The Lived Experiences of High School Video Game Players: A Phenomenology

Cayron, Anne Hailey

Sagales, Kiara Beatriz

Tangga-an, Kristine B.

February 2020

Preliminaries

Title Page ......................................................................... i

Research Abstract ................................................................ ii

Acknowledgment ................................................................. iii

Chapter

1. THE PROBLEM AND ITS SCOPE

Rationale............................................................................ 1

Theoretical Background .......................................................... 3

Related Literature and Studies .......................................... 5

Theoretical Framework ................................................... 8

The Problem

Statement of the Problem ............................................... 10

Significance of the Study ............................................... 12

Definition of Terms .................................................... 14

2. RESEARCH METHODOLOGY

Research Design................................................................ 15

Research Environment......................................................... 16

Research Respondents.......................................................... 17

Research Instrument ............................................................ 18

Research Procedure
Data Gathering…........................................................ 20

Data Analysis.............................................................. 21

Research Ethics Consideration.................................................. 22

2. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Heading 1......................................................................... 23

Heading 2.......................................................................... 27

Heading 3.......................................................................... 29

Heading 4.......................................................................... 32

3. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary .......................................................................... 34

Findings ...........................................................................35

Conclusions ....................................................................... 36

Recommendations ............................................................... 37

References ........................................................................................ 39

Appendices

Appendix A: Transmittal Letter................................................ 42

Appendix B: Letter to Content Validators ................................ 43

Appendix C: Survey Questionnaire.............................................. 44

Acknowledgement

First and foremost, the researchers would like to thank the school, the research

contributors, and the research participants for providing valuable data to the research.

They would also like to thank Mr. Josephil Saraspe and Mrs. Nina Christie
Minoza-Pareja for providing much-needed input on the research, along with Dr. Benito F.

Sotto for the approval of their transmittal letter. Furthermore, the researchers would like

to thank their parents and friends for their constant and unwavering support in the making

of this research. Finally, the researchers would also like to thank God for guiding them as

they went through this research.

Abstract

The research pertains to the lived experiences of high school video game players, viewed

through the elements of Symbolic Interactionism: Meaning, Language, and Thought.

There are 5 research participants, all of which are high school students. To gather the
data, the participants were individually interviewed on the following: (1) the type of

video games they play, (2) how they interpret meaning in both video games and in real

life, (3) how their interaction with video games affect their self expression, and (4) how

their perception and ideas change due to playing video games. Based on the findings, the

participants state that: (1) they play video games because it is fun, (2) because video

games are fun, it distracts them from their personal problems, (3) video games make them

competitive, patient, and creative in how they view the world.

CHAPTER ONE

THE PROBLEM AND ITS SCOPE

 Rationale

According to Sons, (1979) video games can be defined as such: interactive pieces

of media found in specialized gaming devices or on computers, mobile devices, or just

about anything that has a screen on it. Over the past few decades, these video games have

arisen from simply being obscure pieces of technology to one of the major industries in

the world- one that has become a common fixture in both households and in popular

entertainment (Chikhani, 2015). Due to this growth in popularity and commonality, more

and more children have been able to gain access to and utilize these video games for their

own entertainment. Naturally, with the many children and adolescents turning to video

games instead of what can be considered the “old fashioned” forms of entertainment, like

reading, there has also been a growing concern among parents as to the sort of effects that

these video games can have on their children. Over the years, many outspoken parents

and other such authority figures have lambasted video games, citing how it may lead to

violent behaviors in their children due to the graphic depictions that are being displayed.

Many have gone on to say that it may cause both physical and mental harm to the

individuals that play them.

To further bolster these claims, studies have been published, citing everything that

can go wrong if one were to play video games: that it can lead to violent behavior, that it

can lead to social awkwardness, or that it can stunt growth. Along with such studies, there

have also been studies published that state the contrary: that video games do not, in fact,

cause harm to those who play them, but rather that they have positive effects and benefits.
It is clear, then, those video games have stirred up quite the controversy, along with the

varied discourses that come with such controversy. If anything, the controversy is just as

much of a fixture in households and popular entertainment as video games themselves

are. With the varied viewpoints and perceptions being thrown around, just about anyone

can be right just as much as anyone can be wrong.

The researchers do not intend to take any particular side in the video games

discourse, so there will be no discussions on whether video games are beneficial or if

they are harmful, as that is a whole other topic in and of itself. Instead, the focus will be

on how young people, particularly high school students, share their lived experiences as

video gamers. This is because, through this study, the researchers intend to shed light on

the interaction that adolescents have towards the symbols in video games, offering a

different- and neutral- take on how video games can affect people through the elements

of symbolic interactionism; meaning, language and thought. (Mead, 1920).

Review of Related Literature

It is a given fact that most of the popular video games out in the market are

violent in nature (Tiryakioglu, 2001). Much of the research has primarily focused on the

correlation between playing video games with violent content and aggression in children.

The researchers of this study examine human behavior on the basis of the meaning
individuals give to their environment; as they interpret significant symbols in their

worlds. The increasing popularity of violent video games among children has often

forced scholars to study their effects on children and adolescents as well as on adults.

Current video game literature focuses primarily on the relationship between aggression

and video games. Researchers often attempted to assess the behavioral effects of

aggressive video games on the players and sought a positive correlation by using prior

psychological, aggression, and media violence research models. This literature brings

into light the interaction with specific symbols in a video game, and how it affects a

person’s experience and interaction with the world.

The sampling technique, Extreme Case Sampling focuses on respondents with

different or special characteristics (Stephanie, 2015). This relates to the researchers’

study, because it caters to the data that will be needed amongst participants that are

extreme cases in regards to playing video games and are video game players. According

to Crabtree (2006), Extreme Sampling is “The process of selecting or searching for

highly unusual cases of the phenomenon of interest or cases that are considered outliers,

or those cases that, on the surface, appear to be the 'exception to the rule' that is emerging

from the analysis,” which in the case of this research are video game players that play

video games daily- specifically special and characterized players that cannot go a day

without playing video. They are, in fact, different in comparison to usual video game

players who play more casually and do not latch onto their devices every single day.

Self-esteem may be affected by the playing of video games- as a study suggests-

which is anchored in the self-determination theory, (Ingram & Cangemi, 2019). The
study further explores how video games can have a significant effect on the psychological

wellbeing of an individual- more specifically, it explores how it may have an effect on a

person’s self-esteem. Previously, the exploration of such effects on self-esteem from

video games was not particularly given much consideration, despite how the video game

industry has faced exponential economic growth in the past decades; since becoming

easily accessible and affordable to the masses, video games have since become a

mainstay in everyday life. Furthermore, any studies conducted specifically surrounding

video games have been primarily focused on the more negative effects of playing video

games, as opposed to the study of their positive effects. Prior research has indicated that

participating in physical activity, more specifically, participating in sports, has been

shown to have a positive effect on an individual’s self-esteem; it should then follow that

the playing of video games could also have a similar boost to a person’s self-esteem. The

study then concludes that the level of interactivity required in video games- particularly

within online PC games and multiplayer games by use of voice communication further

motivates people to continue playing video games- and its goal-oriented objectives are

what drives players to continue playing video games, and being able to succeed in these

objectives can bring about immense gratification in players, thus boosting their

self-esteem. This study connected with the current study, because it discusses how

playing video games can have a boost to the self-esteem of the player, or an effect on the

player’s self-esteem.

Alexander et al. (2016) conducted that the focus was on how people fulfill their

basic psychological needs while playing video games, particularly console-based video
games. An interview was conducted with 11 participants- ranging from the ages of 20 to

30. Along with the interviews, the participants also had to fill in a demographic sheet

with the following information: age, gender, race/ethnicity, marital status, number of

children, employment status, education completed, gameplay hours per week, and

preferred video game genre. Among the respondents, the most common demographics

are as follows: male, non-Hispanic white, single, no children, employed, and currently

attending/completed a four-year college degree; the most common genres are reported to

be shooters, adventure, and role-playing games. Based on the findings, the respondents

have all stated that playing video games have met at least one of the four basic needs for

them, due to the following: being able to connect through the choices made in their

digital and real identities, having a sense of control, and having a safe space for

experimentation that is normally not possible within real-life scenarios, but wholly

possible within video games. The relation that this study has to the current study is the

discussion of how video games can have some form of effect to the given respondents,

which in this case, is how video games can help in the meeting of at least one of the four

basic psychological needs.

It was discussed how video games can be perceived as a maturing medium or

platform, catering to the intellectual capacities of people through educational potentials of

such games. For example, many educators tend to ignore video games due to the

overwhelming amount of negative social influences, without taking into account the

interaction of video games and players, and how these games help people who through

tools such as digital authorization, collaborative worlds and powerful new opportunities
for educational media (Squire, 2003). This research relates to the study as it covers the

other uses of video games and how it affects people in other ways, even through

education. This information helps the researchers identify different types of perspectives

when it comes to video gaming as well.

Gaming technology has been progressing rapidly, with the more recent gaming

software beginning to push closer to reality (Vordener and Hartmann, 2003). Because of

this, communication researchers and media psychologists have been investigating the

entertainment factor that video games can bring, particularly where the potential of

interactivity bringing about immersion is concerned. It has since been observed that there

are key links between the feelings of interactivity and enjoyment brought about by

playing video games and arising competitive feelings within the players. As empirical

data suggests, there is a correlation between the competitive nature of video games to

entertainment. According to Klimmt and Vorderer (2003), there is what is called a model

process in the playing of video games, as follows: (1) certain possibilities to act, (2) a

specific necessity to act, (3) the player’s attempt to resolved the necessity to act by

applying (some of) the possibilities to act, and (4) the result which influences the

enjoyment felt by the player and the configuration of the subsequent situation. Due to the

threats imposed by the program to the player, regardless of it not being real, there is a

necessity for the player to actively cope against the perceived threats. There rise the

attempts to resolve the tasks given by the game by performing the actions needed to

complete certain objectives, which stems from the available possibilities to act and is

further fueled by the arising necessity to act; from this, either the player succeeds and is
thus rewarded, or the player loses. The results from this will inevitably have an effect on

the player’s emotional state at that given moment, with satisfactory outcomes eliciting

euphoric emotions and dissatisfactory outcomes eliciting feelings of anger or frustration.

All of this would then lead to a stronger motivation to continue playing to then increase

the euphoric emotions and to lessen feelings of frustration. From this, it can be

understood that playing video games is then enjoyable due to its ability to bring about

success, which further outweighs feelings of frustration brought about by failures. The

interactive elements of the game program further this by responding to whatever it is the

player does within the game, which would then take effect within the game itself.

However, going back to the feelings of frustration brought about by failures, to counter

this, there is the option of adjusting difficulty levels to regulate the outcomes of success

and failure in accordance with skill level. To further the examination of the role of

competitive elements within the enjoyment of playing video games, a field experiment

was further conducted, which hypothesizes that gamers would (1) expect that a situation

in-game would offer more enjoyment if they are given different options to act as opposed

to only being given few options and (2) they are faced with competitive elements in-game

as opposed to not being faced with competitive elements. The second hypothesis focuses

particularly on the importance of the competitive elements, which is assumed to make a

game more enjoyable. From this, it can be inferred that the competitive aspect of video

games is introduced for the express purpose of mastering the given tasks and obstacles to

further the game’s given goal. However, there is also a competition that stems from a

social setting. When a video game is not only played by an individual but by a crowd of
people all at once, then the self-esteem of any given individual in that group is also taken

into account; the desire not to fail in front of his peers, but rather to win, would then

motivate the gamer to succeed at a given task in the game. It was then concluded that it

appears to be reasonable that a major factor in the enjoyment of video games is

competition.

According to Young (1924), Phenomenology is a philosophy that was initiated at

the beginning of the twentieth century by German philosopher Edmund Husserl. Husserl

decided to start with the problem of how objects and events appear to consciousness since

nothing could even be spoken about or even witnessed if it did not come through

someone’s consciousness. This relates to the study as it will be utilized for this research

to be able to specifically cater to the video game players’ experiences of a specific

phenomenon- in this case, the playing of video games- from their point of view; while

utilizing Extreme Case Sampling, the researchers would be able to gather the needed data

from the chosen participants.

In a research by Primack et al. (2013), the matter of discussion focused on

whether or not video games can help in the improvement of physical health. While video

games have long been associated with the acquiring of negative health consequences,

there is still a possibility that video games may also have health benefits. The acquiring

of data began in February 2010, when literature searches were conducted within six

databases: the Center on Media and Child Health Database of Research, MEDLINE,

CINAHL, PsychINFO, EMBASE, and the Cochrane Central Register of Controlled Trial.

Additional studies were conducted through the use of RCTs that test the positive effects
of video games on users. The study of the gathered data was conducted by two

researchers, independently of each other. Through the use of this strategy, from the 1452

articles that had been retrieved, 38 were eventually utilized for the research. Such articles

discussed the use of video games in providing the following health benefits: physical

therapy, psychological therapy, improved disease self-management, health education,

distraction from discomfort, increased physical activity, and skills training for clinicians.

From these 38 studies, there were 195 health outcomes that had been examined, as

follows: improvement of psychological therapy, physical therapy, physical activity,

clinician skills, health education, pain distraction, and disease self-management. From

this study, it can then be concluded that video games show promise in being able to

improve health, especially in the areas that deal with psychological therapy and physical

therapy. The way this particular research is correlated with the one that is presently being

conducted is in the way it shows that the playing of video games can not only have an

effect on the physical health of an individual, but also the mental health of an individual.

In an article that serves as an examination of the notion of genres within video

games, it can be seen that there have been categories of genres, as developed from a

market-based standpoint that are only within the context of video games (Apperley,

2006). Such categorization only serves to further obscure the defining features of what

could be a new medium, which has thus far been only loosely divided into categories that

are based on similarities to prior video game entries and not much else. The article then

further places focus on the tension between the concept of video games a new form of

media in and of itself and the more genre-based approach which has thus far been the
current approach to categorize video games; such categorization is in similar vein to the

categorization utilized by other forms of media that existed prior to video games. This

underlying tension is a reflection of a debate within Game Studies between two factions:

the narratologists- those who see narrative as a way to better understand video games-

and the ludologists- those who hold opposing views to those of the narratologists.

Elaborating more on the tension, the article argues further that there needs to be an

examination of video game genres, as well as to further evaluate the presumptions that

arise from simply taking at face value the concept of genre being the end-all descriptive

category for video games. In an examination of key video game genres, it could be seen

that seemingly defined genre boundaries blurred over each other in the face of sharing a

generally similar structure that overlaps between genres. What tends to separate genres is

the visual aesthetic and the narrative structure of these video games. Simply relying on

superficial aesthetics only serves to be a failure to actually understand the medium as a

separate entity set apart from other mediums. The article then concludes that the current

debate between the two factions (ludology vs. narratology) can be better engaged in by

pondering more on video games as an intermediary between the two classifications of

genre.
 Statement of the Problem

This study aims to describe the lived experiences of the high school video game

players through the elements of Symbolic Interactionism: Meaning, Language, and

Thought. Specifically, it aims to answer the following questions:

1. What are the specific types of video games being played?

2. How do the participants interpret meaning in video games and how does it affect

their real life?

3. How does the interaction with symbols in games affect the way they express

themselves?
4. How do their perception and ideas change due to their interactions in video game

playing?

Theoretical Framework

According to Plunkett (2013), “Symbolic Interactionism is the way we learn to

interpret and give meaning to the world through our interactions with others.” Symbolic

interactionism is a micro-level theory that places its focus on the relationships among

individuals within the confines of a given society (Mead, 1920). Humans naturally

ascribe meaning to things, which influences the way in which they interact with these

things; ascribed meanings stem from an individual’s interactions to other people and the

society in which they are most well-integrated in. This perspective visualizes people as
being active citizens in shaping the social world rather than being acted upon simply.

(Herman & Reynolds, 1994).

The term “Symbolic Interactionism” was coined by Herbert Blumer (1969), who

was a student of George Herbert Mead (1920). He outlined these basic premises:

“Humans interact with things based on meanings ascribed to those things; the ascribed

meaning of things comes from our interactions with others and society; the meanings of

things are interpreted by a person when dealing with things in specific circumstances”

(Blumer 1969). Such meanings of things are then interpreted by a person when dealing

with things in specific circumstances.

Through the use of this theory within this research, the researchers will utilize the

three elements by Blumer (1969). These elements are Meaning, Language and Thought.

Meaning defines how people act or behave based on the definition they have given upon

symbols that they encounter. Language is how people would then converse or act from

the experiences and meanings that they encounter in their lives, while Thought is their

perception and ideas from the experiences they encounter.

Through this, the researchers would be able to identify the lived experiences of

high school video gamers. This is done in terms of how symbols can be utilized to see

how different individuals can give different meanings to one thing- which, in this case, is

video games. With this approach, the researchers will then find out about a student’s own

lived experiences with other people and society, along with the specific situations in their

daily lives.
 Significance of the Study

This study will provide information regarding how students describe their lived

experiences as video game players. As was previously mentioned, the study will hold a

great significance towards students specifically, because this study intends to help them

in the identifying of the use of interaction with symbols video games through the

elements of symbolic interactionism; meaning language and thought within the structure

of their daily lives. It will focus on the way in which they themselves can better

understand their interaction and experiences with how they view and perceive things
through symbols in video games. It caters to their understanding as well as the betterment

of their lives in whether or not the changes in playing video games are a benefit to them

in terms of their academics, social life, and their overall general life.

This research also holds significance to both parents and teachers, as it offers

them insight on how the students actually describe their lived experiences in video

gaming, thus allowing them to see video games from a fresh description and point of

view that is different from theirs. To indicate that video games may or may not be a

benefit to the youth’s growth and development through their interaction with symbols and

experiences both in video gaming and in real life.

Definition of Terms

Lived Experiences - A representation of experiences and choices of a given person and

the knowledge that they gain from these experiences.

Video Game - Are interactive pieces of digital media, found in specialized devices made

for playing video games: computers, mobile devices, televisions, etc. Focusing on

role-playing, which are character playing and first-person shooting games which are

games that sets the player in first person through maps.

Extreme Case - Focuses on participants with unique or special characteristics, which in

the case of this study, are participants that cannot go a day without playing video games.

CHAPTER TWO

RESEARCH METHODOLOGY

Research Design

A qualitative research design will be utilized for this research and is descriptive in

its approach. It will serve to describe the lived experiences of high school video gamers.

Descriptive research is a purposive process of data gathering, analyzing, classifying, and

tabulating data about prevailing conditions, practices, beliefs, processes, trends and

cause-effect relationships and then the adequate and accurate interpretation of such data

with or without the aid of statistical treatment (Estrellado, 2012). This study is descriptive

in its approach because it caters to describing the living experiences of high school video
game players, specifically on how symbols interact with them through the elements of

Symbolic Interactionism: Meaning, Language and Thought. (Mead, 1920).

The research design utilized is phenomenology, a method of logical investigation

developed by Morovian-born mathematician and philosopher, Edmund Husserl.

Phenomenology, as defined by Husserl, is “the whole of our ‘life of consciousness’

(Husserl, 1976). Furthermore, phenomenology is the careful study of conscious

experiences in the manner by which they were experienced- which is through a more

subjective or first-person point of view (Smith, 2013).

However, this is not just limited to the explicit cognitive states, which includes the

forming of judgements, but also includes sensory awareness, perception, memory,

imagination, feeling, emotion, mood, free will, and time-consciousness (Husserl, 1928).

As a research design, phenomenology, will be utilized for this research as it will be

able to specifically cater to the video game players’ experiences of a specific

phenomenon- in this case, the playing of video games- from their point of view; while

utilizing Extreme Case Sampling, the researchers would be able to gather the needed data

from the chosen participants. Researchers seek out extreme cases in order to develop a

richer, more in-depth understanding of a phenomenon and to lend credibility to the

researchers’ study (Crabtree, 2006).

 Research Environment

The study will be conducted in a school that is located within the Cebu City area.

It is a non-sectarian private school and it caters to students ranging from preschool all the

way up to the senior high school level.

This institution values academic excellence and strives for the betterment of the

students, it is a caring and nurturing educational community that caters to the needs of the

students. The interviews took place within the school premises, and since the research

was a recorded interview, the researchers needed a quiet place to interview the

participants.
 Research Participants

Participating in this study will be selected high school students who are currently

attending classes within the academic year of 2019-2020. The researchers used a

sampling technique which is Extreme Case Sampling where they chose their research

participants. Extreme Case Sampling focuses on participants with unique or special

characteristics, which in regards to this study, are 5 students who play video games. This

sampling is chosen because it focuses on participants that are most likely experienced in

video game playing, thus, providing the researchers with the data that is needed. The

researchers chose this because the participants that were chosen in the extreme case

sampling are most likely to be more experienced in video games and are able to give the

researchers the data that is needed for their research.

The researchers have decided on selected high school students, specifically

focusing on 5 students all in all who regularly play video games as opposed to the

students who don’t play video games- this is because those who have played video games

would be able to form varied data because they have more experiences due to familiarity
with them. The researchers have decided on 5 students because the data that will be

gathered will be varied from different responses.

Research Instruments

The researchers utilized a researcher-made questionnaire for the participants,

which will be used as a guide to interview the participants that are chosen for this study.

The draft of the questionnaire was drawn out based on the researchers’ readings, previous

studies, professional literature, and published thesis related to the study that is being

conducted. In the preparation of the instrument, the requirements in the designing of good

data collection instruments were considered. The questionnaire contains 4 questions that

are anchored in the elements of Mead’s Symbolic Interactionism; meaning, language and

thought. This is done in order to identify the interaction of high school students from the

symbols that they encounter in video gaming and how they are to the world.

The questions in the interview are all related to Mead’s elements of symbolic

interactionism; meaning, language and thought. The first question starts off by asking the

respondents their reason for playing video games in general, which will then provide the

basis of what their interpretation of video games is, as well as how they act and behave

based on their interaction with video games to their encounters in the world. The second
question asks about the changes they find in how they express themselves, this, in turn,

defines the idea of how language plays a part in their interaction with symbols in video

gaming. The third question follows how their ideas and perception change due to their

interaction with symbols as well; this also caters to the idea of thought and how their

thinking changes over time because of the symbols they encounter in video games.

Research Procedures

a. Gathering of Data

Prior to the conducting of the interviews, a transmittal letter will be given to the

school principal to acquire permission to conduct an interview with the selected research

participants.

Once the letter has been approved, prior to the answering of the questions and the

conduct of the interview, the researchers will then discuss with the participants the

purpose of the study, the risks, the possible benefits and as well as their confidentiality, to

ensure the identity and privacy of the participant that will be involved in the study will be

protected. The data will be recorded and transcribed by the researchers as the interview is

ongoing. After the interview and the transcript of the participants are done, the

researchers will then edit the entire video into a documentary to gather the findings and

data of the study as well.

b. Data Analysis

Prior to the study, the researchers have studied and analyzed the mechanics and

jargon of video games, to better describe the lived experiences of the players. In

analyzing their data, the researchers connected the lived experiences of high school video

game players to the elements of symbolic interactionism; meaning, language and thought.

The researchers have also utilized the Braun and Clarke Thematic Analysis Framework

(Braun & Clarke, 2006) which is a suitable method of analyzing the qualitative data that

is being gathered, for the whole study will be focused on a theory that would involve the

three concepts that can be considered as a theme. The thematic analysis focuses on

generating themes, and the researchers believed that by analyzing their data through a

framework of themes, it would be the best guide for their findings, conclusions, and

recommendations. The data gathered in this study will be recorded, transcribed, and put

together in a documentary video.

Ethical Considerations

In order to protect the privacy of the participants that are involved in this study, all

data gathered from this study will be treated with the utmost confidentiality. Since the

importance of consent is taken into consideration in the conduct of this study, the full

consent of all the research participants should then be taken prior to the conducting of the

study. The printed consent forms will both discuss and emphasize the need for privacy,
along with the possible risks that the participants may potentially encounter in relation to

this study.

Under the consent and the assent for the participants, the researchers are giving

the participants the option of having their faces blurred and their voices manipulated in

the recorded documentary. In adherence to the Republic Act No. 10173 (Data Privacy

Act of 2012), the data that will be gathered and shown in the documentary will be shared

with the panelists only. The researchers, as well as the panelists, will not be storing any of

the information given by the participants following the conclusion of the study, for their

answers will only be exclusive for the study being conducted. The data that will be

gathered and shown in the documentary will be shared with the panelists only.

PRESENTATION, ANALYSIS and INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the thematic analysis done,

and the interpretation of findings. This study aims to describe the lived experiences of

high school video game players, based on the elements of Symbolic Interactionism:

Meaning, Language and Thought. The researchers applied the retrospective study where

thematic analysis on data gathering was more suitable.

The Data Gathered from Extreme Case High School video games players on their

Lived Experiences in video game playing

The first question asked by the researchers to the participants was, “What type of

video games do you play?”. This was asked to identify the common types of video games
that the participants play. Most of them have stated that they play first-Person shooting

games (FPS), role-playing games (RPG), and Free-roaming games.

The second question was, “Why do you play video games?”. This was asked in

order to cater to the student’s interpreted meaning out of playing video games, which in

turn will help in finding out the meaning they give to the different symbols that they

encounter when playing video games. Most of the students stated that they play video

games because it’s fun and it kills their boredom. One of the students said that they play

video games to distract themselves from their own problems- “More like a coping

mechanism.” A student also stated that it gets them to relax from dark and negative

thoughts whenever they wake up or come home from school, specifically stating that

video games help them find themselves more.

The third question is, “What are the changes you find in the way you express

yourself because of your interaction with video games?”. This was asked in order to cater

to the student’s interpreted language out of playing video games, in return to find out how

the way they express themselves change through the symbols that they encounter when

playing video games. One of them stated that they become very competitive when it

comes to playing video games, “When I do gaming, I’m very angry. I get very

competitive, and I really live for danger, and I am more of an adrenaline rush person.”

Another student stated that they become more patient when playing video games- “There

are some toxic people on the Internet, so you have to be patient with them, even if they

badtalk you or something, you just have to be patient with them, because you can’t please

everyone.” Stating that they try their best to accept their mistakes and become patient in a
way that they, in return, can be better in playing overtime. In a way, this type of thinking

helps them become more mature in terms of dealing with criticism and harsh words

online and offline.

The last question asked, “What are the changes you find in terms of your

perception and ideas because of your interaction with video games?” This was asked in

order to cater to the student’s interpreted thought out of playing video games, in order to

find out how their perspective and ideas change through the symbols that they encounter

when playing video games. One student stated that they view the world in a unique way

because of their interaction with video games, in how video games are developed, they

see the world creatively and it changes their views in a way where they see creativity in

everything. Another student stated that they tend to open themselves up more in ways

where they learn a lot of lessons from video games, “In video games, I learn- it’s not just

about playing video games, it’s also like, stories and other stuff, where you can learn

things from it, then from those lessons, I think I can apply it to my world right now.

Towards people and to me.” In which they also explained that their way of thinking and

character have developed overtime as compared to before, “Whenever a problem comes,

I can relate to it more. I didn’t know so much stuff before so I didn’t think I could relate it

with people, but now, I can. Playing video games also kind of helped my personal

character development.”

The analysis above shows the data being gathered from the interview. The

researchers have compiled the quoted answers taken from the interview and then stating
them in how the questions are being answered. Analyzing qualitative data can be quite a

challenge, hence the researchers have utilized the Braun and Clarke (2006) theme

analysis framework that can connect a theme to another theme to data drawn from the

interview. From the method used in analyzing, the researchers have identified the

following themes that describe the living experiences of high school video game players.

(i) Video games are fun to play and that is the main factor; (ii) Video games keep them

distracted from their problems which is still connected to the main factor. (Video games

are fun; Meaning); (iii) Video games make them competitive and patient at the same time

(Language) and (iv) Video games help develop their way of thinking (Thought).
 Analysis and Interpretation of Data

I. Video games are fun to play and that is the main factor

This theme expresses the fact that the students play video games because they are

simply fun to play. It keeps them away from their day-to-day schedules of academics and

house chores and they enjoy the company of digital characters and dialogues.

II.Video games keep them distracted from their problems which is still connected to

the main factor

This theme expresses the fact that students turn to video games in order to distract

themselves from their negative thoughts and happenings in their lives, and it is still

connected to the main factor, because these video games are fun to these students. It

keeps them busy from their problems and helps them forget about it. Video games are

perfect mood boosters for students who have to deal with the daily life of the Corps and

difficult homework (Macris, 2010). This anchors the fact that students play video games

to relieve themselves from problems that they encounter in their daily lives.
III.Video games make them competitive and patient at the same time

Because of the competitive culture in playing video games, video games also have

an impact on these students’ competitiveness, in having to play a game successfully and

greatly. This also affects their view of things in their lives, in the way they express

themselves with other people in terms of competing with each other, it gives them a sense

of motivation to do better in what they are doing because of their competitiveness. Being

patient is also another factor that they have taken in when playing video games, they

learn to accept the inevitable foul words thrown at them during online playing and in

return develop their patience when playing video games. Through this, they learn to be

more patient when it comes to approaching things in their lives.

IV.Video games help develop their way of thinking

This theme focuses on the perception and ideas of the students and how video

games have helped them broaden their thinking skills and how they relate to other people

when it comes to specific situations. Games that require players to move quickly, help

them keep track of many items all at once, help them hold a good deal of information in

their mind at once, and make also in split-second decisions. (Gray, 2015). It has also

helped them in seeing the world in a different perspective because of their interaction

with video game playing.

 CHAPTER THREE

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter represents the summary of the findings, and conclusions drawn from

the findings and the corresponding recommendations. This study was taken with the

general objective of describing the lived experiences of high school video game players,

with the help of the elements in symbolic interactionism; meaning language and thought.
 Summary

This study was conducted to describe the lived experiences of high school video

game players through the use of symbolic interactionism and its three main elements;

meaning, language and thought. Specifically, it answered the following questions: 1)

What are the specific types of video games being played? 2) How do the participants

interpret meaning in video games and how does it affect their real life? 3) How does the

interaction with symbols in games affect the way they express themselves? 4) How do

their perception and ideas change due to their interactions in video game playing? To

gather the needed data, the researchers utilized the theory of Symbolic Interactionism, by

Herbert Blumer (1969), to describe the lived experiences of high school video game

players.

Findings

The following findings of the study are arranged according to the sub-problems.

1) The main factor for why these students play video games is that because video

games to them are fun to play

2) Because they are fun to play, video games keep most of them distracted from the

problems that they encounter in their daily lives.

3) Video games make them feel competitive, that they tend to become frustrated

whenever they do not do well in the games that they play, or whenever they keep losing

in these games.

4) Video games make them become patient towards what other people have to say, in

terms of how they are talked about online. They learn to accept their own mistakes in

playing video games and will do better overtime. This in a way makes their thought

process more mature in how they view criticism.

5) Video games make them view the world creatively. Due to how video games are

being made and developed, and how games show a variety of creativity and genres, these

students find uniqueness in everything they see in their daily lives.

6) Video games improve their personal character development, in the way they think

and perceive things as compared to before.

Conclusion

Based on the findings of this study, it can be conducted that high school video

games players tend to turn to video games because they are fun to play, and because of

this, it helps them distract themselves from the problems that they face in their daily

lives, acting as a coping mechanism in a way where it helps them stay away from the

problems they have. It also gives them a sense of competitiveness in a way where they
want to do better in what they do. It also helps them become more patient in ways

whenever they receive harsh words and criticism.

Playing games helps them become more mature in dealing with situations where

they are being talked about negatively and it strives them to be better in doing the things

that they do. It also gives them a sense of encouragement to be better in terms of personal

character development and help them relate to other people better through their

interaction with video games. It helps them see the world in a whole new perspective and

helps them become more open-minded towards situations and experiences. It also gives

them an insight on how the world is truly creative in ways of how things were being

made and developed. It gives them a sense of creativity in the things that they do and see.

Recommendations

The aim of the research was to focus on the lived experiences of high school

students as video gamers. A qualitative approach was adopted for this research, utilizing

Herbert Blumer’s theory of Symbolic Interactionism and Edmund Husserl’s

phenomenology. The research has provided insight on the way that high schoolers see

how playing video games affect their lives and how it shapes their worldviews. While the
scope of the research was small in scale, the responses provided by the participants, with

some slight variations, are in general consensus.

The general consensus is that playing video games is seen by the participants as a

distraction or coping mechanism from their real-world problems and that it has a

significant effect on their lives, positively and negatively.

Due to the general consistency in the responses provided by the participants, it

can then be inferred that, while the experiences, at an intimate level, would vary from

person to person, the general effect that playing video games has on the participants is the

same.

In light of the findings within the research, the researchers would then like to

recommend the school to conduct seminars for the parents, as well as teachers, about the

lived experiences of high school video game players, to give them an insight on what it

really is like to be playing video games on a daily basis in the perspective of these high

school students, and how video games have an effect on them, in terms of how they

interpret meanings out of video games, in how there are changes in the way express

themselves towards the world because of their interaction with video games, and how

their ideas and perceptions change due to their interaction with video game playing as

well. In a way where parents and teachers have a whole new perspective of how video

games affect the youth.

 Appendices A
Dr. Benito F. Sotto
Principal
Maria Montessori International School
Barangay San Jose, Cebu City

Dr. Sotto:

Greetings!

We, Kiara Beatriz Sagales, Kristine Tangga-an and Anne Hailey Cayron are Grade 12
Humanities and Social Sciences Students students currently conducting a qualitative
research entitled The Lived Experiences of High School Video Game Players. This study
will explore the lived experiences of high school video game players through the theory
of Symbolic Interactionism. This will focus on the way in which the students themselves
can better understand their interaction and experiences with how they view and perceive
things through symbols in video games.

In this connection, we, the researchers, would like to ask for your permission from your
office to gather data from the respondents who are extreme case video game players.
There will be a one-on-one interview with the respondents and the transcription of their
answers for the data gathering.

Please be assured that your school and the respondents’ privacy will be treated with the
utmost confidentiality in adherence to the Philippine Data Privacy Law. In the event that
this research will be published or presented, your school’s identity will not be divulged
unless a written consent from the school is obtained.

Thank you for giving your time reading our letter and we hope that this request will merit
your approval.

Respectfully Yours,

KIARA BEATRIZ V. SAGALES ANNE HAILEY CAYRON

Researcher Researcher

KRISTINE B. TANGGA-AN
Researcher

Noted by:

NIÑA CHRISTIE M. PAREJA JOSEPHIL C. SARASPE

Research Adviser Senior High School Vice Principal

Approved by:

BENITO F. SOTTO, EdD

School Principal
 Appendices B
The Lived Experiences of High School Video Game Players

Research Purpose:

This research aims to describe the lived experiences of video game players through their
behavior, thoughts, and personality traits when playing video games, in adherence to
Mead’s elements of symbolic interactionism; Meaning, Language and Thought. The
purpose of this study would be for participants to describe their experiences in playing
such games and how the interaction of symbols affect their lives.

Description of the Research:

The participants will be asked to answer a 15-20 minute videotaped interview where they
will be asked for their interaction, communication, and behavior from video gaming and
to the world.

Potential Risks:

The interview will be documented and videotaped, therefore the face and the voice of the
participant will be included in the video. The documentary will be shared to the research
panelists that will be checking this study. However, the face and voice of the participant
then will be manipulated in regards to whether they choose to have it changed or not in
order to eliminate the identity of the participant.

Potential Benefits:

Information from this study can help the students conduct research to describe the lived
experiences of high school video gamers and whether the interaction of symbols in games
affects their experiences and encounters in their lives. (Symbolic Interactionism).

Confidentiality:

In adherence to the Republic Act No. 10173 (Data Privacy Act of 2012), the researchers
will not be storing any of the information given by the participants following the
conclusion of the study, for the answers will only be exclusive for the study being
conducted. In keeping with the maintaining of privacy, the participants’ names will not be
used, as such, they will answer the questionnaires anonymously.

Only the researchers will have access to the data and data will not be shared with anyone
else other than the panelists, out of the study.

1) Grade Level:
❏ Grade 7
❏ Grade 8
❏ Grade 9
❏ Grade 10
❏ Grade 11
❏ Grade 12

2) What type of video game/s do you play?

❏ Action - platform, shooter, fighting, beat ‘em up, stealth, survival, Battle Royale,
rhythm
❏ Action-adventure - survival horror, metroidvania
❏ Adventure - text adventures, graphic adventures, visual novels, interactive movie,
real-time 3D adventures
❏ Role-playing - action RPG, MMORPG, roguelikes, tactical RPG, sandbox RPG,
first-person party-based RPG
❏ Simulation - construction and management, life simulation, vehicle simulation
❏ Strategy - 4X game, artillery game, auto battler, multiplayer online battle arena
(MOBA), real-time strategy (RTS), real-time tactics (RTT), tower defense, turn-based
strategy (TBS), turn-based tactics (TBT), wargame, grand strategy wargame
❏ Sports - racing, sports game, competitive, sports-based fighting
❏ Other - board games or card games, casual games, digital collectible card game,
logic games, MMO, mobile game, party game, programming game, trivia game
❏ Idle gaming

Meaning

3) Why do you play video games?

Language

4) What are the changes you find in the way you express yourself because of your
interaction with video games?

Thought

5) What are the changes you find in terms of your perception and ideas because of
your interaction with video games?
 Appendices C
CONSENT LETTER FOR THE PARTICIPANTS’ PARTICIPATION IN THE
CONDUCTED RESEARCH
Dear Participant,

We are students of Maria Montessori International School, specifically in Grade 12 under

the Humanities and Social Sciences Strand. We are conducting a study describing the
Lived Experiences of High School Video Games Players. This study will explore the
lived experiences of high school video game players through the theory of Symbolic
Interactionism. This will focus on the way in which the students themselves can better
understand their interaction and experiences with how they view and perceive things
through symbols in video games. The researchers will be conducting a recorded interview
with you, regarding your experiences and interaction with symbols in video games and
how you interact with the real world through meaning, language and thought. The
interview will require you to respond to a series of statements and questions. As per
request, your face, voice, and identity can be changed or manipulated.
We also want to adhere to the fact that your participation in this study is voluntary and all
efforts to protect your identity and keep the information confidential will be taken. Please
be assured that your privacy will be treated with the utmost confidentiality in adherence
to the Philippine Data Privacy Law. From the beginning of the interview, the data will be
recorded and we will make sure that information and data that is shared with us will be
kept with the utmost confidentiality. The data collected will be kept only in the span of
the research period. We look forward to learning about your lived experiences. Attached
to this letter is a return slip for your confirmation to partake in the said study. Your
participation is greatly appreciated. Thank you!

Sincerely,
ANNE HAILEY CAYRON
KIARA BEATRIZ SAGALES
KRISTINE TANGGA-AN
Researchers

------------------------------------------------------------------------------------------------------------
RETURN SLIP
Kindly check the box of your preference. Your answer would greatly be helpful to the
study made by the researchers.

❏ Yes, I would gladly participate in this study.

❏ No, I do not wish to participate.

Appendices D

Interview 1

Location of Interview: Classroom and Guidance Room

List of Acronyms: P1=Participant 1, IN=Interviewer

IN: What type of video games do you play?

P1: Um… I play RPG, Action, um… Fighting games, Idle games, MMORPG, um…
yeah I think almost anything, every video game, yeah… All genres.
IN: Why do you play video games?
P1: Um- I play video games because it’s… fun and it’s… it kills- my boredom. [pause]
And um… it’s also, um… In a way- ew [laughing]- Kato imong question ganina? Unsa
to? Um- wait, [looking to the side] yeah, it relieves stress, because, um… usually, um,
when I- come from home, or when I wake up- I, I feel this… like, [pause] very, um, dark
energy, and I just want, like, let it out, so, I think when I play video games, kay I become
more… relaxed? And I think I can find myself more [unintelligible].

IN: What are the changes you find in the way you express yourself because of your
interaction with video games?
P1: Um… [looking around] For myself, kay um… when I’m… playing it, kay… I think
I’m very… competitive jud. As, what people sees me kay they just think I’m- very simple
ra, kanang I don’t really… engage to- um- going out of my comfort zone and I… when I
do gaming, kay I’m very… kuan jud ko, angry [laughing]. Kanang… competitive jud ko
[looking out the window] and, I… feel more, um, I… really live for danger jud and, more
of an adrenaline rush person [blinking, nodding].

IN: Mh-hm, what are the changes you find in terms of your perception and ideas, because
of your interaction with video games?
P1: “What are your”-? [looking up in confusion]
IN: The changes you find in terms of your ideas and perception.
P1: Changes you- find in… myself?
IN: Yeah. For example, how you think na because of video games.
P1: [glancing sideways] Hmm… I think I find myself more… um, more [pause]. I can
[gesturing with hand] open myself- yeah, I can open myself more to people. In video
games, kay I learn- it’s not just about playing video games, it’s also like, stories and…
stuff, nga where you can learn things from it then, from those lessons, kay I think I can
apply it to, um [pause] my… my world right now. Towards… people and to me.
IN: So, do you… for example, kanang, the way you think is faster as compared to
others?
P1: Faster? Um… Not- oh, I think, uh- faster to pick up… ideas [gesturing with hand]
from people kanang, for example, when… this problem comes, kay I think I can relate it
to, um, what that person is trying to say- usually, before it, kanang, I don’t know so much
stuff man so I didn’t think I can relate it with people, but now- I, I can na. Playing video
games also, um, kind of helped my… character- character personal development
[nodding].
IN: Thank you.
P1: [waving to the camera] [laughing]

Interview 2

Location of Interview: Senior High Wing

List of Acronyms: P2=Participant 2, IN=Interviewer

IN: So… what type of video games do you play?

P2: I play [scratching ear] RTS games, which are Real-Time Strategy games, like, I play
Starcraft, or like Warcraft 3, or, um, Red Alert, all like- you, you control an army,
something like that.
IN: Ah, so, what- what about other kinds of games?
P2: Other kinds of games [looking around] I- there are some FPS games I play, like,
Warframe, or kanang the- but that’s one of the few games that- FPS- that I play, but I also
play, like, um, All Orcs Must Die, or Torchlight, or other games.

IN: So… why do you play video games?

P2: I play it, ‘cause it’s fun and that… I use it- I play it ‘cause there’s nothing else to do-
yeah [nodding] cause I have no chores [laughing]. So, that’s one thing.
IN: What would be another reason for you to play video games?
P2: It’s- other reasons to play video games, like, um… Of course, one is fun, and um, it
helps me, like, interact with the- the people in the games I play. Get more… [trailing off]
IN: So, like, mga online games, you play? You… talk to other people…?
P2: Yep, pero I only do that if I have nothing else to do [shrugging].
IN: Ah, at home?
P2: Yeah.

IN: Okay, so… What are the changes you find in the way you express yourself because
of your interaction with video games?
P2: [shaking head, blinking in confusion] I’m so sorry- I don’t really understand.
IN: What are the changes that you find- how do you say this, ah- how do you, how are
you able to express yourself based on- because you- from playing your video games, is
there any… character development whenever you play?
P2: Um… for me… um, yeah, for me- ‘cause that- there are some toxic people on the
Internet, so you- you have to be patient with them… And like, even if they like… bad
talk you or something, you just have to be patient with them, ‘cause, you know, you can’t
please everyone [shrugging].
IN: What- what kind of bad…?
P2: For example, you just started, and they’re like- “Noob! Noob! Please don’t play with
us, get out!”- something like that, so just have to like, “Ah, it’s okay,” you just have to
accept that you’re a noob or something. You’ll get better, like, patience is something that
I can… [trailing off]
IN: Yeah, for the people who don’t know what noob is, what’s a noob [laughing].
P2: Um, a noob- are, are people who… are still new to a specific thing and doesn’t know
what to do yet- yeah, beginners.
IN: And people look down on noobs?
P2: [nodding] Yeah, I think, a lot of people look down on noobs, but there are some
people who also, um, want to help noobs- people who are new- ‘cause they want them to
develop like they did.

IN: Ah, okay. So, last question is- what changes do you find in terms of, uh, your
perception and ideas in terms of your… interaction with video games- like, how did your
worldview change because of your playing video games?
P2: [looking off to the side] How did my worldview change…?
IN: From, like, from like before playing video games and after playing, was there like…
any changes in your…?
P2: Hmm… There, there can be, but it’s not really that much, ‘cause I have a very… firm
stand on my thinking.
IN: Ah, so playing video games… doesn’t really change your perspective, like…?
P2: [shaking head] No, not really. But, it also depends on the people, who- there are some
people who would tell you to change your mind if you have a certain opinion, there are
some people in the Internet… who will tell you about it and it [shrugging] can change
your mind, but- for me, [shaking head] none of that happened.
IN: Ah.. so you’re able to keep- maintain the same kind of perspective so- you don’t
really let it affect you?
P2: Yes. [smiles]
IN: Okay, thank you so much.
Interview 3

Location of Interview: Senior High Wing

List of Acronyms: P3=Participant 3, IN=Interviewer

IN: What type of video games do you play?

P3: First-person shooter, uh… RPG and free roaming.
IN: Only those three? Okay.. Why do you play video games?
P3: It’s fun- entertaining.
IN: Is that the only reason why?
P3: Yes. [smiles]
IN: What are the changes you find in the way you express yourself because of playing
video games? Do you- Does it feel like you have changed in the way you express
yourself to other people because of playing video games or do you feel like there is no
change?
P3: I’m just it for- as an escape for my problems.
IN: So there really isn’t like any other reason for it?
P3: No, it’s just fun.
IN: It’s just fun? Okay.

IN: The next question is what are the changes you find in terms of your perception and
ideas because of your interaction with video games? Meaning like, do you feel like
because you play video games there is a change in your world view or is it- do you feel
just the same?
P3: I feel the same. [smiles]
IN: You feel the same? So, like, it’s just an escape? There’s no other reason why you play
video games?
P3: Uh... I find it fun, yeah. [nods and looks around]
IN: Only- So you only play it for fun? There isn’t any other reason at all?
P3: Yes. [nods and smiles]
IN: Okay, thank you for participating with us.
Interview 4

Location of Interview: Senior High Wing

List of Acronyms: P4=Participant 4, IN=Interviewer

IN: Why do you play these video games?

P4: I play these video games to somehow like- have time for myself or like distraction
from my problems, siguro.
IN: So it’s... more like a coping mechanism for you?
P4: [nods] Yeah, coping mechanism.
IN: Uh... The next question is uh.. What are the changes you find in the way you express
yourself because of your interaction with video games- like how does your mode of
expression- like how do you express yourself because of your influences- like what is the
influence of video games on your self-expression?
P4: Maybe, when you;re engage in video games, you tend to have fun- at the same time
you start to lose control of yourself in cases where you always have this uh... losing
streak or something like that, that makes you frustrated so sometimes it depends on
results of the game that changes your mood.
IN: Does it like, have an effect on your real-life outside of playing video games?
P4: [nods] Oh yeah, it does uh... In a way that sometimes you might forget the important
things in especially family or your friends, or sometimes you just have- lose control of
your emotions. [nods]

IN: Last question is what are the changes you find in terms of your perception and ideas
because of your interaction with video games- like how does your playing video games
affect your world view in life?
P4: Mm, I can that uh... playing video games make- uh, I can say that uh… you can
become- be creative like the world has become creative in a way that they- how they
make these games- is like, how they think of the… the process of the games and
something like that, I think it makes me see the world as something unique and like it
changes my view of things in a way that um… there’s creativity in everything.
IN: Okay, thank you so much for participating.
Interview 5
Location of Interview: Grade 6 Corridor
List of Acronyms: P5=Participant 5, IN=Interviewer

IN: So the first question is uh… what type of video games do you play?
P5: Action, FPS, and RPG.

IN: Um, so the next question is… why do you play these kinds of video games?
P5: Because um, there are esports players- they’re- professional players and they
encourage me to play.

IN: So the next is… uh… When you play video games, does it change the way you
express yourself?
P5: It depends.. I feel the same sometimes [laughs], and sometimes also uh… I get mad
because my other teammates wouldn’t… you know, what’s this… [looks down] play
well. [smiles]

IN: Okay, uh… moving on to the last question, do you feel like your world view or like
your ideas about the world has changed because of your- like video games?
P5: Yes it does, like um… for me, I want to become an esports player, to compete in
other national competitions.
IN: So how did it change you as a person?
P5: It changed me to become a gamer and it helped me become experienced to other
games.
 IN: How do you express yourself in the real world?
P5: Oh… for me? I think I’m just… you know, a normal guy.
IN: Okay, thank you so much for participating in our study.

Interview Schedule

Participant Time of Interview Date of Interview

Participant 1 11:29am 19 February 2020

Participant 2 11:43am 19 February 2020

Participant 3 12:08pm 19 February 2020

Participant 4 9:39am 20 February 2020

Participant 5 9:59am 20 February 2020

 Curriculum Vitae

Kristine B. Tangga-an
#192 Villa Del Rio 2, Pit-Os
Cebu City, Cebu 6000
krstnee@gmail.com

Educational Attainment

Senior High School

Humanities and Social Sciences

Maria Montessori International School

Junior High School Completer

Maria Montessori International School March 2018

Elementary Education Completer

Xishan Primary School October 2013

Honors and Awards

1. Graduated Junior High School as 3ʳᵈ Honor Student
2. Grade 11 1st and 2nd Semester with Honors
3. Grade 12 1st Semester with Honors

Trainings and Seminars

Career Work Immersion

Singapore Cultural Immersion 2019

Affiliations

Member
SOPHI 2018-2019

FAB 2019-2020

References

Josephil Saraspe

Senior High School Department Head

tcherphil@gmail.com
Anne Hailey S. Cayron
Blk.4, Lot 10, Dreamhomes Executive Village Basak
Mandaue City, Cebu 6014
annecayron2002@gmail.com

Educational Attainment

Senior High School

Humanities and Social Sciences

Maria Montessori International School

Junior High School Completer

Maria Montessori International School March 2018

Elementary Education Completer

Maria Montessori International School March 2014

Honors and Awards

1. Grade 11 1st and 2nd Semester With Honors
 2. Grade 12 1st Semester With Honors

Trainings and Seminars

Career Work Immersion

Singapore Cultural Immersion 2019

Affiliations

Member
SOPHI 2018-2019

SOPHI 2019-2020

References

Josephil Saraspe

Senior High School Department Head

tcherphil@gmail.com
 References

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