unit of society on the impact of cyber games on the behavior and

academic performance of their child.

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Scope and Delimitation of the Study

This study determines the academic influence of the influence of

cybergames on the social interactions of junior high school students. These

students are from Sanlibo National High School at Bayambang, Pangasinan

school year 2022-2023. Additionally, not only will the study gather substantial

information on each junior high school learner such as their demographic, player

and academic profile, academic performance, and the extent of cybergames on

their social interaction; but, it will also delimit boundaries regarding the influence

of cybergames on the social interactions of junior high school students in terms

of their friends, family, and other significant others.

Definitions of Terms

To guide the readers in understanding the study, the following terms are

defined operationally and lexically:

Cybergame- Media Vision describes cyber games as electronic sports

events where participants compete in electronic games using the most

popular console platforms in the world. Operationally, these are the games

played on the internet or cyberspace and offline mode.

Cyberspace- Oxford Dictionary defines it as a concept describing a

widespread, interconnected digital technology. Others consider

cyberspace to be just a notional environment in which communication over

computer networks occurs. In this study, cyberspace is the environment of

the internet used by gamers.

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Social Interaction-. Psychology Dictionary defines it as a process of

reciprocal stimulation or response between 2 people. It develops

competition, and interaction, and influences social roles and status and

people for social relationships. In this study, it is a social relation or

interface done by the respondent between different people in their life.

Behavior- The actions and mannerisms made by individuals, organisms,

systems, or artificial entities in conjunction with themselves or their

environment, which includes the other systems or organisms around as

well as the (inanimate) physical environment. It is the computed response

of the system or organism to various stimuli or inputs, whether internal or

external, conscious or subconscious, overt or covert, and voluntary or

involuntary Khale (2014). In this study refers to how one acts or conducts

oneself, especially toward others. In this study, this is the result of actions

resulting from their attitude.

Academic Performance- Lexically, Academic Performance refers to the

measurement of student achievement across various academic subjects

using classroom performance, graduation rates, and results from

stakeholders. In this study, Academic Performance is the involvement,

participation, and performance of the respondents in their classroom or

school at large measure through descriptive value and factors indicated in

the study.

Peers- A peer is someone who is at your own level at your workplace or

college. In this study, it refers to people who are at the level or who share
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some experience or identity with the respondents like their friends, and

classmates.

Teachers- According to Oxford Dictionaries, a teacher is “a person who

teaches, especially in a school”. While in this study, refers to an immediate

person in their classroom who teaches and provides learning activities and

performances.

People in Authority- In this study, is a person directly vested with

jurisdiction, This includes barangay captains, police officers, and the

mayor.

Adults- According to some dictionaries it is a person who is fully grown or

developed. In this study, it is defined as a person not on the same level in

terms of age or outside of their peers.

Family- According to wikepedia.com, family is a group of people related

either by consanguinity or affinity. In this study, it is defined as an

immediate person like their mother, father, and their guardian.

Platform Games- It refers to the video game genre or subgenre of action

or video games (https://en.wikipedia.org/wiki/Platform_game). In this

study, it refers to a platform used by the gamer, via cellphone, PSP,

laptop, and so on.

Online Game- It is a video game that is either partially or primarily played

through the Internet or any other computer network available (Rollings &

Adams, 2006). In this study, It refers to a cybergame played over a

network usually the internet or equivalent technology.

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Offline Game- When a computer or other device is not turned on or

connected to other devices, it is said to be "offline." This is the opposite of

being "online," when a device can readily communicate with other devices

(techterms.com). Operationally, it refers to games that would not require

any internet or equivalent technology.

Groups- Lexically, it is several people or things that are located close

together or are considered or classed together. In this study, Groups are

either those learners who are playing cyber games or those who are not.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which

provided the researcher direction, guidance, and references in the formulation of

the design and procedure in the conduct of the present study.

Related Literature

Internet and Gaming Addiction: A Systematic Literature Review

of Neuroimaging Studies

In the past decade, research has accumulated suggesting that excessive

Internet use can lead to the development of a behavioral addiction. Internet

addiction has been considered a serious threat to mental health and the

excessive use of the Internet has been linked to a variety of negative

psychosocial consequences. This review aims to identify all empirical studies to

date that used neuroimaging techniques to shed light upon the emerging mental

health problem of Internet and gaming addiction from a neuroscientific

perspective. Neuroimaging studies offer an advantage over traditional survey and

behavioral research because, with this method, it is possible to distinguish

particular brain areas that are involved in the development and maintenance of

an addiction. A systematic literature search was conducted, identifying 18

studies. (Kuss & Griffiths, 2012)

These studies provide compelling evidence for the similarities between

different types of addictions, notably substance-related addictions and Internet

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and gaming addiction, on a variety of levels. On the molecular level, Internet

addiction is characterized by an overall reward deficiency that entails decreased

dopaminergic activity. On the level of neural circuitry, Internet and gaming

addiction led to neuroadaptation and structural changes that occur as a

consequence of prolonged increased activity in brain areas associated with

addiction. On a behavioral level, Internet and gaming addicts appear to be

constricted concerning their cognitive functioning in various domains. The paper

shows that understanding the neuronal correlates associated with the

development of Internet and gaming addiction will promote future research and

pave the way for the development of addiction treatment approaches.

Research suggests that excessive online gaming may lead to symptoms

commonly experienced by substance addicts. Since games are particularly

appealing to children and adolescents, these individuals may be more at risk for

developing gaming addiction than other groups. Given these potential concerns,

a literature review was undertaken to present the classification basis of online

gaming addiction using official mental disorder frameworks; to identify empirical

studies that assess online gaming addiction in children and adolescents, and; to

present and evaluate the findings against the background of related and

established mental disorder criteria. Empirical evidence comprising 30 studies

indicates that for some adolescents, gaming addiction exists and that as the

addiction develops, online gaming addicts spend increasing amounts of time

preparing for organizing, and gaming. Evidence suggests that problematic online
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gaming can be conceptualized as a behavioral addiction rather than a disorder of

impulse control.

The excessive use of the Internet has been linked to a variety of negative

psychosocial consequences. These include mental disorders such as

somatization, obsessive-compulsive and other anxiety disorders, depression, and

dissociation, as well as personality traits and pathologies, such as introversion

and psychoticism. Prevalence estimates range from 2% to 15%, depending on

the respective sociocultural context, sample, and assessment criteria utilized.

Internet addiction has been considered a serious threat to mental health in Asian

countries with extensive broadband usage, particularly South Korea and China.

Johansson & Götestam, 2004 in their study “Internet addiction:

characteristics of a questionnaire and prevalence in Norwegian youth (12-

18 years)” found that the use of the Internet has increased considerably during

the last few years, and there are also some clinical observations that some

people 'get hooked', and develop an Internet addiction. An epidemiological study

was performed in a representative sample of the Norwegian youth population (N=

3,237; response rate 45.2%). The proportion not using the Internet was only

4.9%, while 35.8% were non-frequent users, and 49.6% (1,591) were frequent

(weekly) users. The used of the Internet is on the mean 4.3 hours a week. A

mean of 1.98% (boys 2.42%, girls 1.51%) could be described as having an

'Internet addiction' according to the criteria in the Diagnostic Questionnaire of

Young (1998), and an additional 8.68% (in sum 10.66) were considered to have

an at-risk Internet use rate (boys 9.21%, girls 8.13%). If these proportions were
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calculated on individuals who used the Internet frequently, 4.02% fulfilled 5

criteria, and an additional 17.66% 3-4 criteria, giving quite high figures of

problematic Internet use (in sum 21.68). The different diagnostic criteria gave a

broad range of affirmative answers (from 0.4% to 27.9%). The results have

important implications for further studies of prevalence, implementation of

preventive measures, and the development of treatment approaches for Internet

addiction.

Guan, 2009 observed that the Internet has become all pervasive in the

lives of young people and this paper will review studies that examine the risks

and opportunities that it affords. We will examine research that investigates the

more negative aspects of youth online behavior such as addiction as well as

online risks such as harassment/cyber bullying and sexual solicitation. In

addition, positive aspects of Internet use such as its potential for learning and

enhancing social relations as well as delivering health interventions will be

examined.

Guan found out in his study “Youth Internet use: risks and

opportunities,” that online risks such as addiction, cyber bullying, and sexual

solicitation are associated with negative consequences for youth. It is important

to note that not all children are equally susceptible, and more research is

necessary to identify the youth most at risk as well as to develop effective

interventions. The Internet can also provide benefits in the areas of cognitive,

social, and physical development, and can also be used to deliver treatment

interventions.
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Hence, The Internet represents both risks and opportunities for young

people. To protect youth who are at risk for online addiction, bullying, and

solicitation, we need more research to understand which youth may be most

susceptible and to develop targeted interventions to protect them. The Internet

also has many positive aspects and can be used to enhance youth learning and

empowerment; although it is a tremendous health resource and can be used to

cheaply deliver interventions, we need to understand how to better implement

them to enhance their effectiveness.

Many journal articles have shown that addiction to the internet and

cybergames is inevitable among today’s youth and is a big influence on their

behavior and attitude. Nonetheless, let us examine some journals and articles

regarding the impact or influence of the cyber world, especially cybergames, on

the academic performance of learners.

Dumrique & Castillo, 2017 conducted a study on “Online Gaming:

Impact on the Academic Performance and Social Behavior of the Students

in Polytechnic University of the Philippines Laboratory High School” to

assess and learn the impact of online gaming on the academic performance and

social behavior of the students in the Polytechnic University of the Philippines-

Laboratory High School. Furthermore, this study sought answers on the

significant relationship between playing on-line games and academic

performance and the social behavior of the students. The study revealed that

boys are more often single players, compared to girls who frequently play games

that require three or more players, such as League of Legends, Clash of Clans,
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Crossfire, and too many more to mention. It is also stated that those who play

online games are around 14-15 years old and believed to be in the Grade 8 level.

The students who often play games have an average weekly allowance of 101

pesos to 500 pesos. Playing online games does not affect their grades badly, for

they know how to limit themselves. They know that they need to control

themselves to function well in their class, which is why they only play games

during vacations and weekends when they have a lot of time, compared to when

they have classes.

Even though they play online games; they know how to socialize well, and

they can do very well when it comes to academic performance. However, it is

unavoidable not to play even for half an hour especially when they are

accustomed to it. Therefore, it is just a matter of discipline.

It is incontrovertibly debatable that playing online games provides them

with something that no one can give. According to some research, it is beneficial.

It enables the mind of the players to be more active, especially those puzzle-

based games. Furthermore, it helps the player to come up with decisions in tight

situations, especially those adventure games that require the players to be alert,

active, and strategic.

Unexpectedly, learning takes place, but the inappropriate usage of playing

online games also leads to some problems such as being distracted in school.

Further, it is when the attention of the child is divided into cybergames and

schooling that even their health and social life are unknowingly affected.
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Several studies in psychology have found that increased time spent on the

Internet can lead to a negative impact on a person's ability to communicate

appropriately during face-to-face interactions-with friends, peers, and family

members, including parents. Studies revealed that the human brain is easily

harmed and one of the causes is using can be the improper use of technology.

The education system tends to go with the flow with this constant change in

society to remain current and relevant with the generations of today. The

researchers felt the need to determine the impact of online gaming on students'

academic performance and social behavior. The purpose of this study is to

discover the implications of online gaming on the academic performance and

social behavior of students.

According to the result of the study of Dumrique & Castillo, in terms of

playing online games, the overall weighted mean is 3.08 which lies on the verbal

interpretation of “Sometimes”. And with the indicators “I play on-line games only

on week-ends” and “I repeatedly play on-line games after losing” gathered 3.37

interpreted as “often” got the highest mean.

While the level of assessment of the respondents on playing online games

in the aspect of the number of hours spent playing was assessed as 3-5 hours

with a weighted mean of 2.75.

On the other hand, in the types of games played, `League of Legends' got

the highest mean which is 3.48 interpreted as “Sometimes”. Generally, 2.38 is

the computed grand mean of types of games played and considered as “seldom”

in verbal interpretation.
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However, the self-assessment of the respondents in playing On-Line

Games on their Social Behavior got an overall weighted mean of 3.2 and arrays

that the verbal interpretation of all the indicators show that the students from

Grade 7- Grade 10 assessed that they all agree to do the listed indicators. This

shows that even after playing online games it does not affect their social behavior

and it has a positive effect.

As per the academic performance of the respondents, the result shows

that from the 126 responses, most (68 or 53.97%) of the students that play online

games obtain a grade ranging from 86-90 interpreted as “Good”. Followed by 49

respondents (38.89%) maintaining a grade ranging from 81 to 85 with a

description of “satisfactory”. Next is the grade ranging from 91 to 95 which means

“Very Good” compromising the second to least percentage of participants, (7 of

the respondents or 5.56%). Lastly, the remaining smallest group consists of 2

students, or 1.59%, with a grade ranging from 75 to 80.

In terms of the frequency of playing online games and the respondent's

social behavior, the indicators `I play on-line games before going to bed' got a

computed p-value of 0.040, and `I play on-line games only on weekends

obtained a p-value of 0.002 which is less than the level of significance of 0.05.

This means that the null hypothesis is rejected and is significant in this study;

and, all remaining variables resulted as “not significant”.

On the other hand, the relationship between the number of hours of

playing and the social behavior of the respondents does not appear significant,

since all of the p-values are greater than the level of significance of 0.05.
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While in terms of the types of on-line games being played and their

relationship to the social behavior of the students, it reveals that the null

hypothesis has been rejected with p-values of Minecraft (0.030), Defense of the

Ancient (0.019), Farmville (0.014), Smite (0.014), and Candy Crush (0.004), all of

which are lower than the level of significance of 0.05.

Lastly, with respect to the frequency of playing on-line games and the

academic performance of the respondents, the only indicator that has

significance is “I play on-line games only on week-ends”, which obtained a p-

value of 0.026 which is lower than the level of significance of 0.05 and indicates

that the null hypothesis is rejected. This reflects the good grade of the

respondents even when they play online games.

In all types of online games being played by respondents and their

academic performance, the result of their p-value is higher than the level of

significance 0.05 therefore the null hypothesis is accepted.

Likewise, regarding the number of hours playing on-line games and its

relation to academic performance, all indicators had p-values higher than the

level of significance of 0.05 relating to not significant, resulting in its null

hypothesis being accepted.

Meanwhile, since most of the student respondents are male and they are

more frequently engaged in playing online games, the school administrators and

teachers in collaboration with the parents might consider promoting physical

health, sportsmanship, camaraderie, and pro-social skills to the students instead

of getting engaged with online games.

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Further, Parents-Teachers Association strengthens all their duties and

responsibilities, as one of the main partners of the school. For example, the

teacher might consider notifying the parents about the academic performance

and social behavior of the students inside the school facilities and collaborating

for the best intervention. This association can strengthen the home and school

partnership by supervising the students' activities.

“The Impact of Video Game Playing on Academic Performance at A

Community College by McCutcheon & Campbell, 2006 had much controversy

about video game centers, concerning their impact on academic performance.

Corresponding groups of community college students, differing in the amount of

their game‐playing, were compared on selected academically‐related variables in

two studies. Frequent game‐players were not more likely to absent themselves

from psychology classes than infrequent players. There was no significant

difference between frequent and infrequent players on a measure of locus of

control, or GPAs. However, infrequent players received significantly higher

scores on psychology exams. The discrepancy between GPA results and results

on psychology exams was discussed and recommendations were made for

future research.

Palconit & Ponce, 2017 in their study “ONLINE GAMES EFFECTS ON

THE ACADEMIC PERFORMANCE OF GRADE 11 ABM STUDENTS”

discovered that the majority of the respondents were online games users and

some of the responders stated they play online games to relieve school-related

stress. The majority of the respondents stated that they play online games just
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for entertainment which therefore appeared to be the leading motivation for their

online game playing.

The effects of online games on academic performance as perceived by

ABM students in terms of academic performance said that online game is not the

main reason for failed grades. Therefore, online games are not a hindrance to

the academic performance of ABM students.

Gaming frequency, time, and types of gamer

The gaming frequency and the amount of time spent on playing video

games have been studied for years frequently in association with gaming

addiction (Daniel Luke King 2012; Ko et al. 2009), psychological constructs (e.g.,

self-concept clarity, self-control, and flow) (Khang et al. 2013; Lee et al. 2012),

negative consequences (e.g., missing school work) (Hellström et al. 2012), and

even academic performance or learning outcome (Furió et al. 2013; Ip et al.

2008).

Ip et al. (2008) analyzed the relationships between gaming frequency and

academic performance among 713 students. The study found that frequent

gamers, who spend more than 2 hours per day playing video games, performed

less well than infrequent gamers. Hellström et al. (2012) examined the

relationship between gaming time, motives to play, and negative consequences

resulting from playing massively multiplayer online role-playing games

(MMORPGs). They recruited 7,757 Swedish adolescents and had them complete

a questionnaire and found that time spent on gaming was related to negative

consequences, e.g., “less sleep due to gaming.” Ventura et al. (2012)

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constructed an online survey with 252 undergraduate students and a positive

indication was found between video gameplay and academic performance. i.e.,

students who spent 11-50 hours playing video games had significantly higher

GPAs than students who spent 0-10 hours playing video games.

Types of gamers are associated with the frequency and amount of time a

player has spent playing video games; however, the segmentation between

types of gamers has not been significantly, rigorously studied. Two types of

gamers, casual and hardcore gamers, have been growing rapidly in recent years.

Kuittinen et al. (2007) discussed the characteristics and differences between

casual and hardcore gamers. For example, hardcore gamers play extremely

competitive games and require a much higher degree of involvement than casual

gamers.

Gaming genre and platform

A game genre, a type of game, is classified based on how gamers interact

with a game. For example, an action game, e.g., first-person shooters, usually

involves physical challenges, which require gamers to react to the game scenario

swiftly to achieve goals or to overcome obstacles. The first book dedicated to

computer and game design is the Art of Computer Game Design by Chris

Crawford (Crawford 1984). He recognizes gaming genres change quickly so a

complete taxonomy of gaming genres is difficult to develop. Ventura et al. (2012)

investigated the relationship between video gameplay, game genre preference,

personality, and GPA with 319 university students. Both positive and negative

relations were found between video game genre preference and academic
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performance. For example, two significant negative correlations to GPA are

social media and shooter types of games. In addition, Ip et al. (2008) found that

the number of genres played is associated with academic performance in

examinations. I.e., gamers who play four or more game genres generally perform

less well in examinations.

The electronic devices or systems used to play video games are called

video game platforms. The well-known gaming platforms include personal

computers, consoles, e.g., Nintendo’s Wii, Sony’s PlayStation, and Microsoft’s

Xbox, and even mobile devices, e.g., Android-based and iOS devices. Appel

(2012) conducted a study to examine the association between adolescents’

computer and Internet activities and computer literacy, knowledge, and skills to

complete tasks involving computer technology. Two hundred participants were

recruited at secondary schools in Austria and hierarchical regression analyses

were conducted. The study found that an increase in video game playing on a

personal computer was associated with higher scores on computer knowledge.

Self-control and flow

Self-control, sometimes called self-regulation, is the ability to control

emotions, anxiety, and behavior to gain possible rewards or avoid punishment

(Timpano et al. 2013). LaRose et al. (2003) describe deficient self-regulation as

diminishing consciousness of self-control due to a lack of awareness and

attention to behaviors. Khang et al. (2013) found that self-control affected users’

flow and addiction to mobile phones, the Internet, and even video games. A
 26

detailed distinction of those psychological factors is beyond the scope of this

study; however, it is worth including the factors in our survey questions.

Psychological factors, e.g., flow and self-control have been frequently

studied in gaming addiction and gaming behaviors. Flow, proposed by

Csikszentmihalyi (1991) which has been studied for over 30 years, is the mental

state of immersion or concentration in an activity. Playing games can give rise to

a state of flow which leads to the loss of self-consciousness and sense of time

(Csíkszentmihályi 1975; Liu et al. 2013). The association between flow and

video-game playing has been studied in nascent studies with different findings.

For example, it was found that the flow was not related to the amount of time

spent playing video games (Lee et al. 2007) and to online game addiction (Wan

et al. 2006). However, Lee et al. (2012) surveyed a sample of 330 students

drawn from a university in the northwestern U.S. and found that instances of the

flow experience were associated with the amount of time spent on gaming.

Dr. Gilboa, 2019 reveals some effects of Video Games on Teens: The

Good, the Bad, and the Useful. He noted that as parents we have been taught

(understandably) to fear video games and their effects on our teenagers. He got

a chance to interview three gaming experts for a new PBS show called

iQ:smartparent and asked these experts to offer guidance about what games I

should let my kids play, and how often.

Here’s what he learned: The first expert was Dr. Brian Primack, an

associate professor of medicine at the University of Pittsburgh. He’s been

researching the impact of media on children for years and got us started with
 27

some of the dangers games can pose. These include aggression,

desensitization, isolation, and fear. Certain games increase the rates of all of

these in teenagers and adults. So, what should we keep in mind?

Some of The Dangers of Video Games

1. First-person shooter games are the most dangerous. These are

games in which the player is creating at least some violence. Playing this role too

often or for too long increases the chances that a person will react to conflict with

aggression.

2. Witnessing a lot of violence desensitizes us to pain and suffering.

So even if our character in the game is trying to avoid the fires or bombs or

mobs, just watching it happen on the screen (in games or movies or cartoons)

changes the way we think about violence, makes it seem like “not a big deal,”

even when we see it in real life. And when the violence is accompanied by

humor, that desensitization gets a lot worse, making animation a major offender.

3. Playing too much screen can lead to isolation. However, this is

much less of a problem if the game requires collaboration with other players

(even ones we’ve never met).

4. Stressful situations in the virtual world can increase anxiety in the

real world. This is not true for everyone, so you have to know your child. Luckily,

games that meet these “negative criteria” are a small percentage of the games

available.

Now onto the upsides.

Benefits of Video Games

 28

Jesse Schell of Schell Games (and formerly Disney Imagineering) and

Nikki Navta of Zulama.com told the audience that the skills teenagers build while

gaming can go far beyond excelling at the game. Specifically, games allow

parents to look critically at their teens: You might address a skill or characteristic

that your teenager needs to improve. Search for games that offer challenges that

he is ready to embrace to build that new skill.

Do you wish your teen had more resilience? Games can help kids think of

themselves as problem-solvers because certain games force kids to find

solutions. Any game with levels, where it is possible to “lose,” encourages

tweens and teens to persevere – to hit “play again.” Your teenager will see that

he can keep improving, even if he hasn’t yet mastered a skill. This is the

definition of resilience!

Do you want to raise someone who is a great team player? Consider

joining a community that works collaboratively, like Minecraft, and include your

teen!

Are you interested in a teen who can handle complex ethical dilemmas?

For this, Schell suggested World of Warcraft together or a historical conflict

game.

What I learned from this, is video games have a potential and positive

outlook. The use of gaming as a social or entertainment meets not bad and we

can compare video games to the way we think about food. Food and media are

not always bad or good but expanse and content matter tremendously.
 29

Turner, Johnston, Kebritchi, Evans, and Heflich (2018) in their study

Influence of Online Computer Games on the Academic Achievement of

Nontraditional Undergraduate Students, reiterated the value of technological

advances to explore the learning-teaching experience. They concluded that

Instructors can adapt and use digital games to support atypical learners by

applying the principles drawn from the literature on conventional students. Digital

games, for instance, have been utilized to improve student learning for traditional

learners in computer science programs (Angel, Caudell, & Whitmore, 2017).

Medical education, particularly in preparing nursing students, is another arena

where traditional students have achieved great results (Blakely, Skirton, Cooper,

Allum, & Nelmes, 2008). In order to simulate real-world scenarios that

conventional students would face in their field of study, simulations are also used

in the business sector (Davis, 2011; Tanner, Stewart, Totaro, & Hargreave,

2012). Digital games are used in a variety of fields, such as cartography,

corporate training, mathematics, microbiology, and electromagnetic theory

(Beylefeld & Struwig, 2007; Chen, Liao, Cheng, Yeh, & Chan, 2012; Feeney,

2007; Kumer & Lightner, 2007; Thomas & Mead, 2008). Constructivist theories of

learning, which emphasize learning through active participation and drawing

conclusions from that experience (Facer, n.d. When experiential learning is used

to engage adult learners, digital games in education offer a hands-on, interactive

learning experience (Knowles, 1984). The usage of digital games as a

complement to online courses has been shown to improve students' motivation,

academic performance, and life satisfaction.

 30

Indeed, in the writings of Raith, Bignill, Stavropoulos, et al. (2021) entitled

Massively Multiplayer Online Games and Well-Being: A Systematic

Literature Review, It was found that playing MMOs significantly improved social

well-being, regardless of age or the player's preference for casual or immersed

gameplay. This finding should be taken into account in light of the following

factors: (a) limited game platforms explored; (b) recognized well-being

constructs; and (c) moderate study quality. Nevertheless, the findings are

important for game designers and medical practitioners, who should be aware of

the important links between MMOs and well-being. Broadening the well-being

constructs under investigation and improving the methodology used should be

the main goals of future research.

In connection to the influence of social interactions, similar literature stated

in the interactionist theory of language learning where Vygotsky established the

concept of the zone of proximal development (ZPD), in which learners generate

new languages through socially mediated interaction, as social contact plays a

significant part in the learning process. Jerome Bruner set the groundwork for a

model of language development in the context of adult-child interaction, adopting

and popularizing Vygotsky's social-development theory in the West. The "social-

cognitive model," also known as the "social interactionist approach," holds that a

child's language development takes place inside the child's creation of a social

environment. But the fact that learners cling to a cyber world blocks the

opportunity to interact socially, communication development will also

compromise.
 31

The results of too much attachment in a fake and vigorous world of

cybergaming the development of anxiety, aggression, and depression really

takes place. Psychologytoday.com in their online published article entitled

Children and Anxiety that Youngsters are becoming more anxious. According

to studies, up to one in eight kids may suffer from severe anxiety. Numerous

explanations are provided by knowledgeable observers. The most significant

difference is that play and physical activity—the ways in which kids usually

unwind, work through their worries, and build supportive relationships—have

been replaced by practically constant screen time. And what's displayed on those

displays frequently provides additional reasons for young people to fear.

Whereas the published online article of Bryant Furlow on Media Violence

and Youth Aggression under The Lancet: Child & Adolescent Health, for

instance, that youth who has more exposure to violent media is associated with

increased child and adolescent interpersonal aggression, as well as decreased

empathy and prosocial behavior. This link to playing video games that gives them

practice thinking aggressively, which can have ramifications for their

interpersonal interactions in the real world,

In addition due to the lack of social interactions among children brought on

by cybergaming, fear, and anxiety have increased. Harvard Health Publishing in

their literature Children’s Fear and Anxieties (2005), stated that it can be

challenging to distinguish between normal anxieties and those that require

particular attention since children's minds and emotions are continually changing

and evolving, and they do not all develop at the same rate. These worries persist
 32

and cause significant discomfort, disrupt family unity, or impede a child's growth

or education can they become a problem. The institute listed possible disorders

brought by fear and anxiety among children. Here is the full list:

a. Generalized anxiety disorder,

b. Generalized anxiety disorder,

c. Obsessive-compulsive disorder,

d. Panic disorder,

e. Separation anxiety,

f. Simple phobias,

g. Post-traumatic stress disorder.

Thus, since fear and anxiety are symptoms of so many other conditions,

such as depression, bipolar disorder, and attention deficit disorder, diagnosing

these problems in children can be challenging. Teachers frequently provide

beneficial perspectives since they have experience with numerous children for

comparison, whereas parents are not always sensitive to their children's anxiety

symptoms. But before diagnosing any medical disorders, health professionals

are the utmost needed for this matter.

Significantly, the lack of social interaction progresses medical concerns

not just delimit only to their academic performance.

Related Studies
 33

The studies that are relevant to the present study are hereby presented.

These studies aim to enhance the researcher's understanding of his study,

especially concerning the influence of cyber games on the attitude and academic

performance of the Araling Panlipunan students, as an effective means of

imparting knowledge to the learners, teachers, administrators, and parents as

well.

The study by Ku et al. (2012) study was conducted on the Influence of

Gaming Behavior on the Academic Performance of IT College Students with

Myungjae Kwak, Kirill M. Yurov, and Yuliya V. It was discovered that Video-

game playing is popular among college students. Cognitive and negative

consequences have been studied frequently. However, little is known about the

influence of gaming behavior on IT college students’ academic performance. An

increasing number of college students take online courses, use social network

websites for social interactions, and play video games online. To analyze the

relationship between college students’ gaming behavior and their academic

performance, a research model was proposed and a survey study was

conducted. The study result of multiple regression analysis shows that self-

control capability, social interaction using face-to-face or phone communications,

and playing video games using a personal computer make statistically significant

contributions to the IT college students’ academic performance measured by

GPA.

Sherry, 2006 concluded that more than half of the American population

and a billion people worldwide are playing video games and the number is
 34

increasing because of the fast-growing portable devices, e.g., Android-powered

and iOS devices, and social networking websites, e.g., Facebook. People play

video games for some reasons, e.g., stress relief, challenge and competition,

relaxation, enjoyment, social interaction, and even as a mental escape from the

real world.

The academic performance and cognitive consequences of playing video

games have been an ongoing debate in both educational and public

environments. While it is still arguable whether playing video games affects

students’ academic performance, recent studies by many educators have

considered digital games as an educational tool to foster students’ learning

interests and motivation (Choi et al., 2013); Studies have shown that motivation

is a crucial catalyst for learning success and correlated with academic

achievement

Ku, 2013 on his study said that the purpose of this study is to analyze the

relationship between college students’ gaming behavior and their academic

performance he derived a research model based on a literature review and

tested the model by using a survey study. He reported on a survey study

conducted to investigate the influence of gaming behavior on the academic

performance of IT college students. His conceptual model was proposed to

examine whether six identified gaming behavioral variables, including self-control

capability, social interaction, gaming platform, gaming frequency, gaming genres,

and motivation, influence college students’ academic performance.

 35

The analysis results show that self-control, social interaction, and gaming

platform make statistically significant contributors to the academic performance

of IT college students. The authors believe that the results of this study could be

used to enhance the classroom experience and to develop educational gaming

software.

The results of multiple regression show that a standardized residual was

between -2.5 and +2 and there were no outliers. The correlation between all

independent variables is less than .7. Therefore, all variables were retained in the

research model. The coefficient of each independent variable and R2 value (.37).

From the R2, it can be argued that the model explains 37% of the variance in

GPA. The largest beta coefficient is .27, which is for a gaming platform, followed

by self-control (.26), social interaction using more face-to-face communication

(.18), motivation (.10), gaming genres (.05), and finally gaming frequency (-.02).

Among the 6 predictors, three variables: self-control, social interaction, and

gaming platform make a statistically significant contribution to college students’

academic performance.

The results have shown that self-control, social interaction, and gaming

platform make statistically significant contributors to college students’ academic

performance, the other three variables including motivation, gaming frequency,

and gaming genres are not playing any statistically significant role with regard to

academic performance. In concern with the self-control and gaming platform

variable confirmed the more control students have over their academic work, the

higher GPA they can achieve

 36

However, the results of the other two variables including social interaction

and gaming platform are interesting. A similar result has been found by Appel

(2012); i.e., an increase in video game playing on a personal computer was

related to higher scores on computer knowledge. The students who prefer face-

to-face or phone communication methods obtained relatively higher GPAs than

those who like to use online or text communication methods and students using

multiple gaming platforms achieve a higher GPA than others.

While the aforementioned findings require a more thorough analysis, the

result related to social interaction can associate that college students who

achieve high academic performance use less online social media such as

Facebook and Twitter. It can be justified because online social media usually

requires a considerable amount of time and are less convenient for in-depth

communication with colleagues than face-to-face or phone communication

methods. Also, the study result related to the gaming platform entails that tech-

savvy IT students achieve higher academic performance in IT courses than

others.

Terry & Malik, 2018 in their study “Video Gaming as a Factor that

Affects Academic Performance in Grade Nine”, found out that any tendencies

toward correlation are important because we need to address the potential

problems before the respondents get into real trouble and jeopardize their school

marks or, worse yet, drop out before completing high school. The researchers

chose grade 9 for their study because they wanted to recruit research

participants who were likely to drop out due to the effects of playing video games.
 37

The Discussions were:

Attendance and Time Spent Playing Video Games

“For males, our moderate negative correlation has limited predictability for

the relationship between attendance and time spent playing video games

(-.317)”. They discover that adolescent boys have more hours playing games

daily, and fewer school classes they attend.

Final Marks and Time Spent Playing Video Games

“Our correlations have no predictive value for the relationship between

final marks and time spent playing video games”. This finding reflected the

apparent incongruities in the literature, wherein some researchers correlate video

gaming with lower school marks (Gentile et al, 2004; Hastings et al, 2009; Sharif

& Sargent, 2006), and others correlate it with higher school marks (Bowers &

Berland, 2013; Sutherland et al., 2000; Wittwer & Senkbeil, 2008).

Time Spent Playing Video Games and Positive School Experiences

“For males, our statistically significant moderate negative correlation has

limited predictability for the relationship between time spent playing video games

and positive school experiences as defined by the “like my teachers” question

(-.387, p <.05)”. Therefore, the more hours consumed playing video games each

day, the less they like their teachers.

Time Spent Playing Video Games and Negative School Experiences

 38

For males, the correlation was positively moderated and had limited

predictability for the relationship between time spent playing video games and

negative school experiences as defined by the “sleepy” question (.316).

Concluded, the more hours they spent on video games each day, the more likely

to feel sleepy in school.

In contrast, females had limited predictability for the relationship between

time spent playing video games and negative school experiences as defined by

the “do not keep up” question (.355, p <.01). Determined, the more hours they

consumed on video games each day, the more likely they are to fall behind in

their assignments.

Attendance and Positive Video Game Experiences

The correlations have no extrapolative value for the relationship between

attendance and positive video game experiences. The finding was inconsistent

with a negative correlation between attendance and video-game reliance (which

we assume would mean assigning a greater value to video games in one’s life).

Attendance and Negative Video Game Experiences

The correlations have no extrapolative value for the relationship between

attendance and negative video game experiences. This finding is consistent with

the negative correlation between attendance and video-game dependency –

which other researchers have correlated with lying about usage (Anand, 2007;

Young, 2009).
 39

Final Marks and Positive Video Game Experiences

The correlations have no predictive value for the association between final

marks and positive video game experiences. They assume that the time students

spent playing video games are proportional to how positive their video game

experiences contradicting the other researchers who found negative correlations

between video gaming and school marks (Gentile et al., 2004; Hastings et al.,

2009; Sharif & Sargent, 2006).

Final Marks and Negative Video Game Experiences

The research had a statistically significant moderate negative correlation

and has limited predictability for the relationship between final marks and

negative video game experiences as defined by the “told I play too much”

question (-.329, p <.05). The finding was constant with other researchers who

found negative correlations between video gaming and school marks (Gentile et

al., 2004; Hastings et al., 2009; Sharif & Sargent, 2006).

Likewise, Hanley et al., 2013 in their study “Students' attitudes toward

playing games and using games in education: Comparing Scotland and the

Netherlands” revealed that Games-based learning had captured the interest of

educationalists and industrialists who seek to exploit the characteristics of

computer games as they are perceived by some to be a theoretically effective

approach for teaching and learning.

One of the major limitations associated with the findings of the study is

that the participants were self-selecting sample while the results could be
 40

obtained relatively rapidly and efficiently, there is also a bias in association with a

self-selecting sample as participants who choose to participate the survey are

different from who choose not to do the survey.

The studies are statistically less powerful than a parametric test since the

data collected was on an ordinal scale and a normal distribution or homogeneity

of variance could not have adhered.

Max Planck (2013), Institute for Human Development and Charité

University Medicine St. Hedwig-Krankenhaus in Berlin, Germany, found that

playing video increases nerve tissue (basically, the scale of your brain) and helps

refine learned and hardwired skills. Specifically, playing video games directly

affects and impacts some regions of the brain accountable for memory, spatial

orientation, information organization, and fine motor skills. The study also

reinforces the claim that, like exercise, playing games for as little as a half-hour

on a daily basis, can improve your life.

The study was determined by dividing the respondents into two groups of

adults, one who play Super Mario for 64 to 30 minutes a day for two months and

a group who did not play any video games. Scientists performed the study with

the help of magnetic resonance imaging (MRI) to determine the size of the brain

of the two groups before and after the two months.

The findings correlated with the previous finding on the difference in brain

structure and volumetric brain increase of video gamers. Simone Kühn being a

senior scientist at the Center for Lifespan Psychology claimed and proved that

specific regions of the brain can be trained through video gaming.

 41

Scientists saw the increase in three major areas of the brain: the

prefrontal cortex, accountable for decision-making, social behavior, personality,

and cognitive planning, the right hippocampus plays an important role in how

we process and consolidate information, and the cerebellum, controls fine motor

skills or muscular activity by playing video games and believing as beneficial to

whose brains had been reduced in size by an accident or medical condition or

experiencing Alzheimer’s.

These parts of the brain are active during playing video games like Super

Mario, or any adventure games which is no surprise to respond and more

pronounced to dedicated gamers.

Fast-paced action games, i.e., sports games and first-person shooters had

found useful therapy for disabled patients as part of their digital therapy.

For instance, the studies identified how different parts of the brain are

impacted by video games and enumerated several games.

Minecraft, Civilization, and SimCity were found to be helpful with problem-

solving and strategy. Exergames like the Wii Fi, Dance Revolution and stomp out

a dance routine help you shrink the waistline- an exercise for the body.

Eventually, A study by the University of Rochester and a study funded by the

National Eye Institute and the Office of Naval Research, First-person shooters

and color games can improve your eyesight.

In contrast, Mandeep Gil (2017) published an article about the Deadly

disadvantages of video games recognized by the WHO (World Health

 42

Organization) in the International Classification of Diseases 2018, which included

gaming addiction as a mental disorder.

Mandeep enumerated several disadvantages of video games that should

be aware of.

1. Behavioral and mental changes

2. Lack of other hobbies and poor academic performance

3. Lethargic nature, which will also lead to weight gain

4. Gaming addiction can slow down the brain growth

5. Gaming addiction negatively affects eyesight and also results in

Insomnia

World Health Organization emphasized, gamers who compromised social

and work life, for at least 12 months are more susceptible to this disorder and

characterized as a mental health disorder. To avoid such harm, gamers should

spare some time for other activities, i.e. hobbies, homework, social activities, etc.

Due to addiction having numerous forms, the researchers recommended

parents enforce some house rules for the child’s holistic personality

development. Make gaming a reward for them. The need for a balance between

fun and work should be prioritized.

These drawbacks of video games should be eliminated through

moderation and valuing other things in life. Too much is bad. Just like any other
 43

addiction, gaming is not too bad in fact, Online gaming will be included as one of

the sports (an E-sports) in the upcoming 2022 Asian Games.

Adzic and Al-Mansour, et al. (2021) examined the impact of video games

on Students’ educational outcomes, although some of these games may be

helpful in some academic areas, most students have been utilizing them for fun

instead of learning, which has led to an addiction problem. Another major barrier

to achieving great learning outcomes for university students is thought to be

video games. The study presented two main goals, in light of the lack of research

linking the impact of such games on students' learning outcomes, particularly in

the Middle East. First, it will explore whether gaming students achieve a different

Grade Point Average (GPA) than their non-gaming peers or otherwise. Secondly,

it will distinguish the GPA results of the intra-group students who are classified as

heavy and non-heavy gamers.

The first finding shows that non-gamers achieved a better academic score

in comparison to gamers. Their GPA of 3.05 was higher than the gamers’ GPA of

2.79. Although students who did not play games achieved a 10% better GPA

than their gamer peers, a Mann-Whitney test revealed no statistical difference in

academic scores between the.

In contrast, Chia-Chen Chen and Hsing-Ying Tu (2021) presented in their

study “The Effect of Digital Game-Based Learning on Learning Motivation and

Performance Under Social Cognitive Theory and Entrepreneurial Thinking”,

examine the effects of students' learning motivation, performance, and

 44

competitive structure in a digital game-based learning environment. In this study,

personal characteristics, contextual factors, and behavior are all influenced in

both directions by the Social Cognitive Theory. The use of learning performance

as the behavior, social support as the environment, and emotional state as the

personal aspect. Self-efficacy and learning motivation are also used in the model

as mediating factors. In Taiwan, data samples were gathered from about 600

junior high school students.

Three groups of students each received either practical instruction or

traditional lectures. The Control Group (CG) studied for the course using

conventional methods. While Experimental Group 2 (EG2) studied through a

digital game in conjunction with a structure that included competition and

entrepreneurship with peers, Experimental Group 1 (EG1) learned through a

digital game. The result of this research shows that the emotional state

negatively affects learning motivation and self-efficacy, that self-efficacy will

positively affect learning motivation, social support will positively affect self-

efficacy, and self-efficacy and learning motivation will both positively affect

learning performance.

In a positive view, the study of Aviso, Andre (2021) about the Impact on

the Behavior of Students due to Online technology Gaming and Its Effect on their

Academic Performance, aims to know if online gaming has a positive impact or

negative impact on the student's behavior and identify how it will affect their

academic performance. The allocated results in addiction, depression, anxiety,

and loneliness show that the majority of students can control themselves and do
 45

not experience affecting their academic performance. Also, the majority of the

students enlightened this study as many of them experienced a lot of

enhancement in their abilities and skills and brought emotional and social

benefits.

Theoretical Framework

Video games are highly interactive and adaptive, and sometimes induce a

way of psychological "flow" in players - that sense of effortless concentration

where the passage of time is not noticed. Such features can have compelling

entertainment and promising educational applications. But they may also lead

some players to spend an excessive amount of time on the couch. There is also

a fear that the content of certain video games- particularly those with violent

themes-might harm behavior (Dewar, 2014).

It’s no secret that today’s youth have a love of video games. Video gaming

may be a multibillion-dollar industry bringing in more money than movies and

DVDs. While video games have been around for many years, they are far more

sophisticated than the first days of Pac-Man, Zelda, and Super Mario Brothers.

Today’s video games engage youth both physically and emotionally as they

become entwined within the realistic graphics, stories, and adventures that

compose several of today’s playing experiences (http://scipnebraska.com).

Many researchers theorize that the most important consequences of

online or cyber games on the youth are the changes in attitude and academic

performance. In keeping with Pew researchers, how tykes play a game is simply

as important as what they play. Likewise, it is recommended that oldsters take

 46

time to play identical games as their children are playing or perhaps better yet,

play with them.

American Academy of kid & Adolescent Psychiatry emphasizes in their

studies that children exposed to violent media (such as violent video games)

have shown that they will become numb to violence, imitate the violence, and

show more aggressive behavior. However, it should be noted that aggressive

behavior is linked to how often kids are allowed to play (Journal of Adolescence).

Additionally, younger children and people with emotional, behavioral, or learning

problems are also more influenced by violent images. It links to Albert Bandura’s

theory about Social Learning Theory which attempted to explain how children

learn aggression from an early age. He proposed that aggression is a learned

behavior, which is unsettling because cybergaming might lead to aggressive

behavior. Dr. Jessica Edwards in her study about aggression and academic

performance found out that the more aggressive the children are the poorer their

academic performance is.

Thus, Center on Media and Child Health research shows that game

violence can significantly increase anxiety and aggressive thoughts, emotions,

and behaviors in children over the long-term and short-term. Specifically, children

that suffer from anxiety or other mental state issues are also more likely to suffer

the adverse health effects that some video gaming can inflict. For instance, youth

who may already suffer from anxiety or depression will be adversely influenced

by excessive video gaming when it results in social isolation and fuels existing

antisocial tendencies.
 47

Children tend to find themselves as not important as they seem to be and

find their self-affirmation in a not-a-like world and exclude themselves from the

outside world. This triggers the theory of Patrick Haggard about the

multidimensional process of progressive social rupture. It is a more

comprehensive and complex conceptualization of social disadvantage. Though

there is no reason to feel disadvantaged, due to the impact of fear, anxiety, and

depression brought on by playing video games social exclusion took place.

In addition, anxious children are inclined to foster fear and worry about

things or stories created in their heads instead of those dealing with reality. While

gaming can give anxious children a getaway worry, it also removes them farther

from reality and may instill unrealistic fears about their safety. Since gamification

could sometimes be depressing gamers likely to see the outside world as a

threat to their social life too. This emphasizes Ivan Pavlov’s theory of why

children experience fear and anxiety. This theory is that children learn to be

afraid of things that are not actually dangerous through a process

called Classical Conditioning. This happens when a child associates something

that is not dangerous with something that is.  Another theory is that children learn

to be anxious from their parents or other caregivers. If a parent is anxious or

fearful, their child may learn to be anxious or fearful too.

There are also many different types of anxiety disorders that children can

experience. These include generalized anxiety disorder, social anxiety

disorder, separation anxiety disorder, and specific phobias.

 48

Conceptual Framework

Many factors are often considered in affecting the attitude, social

interaction, and academic performance of the learners that result from either

negative or positive influences on them. Thabet (2015), provides a

comprehensive application of Narrative theory to video games and presents the

player response paradigm of game criticism. He explains the character of

gameplay- as a psychological experience and a meaning-making process within

the fictional world of computer games. Values that could be acquired in playing

cyber games become their virtues: the results of habitual usage of cyber games.

If the virtues acquire in the habitual playing of cyber games are atrocious to the

expected virtues of the school and community as a whole is quite disturbing.

Aristotle once said, “Neither the virtues nor the vices are passions” because we

are not called good or bad on the ground of our passion, but, are so-called on the

ground of our virtues and our vices because we are neither praised nor blamed

for our passions. Therefore, our youth must be careful about what virtues and

values should adopt, uphold, and mold- in an accurate way that may be tolerable

in their way, and a personality that holds virtue, where excellence should bring

into an honest state.

Yet, numerous books, writings, and research report the negative influence

of cyber games, there are still optimistic reports that cyber games are beneficial

to children and youth. A study by the University of Rochester proved video

games improve vision by making gamers more conscious of different notice

colors. An alike study, funded by the National Eye Institute and also the Office of
 49

Naval Research, found that players of action games - like first-person shooters -

had a more robust perception of color contrast, contrary to our belief that might

harm our vision.

Moreover, video games are proven to boost fine-motor skills in

preschoolers, and by playing games, they improved their hand-eye coordination

and precise muscle movement—both essential skills for practice.

Video games are good for any such levels, but they should be consumed

moderately. If there are pros and cons to the influence of cyber games, how far is

the extent of the impact of cybergames on the social interaction and academic

performance of Junior High School learners?

The conceptual paradigm of this research is presented in Figure 1

showing the relationship of the sets of variables established in the study and the

intended outcome of the findings obtained from the relationship of the variables.

As indicated in the research paradigm, independent variables based on

the learner’s demographic profile (left box) were established as they are

hypothesized to be potential factors in the influence of their social interactions

and academic performance. The dependent variable (right box) is the perceived

influence of cybergames on their social interactions and academic performance.

The output of this study is at the (bottom). These will determine through the use

of various indicators, parameters, and proper content.

The merit of findings as to this query considers as the inputs to formulate

baseline data which will use in the development of recommendations,

intervention, and programs to address the said influence.

 50

Research Paradigm

The research paradigm that will guide this study is shown in the

schematic diagram in Figure 1 which features the academic influence of the

influence of cybergames on the social interactions of Junior high school students.

Independent Variable Dependent Variable

1. Demographic profile of the i. Academic Profile
respondents in terms of: i.1. Quarterly average grade of
a. Age; the learners;
b. Sex; i.2 b. Awards and recognition
c. Grade Level; received?
d. Game Platform; 2. What is the academic performance
e. Average time in playing cyber of the Junior High School Students?
games; 3. What is the extent of influence of
f. Type of player; cybergames on Social Interactions
g. Name of Cyber games played; along:
h. Family background; 4. Is there a significant relationship
h.5 Monthly family income? between academic performance and
the influence of cybergames on the
social interactions?

Academic influence of the influence of

cybergames on the social interactions
of Junior high school students

CHAPTER 3

RESEARCH METHODOLOGY
 51

This chapter presents the research design, the respondents of the study,

the data-gathering instruments, and the statistical treatment that will make use in

this study.

Research Design

This study will make use of descriptive research which, according to

Ardales (1992), describes a purposeful process of gathering, analyzing,

classifying, and tabulating data about prevailing conditions, beliefs, processes,

tools, and cause-effect relationships, without the aid of statistical methods.

Results of descriptive research may come in the form of new knowledge, a new

generalization, an increase of insight into factors that are operating, as well a

more accurate formulation of the problem to be solved which are valuable

because they will provide essential knowledge about the nature of objects and

persons.

The study will focus on the academic influence of the influence of

cybergames on the social interactions of Junior high school students. Hence, the

descriptive research method was the most appropriate for the fact because it

serves as a guideline for the researchers in arriving at the appropriate analysis

and interpretation, conclusion, and recommendations.

Respondents and the Locale of the Study

 52

Stratified random sampling with equal allocation will make use in this

study. The number of respondents included in the study is 50 since the total

number of learners in the setting of the study is not equal in all grade levels, so I

will arrive at 50 learners in every grade level who will be randomly selected.

Stratified random sampling with equal allocation will make used in this study

Table 1 shows the stratified numbers of the respondents.

Table 1

Stratified Sampling of the Study

Grade Level Population Sample

7 98 50
8 101 50
9 121 50
10 135 50
TOTAL 455 200

Data Gathering Instruments and Techniques

A questionnaire is formulated and will be utilized by the researcher in

gathering the needed data for the study. Some of the items in the questionnaire

were adapted from a research paper, journal, internet, and consultation.

To validate the questionnaire, a research professor, statisticians, and

other research experts will be consulted for comments and suggestions for the
 53

implementation of the instrument. The questionnaire will subsequently improve

and finalize.

The questionnaire is composed of three areas that are necessary for the

study. These areas are (1) the Profile of the Students, and (2) Perceptions of the

learners on the influence of cyber games on their academic performance and

social interaction.

The researcher will utilize the approved final form of the questionnaire in

collecting the needed data for the study. To facilitate the data gathering, the

researcher will distribute the questionnaires to the Junior High School learners in

Sanlibo National High Scholl and will personally collect them. After the

questionnaire forms were accomplished, the responses of the respondents were

tallied and tabulated for analysis and interpretation.

Statistical Treatments

The obtained data of the study will be classically treated accordingly.

For problems 1, 2, and 3 frequency counts, percentages, mean and

ranking will make used to treat the data. The problem includes the profile of the

learners including demographic, gamer profile, and academic profile, the

perceptions of the learners on the influence of cyber games on academic

performance, and social interaction.

 54

To determine the Academic Performance of the Junior High School

students S.Y. 2022-2023. The following scale will be utilized as prescribed by the

Department of Education (DO 08, s. 2015).

Grading Scale Descriptors

90 - 100 Outstanding

85 – 89 Very Satisfactory

80 – 84 Satisfactory

75 – 79 Fairly Satisfactory

Below 75 Did Not Meet Expectations

The results in problem number 2 and 3 will be presented using average

weighted mean (AWM) with the following descriptions:

AWM Descriptive Equivalent

4.51 – 5.00 Strongly Agree

3.01 – 4.50 Agree

2.51 – 3.00 Moderately Agree

1.51 – 2.50 Disagree

1.00 – 1.50 Strongly Disagree

For problem 4: Is there a significant relationship between academic

performance and the influence of cybergames on social interactions, T-Test and

Mann- Whitney U- Test will be used.

 55

The Mann- Whitney U test will be used to compare differences between

two independent groups when the dependent variable is either ordinal or

continuous, but not normally distributed (Laerd Statistics). While, T-Test is a type

of inferential if there is a significant difference between the means of two groups,

which may be related in certain features (Investopedia).

 56

BIBLIOGRAPHY

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Thabet, Tamer (2015). “Video Game Narrative and Criticism: Playing the

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Anderson, C. A. (2004). An update on the effects of playing violent video

games. Journal of Adolescence. p 27, 113–122.

 57

Garris, R., Ahlers, R., & Driskell, J. E. (2002). “Games, motivation and learning.

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Hachman, Mark (2015). "Infographic: A Massive History of Multiplayer Online

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Lin, LaRose, C. A., and Eastin, M. S. (2003). "Unregulated Internet Usage:

Addiction, Habit, or Deficient SelfRegulation?," Media Psychology (5:3).

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delimitation". Western Journal of Communication. p. 382–83.

Woolley, David "PLATO: The Emergence of Online Community". thinkofit.com.

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C. THESIS/ DISSERTATIONS

Adzic, Slobodan., et al., (2021). “The impact of video games on

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technology Gaming and Its Effect on their Academic Performance ”.
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Chen Chen, Chia and Ying Tu, Hsing, (2021). “The Effect of Digital Game-Based
Learning
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Dumrique, Dennis O., Castillo, Jennifer G. (2018). “Online Gaming: Impact on

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risks and opportunities”. Children’s Digital Media Center

Hainey, Thomas, Westera, Wim, Connolly, Thomas, Boyle, Liz, Baxter, Gavin,
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playing games and using games in education: Comparing Scotland
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Johansson Agneta, Götestam K Gunnar. (2004). “Internet addiction:

characteristics of a questionnaire and prevalence in Norwegian youth
 59

(12-18 years)”. Norwegian University of Science and Technology (NTNU).

Ku, Chih-Hao, Kwak, Myungjae, Yurov, Kirill, Yurova, Yuliya (2014). “A Study of
the Influence of Gaming Behavior on Academic Performance of IT
College Students”. Lawrence Technological University, Middle Georgia
State College, Nova Southeastern University.

Kuss, Daria J., Griffiths, Mark D. (2012). “Internet and Gaming Addiction: A
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Lanuza, Gerry (2003). “The Mediatization of Filipino Youth Culture”. University

of the Philippines, Diliman.

McCutcheon, Lynn E. & Campbell, Janice D. (1985). “The Impact of Video

Game
Playing on Academic Performance at A Community College”.

Palconit, Joshua V. & Ponce, Mary Ann (2017). “Online Games Effects on The
Academic Performance of Grade 11 Abm Students”. Nicolas L. Galvez
Memorial Integrated National High School.

Raith, Lisa (2021). “Massively Multiplayer Online Games and Well-Being:

A Systematic Literature Review”.
School of Health and Behavioural Sciences,
University of the Sunshine Coast, Maroochydore, QLD, Australia

Robinson, Aaron John (2016). “The Effects of Online Gaming towards the
Academic Performance of selected Grade 10 students”. Mindanao State
University.
 60

Turner, Patrick E., et al., (2018). “Influence of Online Computer Games on the
Academic Achievement of Nontraditional Undergraduate Students”.
Helena College-University of Montana, USA.

D. INTERNET WEBSITES & ELECTRONIC RESOURCES

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4061797/

https://www.ncbi.nlm.nih.gov/pubmed/15182240/

https://www.tandfonline.com/doi/abs/10.1080/0361697860100105

https://pdfs.semanticscholar.org/3427/7893f06e78819026789c08dc519f36f5a3c4.pdf

https://www.tandfonline.com/doi/full/10.1080/2331186X.2018.1437671

https://www.ncbi.nlm.nih.gov/pubmed/19387347

https://knepublishing.com/index.php/KnE-Social/article/view/2447/5372

http://www.globalmediajournal.com/open-access/the-mediatization-of-filipino-

youth-culturea-review-of-literature.php?aid=35138

https://yourteenmag.com/technology/teens-video-games

https://www.idtech.com/blog/video-games-are-good-for-you?

fbclid=IwAR1i1lrefwqyEX3zkW7mHLT8F4U4XvZROtcpyZMmK3AcIT8dV7BcZfg

o_rk

https://www.qriyo.com/blog/deadliest-disadvantages-of-video-games-who/

https://www.businessinsider.com/video-games-and-violence-2018-3
 61

https://checkpointorg.com/psychological-emotional-benefits-video-games-clinical-

research/?fbclid=IwAR2-YjTWLx1JCn8udNcmsVD_1eMxz-

uXiJvD3a4eTfhshdOC0ZhZIyrkWEg

www.boystown.or

http://scipnebraska.com/file_download/inline/81a888e1-f65d-47a3-80d6-d5290aa4fbe7

https://en.wikipedia.org/wiki/Social_responsibility

https://www.mediavisionlimited.com/cybergames/

https://www.quora.com/What-is-social-obligation-and-what-are-some-examples

https://en.wikiquote.org/wiki/Personal_responsibility

https://pinoygamer.ph/forums/top-mobile-games.94/

https://www.migrationpolicy.org/article/family-obligation-among-children-
immigrant-families/

https://en.wikipedia.org/wiki/Online_game

https://pinoytechsaga.blogspot.com/2017/11/list-of-all-time-favorite-mmorpgs-in-
philippines.html

https://techterms.com/definition/offline

https://www.similarweb.com/apps/top/google/store-rank/ph/games/top-free

https://dotesports.com/mobile/news/the-biggest-competitive-mobile-games-of-
2019

https://psa.gov.ph/classification/psoc/technical-notes

https://practicalpie.com/theories-of-aggression/

https://en.wikipedia.org/wiki/Social_exclusion#:~:text=Social%20exclusion%20is
%20a%20multidimensional%20process%20of%20progressive,activities%20of
%20the%20society%20in%20which%20they%20live.

https://www.sciencedirect.com/science/article/abs/pii/S1875952121000094

https://en.wikipedia.org/wiki/Social_isolation
 62

https://www.psychologytoday.com/us/basics/anxiety/children-and-anxiety

https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(17)30033-0/
fulltext

https://www.sciencedirect.com/science/article/abs/pii/S1875952121000094

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.750711/full

https://www.researchgate.net/publication/
349781820_Impact_on_the_Behavior_of_Students_due_to_Online_technology_
Gaming_and_Its_Effect_on_their_Academic_Performance

https://www.tandfonline.com/doi/full/10.1080/0309877X.2021.1875201

https://www.health.harvard.edu/child-and-teen-health/childrens-fears-and-
anxieties
 63

APPENDIX A

LETTER TO THE SCHOOL PRINCIPAL

Date:

CONFUCIOUS T. CRISTOBAL
Principal IV
Sanlibo National High School
Sanlibo, Bayambang, Pangasinan

Sir:

The undersigned is conducting a study entitled “Academic Influence of the

Influence of Cybergames on the Social Interactions of Junior High School

students” in partial fulfillment of the requirements for the degree of Master of Arts

in Education Major in Social Studies.

In this regard, I would like to respectfully request your permission to

conduct my study and administer my research instruments to your students.

Your favor and approval of this request will be grateful appreciated.

Thank you very much and may God Bless us all!

Sincerely,

(Sgd.) KLIENBERG F. CANCINO

Researcher

Noted:

(Sgd.) LORENA B. ECHALAR, Ed.D.

Adviser
 64

APPENDIX B

LETTER TO THE RESPONDENTS

Pangasinan State University

SCHOOL OF ADVANCED STUDIES
Urdaneta, Pangasinan

Date: __________

Dear Respondents,

The undersigned is currently enrolled in the Masteral Degree Program

Major in Social Studies at Pangasinan State University. Presently, I’m conducting

a research entitled “Academic Influence of the Influence of Cybergames on the

Social Interactions of Junior High School students.”

In this regard, I would like to request your cooperation and support by

filling out the attached questionnaire- checklist. The data gathered from you

would be of great importance in the accomplishment of this endeavor.

Thank you very much and may God Bless us all!

Sincerely,

(Sgd.) KLIENBERG F. CANCINO

Researcher

Noted:

(Sgd.) LORENA B. ECHALAR, Ed.D.

Adviser
 65

APPENDIX C

QUESTIONNAIRE

Pangasinan State University

SCHOOL OF ADVANCED STUDIES
San Vicente, Urdaneta, Pangasinan

Dear Respondent,

Thank you for accepting the invitation to participate in this study entitled:

“ACADEMIC INFLUENCE OF THE INFLUENCE OF CYBERGAMES ON THE

SOCIAL INTERACTIONS OF JUNIOR HIGH SCHOOL STUDENTS”. The study

is aimed to seek the influence of cyber games on the attitude and academic

performance of the Araling Panlipunan students as finding baseline information

necessary for the improvement of interventions and other necessary actions.

Rest assured that any information you can provide will be treated with the

utmost confidentiality. Thank you for your cooperation.

(Sgd.) KLIENBERG F. CANCINO

Researcher
 66

Directions: Indicate your honest response by placing a check mark (/) on the

items called for or by filling in the blanks with the appropriate answers.

PART I: Profile of the Respondents

1.1 Demographic Profile of the Learners

Name: ______________________________ Age: ____________

Sex: ( ) Male ( ) Female Grade Level : ( )7 ( )8 ( )9 ( )10

1.2. Gamer Profile

Are you a Cyber gamer? ( )Yes ( )No (If your answer is No, please

proceed to Question No. 1.3)

1.2.1. What is your Game platform?

( ) Mobile Phones ( ) Computer ( ) Tablet ( ) Laptop

____ Others (Pls. Specify) _______________

1.2.2 Average time spent in a day playing cybergames?

( ) Less than 1 hour ( ) 1 hour to 2 hours

( ) 2 hours to 3 hours ( ) 3 hours to 4 hours

( ) Above 5 hours
 67

1.2.5 How do you consider yourself as a player?

( ) Novice ( ) Occasional ( ) Expert (Hardcore)

1.2.6 Cite the name of the cyber games played? (Please choose

your 5 most played cyber games)

A. Mobile Games

1. Worms Zone .io - Voracious

    29. Roblox
Snake
30. PUBG MOBILE - 2nd
  2. Save The Girl  
Anniversary
3. Tongits Go - The Best Card
    31. Call of Duty®: Mobile – Garena
Game Online
  4. Mobile Legends: Bang Bang   32. My Talking Tom 2
  5. Brain Out – Can you pass it?   33. Temple Run 2
  6. Gardenscapes   34. Pooking - Billiards City
  7. Tongits ZingPlay   35. Township
  8. Fishdom   36. slither.io
  9. Slap Kings   37. Magic Tiles 3
  10. Tiles Hop: EDM Rush!   38. Ultimate Disc
  11. Perfect Park!   39. Home Defense - Zombie Siege
12. Sniper 3D: Fun Offline Gun
    40. Subway Surfers
Shooting Games Free
13. State of Survival: Survive the
    41. Pou
Zombie Apocalypse
  14. Hunter Assassin   42. Tongits Plus
43. Scrabble® GO - New Word
  15. Rescue Cut - Rope Puzzle  
Game
  16. Bob's World - Super Run   44. Zombie Tsunami
17. Pusoy Go: Free Online
    45. Craft Vegas
Chinese Poker(13 Cards game)
18. Cover Strike - 3D Team
    46. Dancing Road: Color Ball Run!
Shooter
47. Fishing Clash: Catching Fish
  19. Clash of Clans  
Game. Bass Hunting 3D
 68

  20. Plants vs. Zombies FREE   48. Hero Rescue

49. Find Out - Find Something &
  21. Evony: The King's Return  
Hidden Objects
22. Cooking Madness - A Chef's
    50. Candy Crush Saga
Restaurant Games
  23. My Home - Design Dreams   Others please Specify
  24. Homescapes   50. Candy Crush Saga
  25. Blend It 3D   Others please Specify
  26. Perfect Cream    
  27. Color Game Land    
  28. 8 Ball Pool    

B. MMORPG (Massively Multiplayer Online Role-Playing Game)

  51. Ragnarok Online   63. Fortnite

  52. RAN Online   64. Clash Royale
  53. Flyff (Fly For Fun)   65. Left for Dead
  54. Cabal Online   66. Garena
  55. League of Legends   67. Counter-Strike
  56. Rules of Survival   Others pls Specify
  57. World of Warcraft    
  58. Allods Online    
  59. CrossFire    
  60. Final Fantasy XIV    
  61. NBA Street Online    
  62. Special Force Online    

1.3 Family Background

1.3.1 Educational Attainment

a. Father

( ) Elementary Undergraduate ( ) Elementary Graduate

( ) Secondary Undergraduate ( ) Secondary Graduate

 69

( ) Vocational Undergraduate ( ) Vocational Graduate

( ) College Undergraduate ( ) College Graduate

( ) Post Undergraduate ( ) Post Graduate

b. Mother

( ) Elementary Undergraduate ( ) Elementary Graduate

( ) Secondary Undergraduate ( ) Secondary Graduate

( ) Vocational Undergraduate ( ) Vocational Graduate

( ) College Undergraduate ( ) College Graduate

( ) Post Undergraduate ( ) Post Graduate

1.3.2 Parent’s/ Guardian’s Occupation

a. Father’s Occupation ____________________________

b. Mother’s Occupation ____________________________

1.3.3 Monthly Family Income

( ) PhP Below 5,000 ( ) PhP 5,000 to PhP 10,000

 70

( ) PhP 10,001 to PhP 15,000 ( ) PhP 15,001 to PhP 20,000

( ) PhP 20,001 to PhP 25,000 ( ) PhP 25,001 to PhP 30,000

( ) PhP 30,001 to PhP 35,000 ( ) PhP Above 35,000

1.4 Academic Profile

1.4.1 Quarterly Average Grade

1st Quarter

( ) below 75 ( ) 75-79 ( ) 80-84 ( ) 85-89 ( ) 90-100

2nd Quarter

( ) below 75 ( ) 75-79 ( ) 80-84 ( ) 85-89 ( ) 90-100

3rd Quarter

( ) below 75 ( ) 75-79 ( ) 80-84 ( ) 85-89 ( ) 90-100

4th Quarter

( ) below 75 ( ) 75-79 ( ) 80-84 ( ) 85-89 ( ) 90-100

1.4.2 Awards and Recognition

1.4.2.1 Are you an Academic Awardee? ( ) Yes ( ) No

 71

1.4.2.2 Are you a recipient of the Conduct Award? ( ) Yes ( ) No

1.4.3 Time Spent studying at home during weekends?

( ) Less than 1 hour ( ) 1 hour to 2 hours

( ) 2 hours to 3 hours ( ) Above 3 hours

PART II: The extent of influence of Cybergames.

A. Academic Performance

INSTRUCTIONS: Please indicate how you feel about each statement below.

There are no right or wrong answers. Read each item carefully. Check ( / ) the

rating indicates the extent to which you believe such influence of playing cyber

games on your class participation and performance. Please do not skip any

rating.

(Ipahiwatig ang iyong nararamdaman sa bawat pangungusap sa ibaba. Walang

tama o maling kasagutan. Basahing mabuti ang bawat aytem. Lagyan ng check

ang bilang na tumutugon sa inyong nararamdaman na may impluwensiya ang

paglalaro ng cybergames sa participation at pagganap sa klase. Mangyaring

huwag laktawan ang anumang rating.)

Legend:
5- Strongly Agree (Labis na pagsang- ayon)
4- Agree ( Pagsang-ayon)
 72

3- Moderately Agree ( Bahagyang Sumasang-ayon)

2- Disagree (Pagtutol)
1- Strongly Disagree (Labis na Pagtutol)

Strongl Moderatel
Agre Disagre Strongly
Factors y y Agree
e e Disagree
Agree

1. I feel happy in class

2. I feel that I have

frequent interactions with
my teachers.
3. I feel that I have
meaningful interactions
with my teachers.
4. I can answer the oral
questions of my teachers
and fellow learners orally.
5. I can answer the
written questions of my
teachers and fellow
learners.
6. I consider my teacher
to be a friend
7. I feel that I have
meaningful interactions
with other students in
class
8. I feel like I am growing
and developing as a
student in this class
9. I feel like I am growing
and developing as a
beneficial peer to other
students in this class as
a result of how this class
is taught
10. I feel that I have test
anxiety in this class
11. I feel that I have
control over the course
materials in class
 73

12. I feel happy about

how I interact with other
students in class
13. I feel that I better
understand my strengths
and weaknesses in my
performance in class.
14. My grade is perfectly
nice.
15. I do not entertain any
knowledge and
information from my
peers, teachers, and
administrators

B. Social Interaction

INSTRUCTIONS: Please indicate how you feel about each statement below.

There are no right or wrong answers. Read each item carefully. Check ( / ) the

rating indicates the extent to which you believe if there’s such influence of playing

cybergames on your social interaction towards your peers/friends/classmates,

Teachers, People in authority, Adults/ People in the community, and

Parents/Family. Please do not skip any rating.

(Ipahiwatig ang iyong nararamdaman sa bawat talata sa ibaba. Walang tama o

maling kasagutan. Basahing mabuti ang bawat aytem. Lagyan ng check ang

bilang na tumutugon sa inyong nararamdaman sa o kung may impluwensiya ang

paglalaro ng cybergames sa kapwa/kaibigan o kamag-aral, guro, mga nasa

 74

kinauukulan, nakakatanda, at magulang o pamilya. Mangyaring huwag laktawan

ang anumang rating.)

Legend:
5- Strongly Agree (Labis na pagsang- ayon)
4- Agree ( Pagsang-ayon)
3- Moderately Agree ( Bahagyang Sumasang-ayon)
2- Disagree (Pagtutol)
1- Strongly Disagree (Labis na Pagtutol)

Strongly Agre Moderately Strongly

Social Interaction Indicators Disagree
Agree e Agree Disagree
A. Peers/Friends/Classmates
5 4 3 2 1
1. Communicate carefully and
respectfully.
2. Attend recreational activities
and other important events of
my friends, peers, or
classmates.
3. Participate in a group
activities or performance task.
4. Socialize through
sharing/exchange of ideas,
casual talk, and informal talk.
5. Condone any form of bullying

B. Teachers
5 4 3 2 1
1. Attend and actively
participate in her/his class.
2. Demonstrate academic
integrity and honesty
3. Ask guidance/ advice about
my problems and other subject-
related gaps.
4. Communicate carefully and
respectfully with my teachers,
and other members of the
school community.
5. Show love, appreciation,
affirmation, and respect among
my teachers.
 75

C. People in Authority
5 4 3 2 1
1. Show utmost respect in any
circumstances.
2. Cooperate and compliment
the work they have done for us.
3. Behave according to the
wishes or what ought to be.
4. Exchange interaction to
receive and give gratitude.
5. Express love, appreciation,
affirmation.
D. Adults/ People in the
5 4 3 2 1
Community
1. Help an elderly person (e.g.,
crossing the street)
2. Demonstrate respect.

3. Share or exchange of
resources.
4. Converse with utmost respect
among adults or people in the
community.
5. Conform to the norms and
values among adults. (e.g.,
politeness, see them as
significant nor know what best
for you)
E. Family/ Parents
5 4 3 2 1
1. Complete the assigned work
on time with attention to the
quality of work.
2. Communicate and engage
carefully and respectfully with
parents, siblings, and other
members of the family.
3. Show honesty, politeness,
respect, and openness with the
family.
4. Follow the house rules and
do my obligations.
5. Taking care of my family,
other members of the family,
and resources
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CURRICULUM VITAE

KLIENBERG F. CANCINO
Tarece, San Carlos City, Pangasinan
Cellphone Number: 09772443157
E-mail Address: cancinoklienberg@gmail.com /
klienberg_cancino@yahoo.com

PERSONAL DATA
Birthdate : December 02, 1993
Birthplace : San Carlos City, Pangasinan
Civil Status : Single
Name of Father : Dominador Q. Cancino
Name of Mother : Shirley B. Ferenal

EDUCATIONAL BACKGROUND
POST GRADUATE
PANGASINAN STATE UNIVERSITY
School of Advanced Studies
Master of Arts in Education
Major in Social Studies
2020

TERTIARY PANGASINAN STATE UNIVERSITY

San Carlos City Campus
Bachelor of Secondary Education
Major in Social Studies
2015

SECONDARY VIRGEN MILAGROSA UNIVERSITY FOUNDATION

SAN LUIS HIGH SCHOOL
Talang, San Carlos City, Pangasinan
 78

2011

ELEMENTARY TARECE ELEMENTARY SCHOOL

Tarece, San Carlos City, Pangasinan
2007

ELIGIBILITY Licensure Examination for Teachers (LET)

September 29, 2015

REFERENCES

CONFUCIOUS T. CRISTOBAL, Ph.D Principal IV Basista, Pangasinan

ARMANDO C. CERALDE, Ed.D Principal II San Carlos City, Pang.
IMELDA F. DE VERA Principal IV Malasiqui, Pangasinan