Research in Daily Life

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Department of Education
Region IV- A CALABARZON
Division of Batangas
SENIOR HIGH SCHOOL IN MALVAR
San Joaquin Road, Poblacion,Malvar,Batangas
E-mail Address: shsmalvar2016@yahoo.com
Effect of Playing Online Games on the Academic

Performance and Health Concerns of Students: Predictors
for a Propose Action Plan
Baranda, Butch Brian L.
Del Valle, Earlle Vienne V.
Manato , John Jonas L.
Olan, Mark Joshua B.
“Education is Life itself”

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Chapter 1
The Problem and its Background
Introduction
Game is one of the greatest technology industry right now. Developer can
get so many advantages, for example Destiny. Destiny has already smashed
analyst expectations for first-week sales with a $500 million launch. From this, we
can conclude that game industry is on of the greatest industry.
But now, gaming could make parents worry about their child. Game
addiction certainly is a bad addict. This condition make anxious for some side. Is
your child playing video games instead of doing schoolwork? Is he avoiding
social situations and is his behavior worsening as a result of constant gaming?
I’ve heard the desperation and concern in the voices of many, many
parents whose kids seem to spend all their time playing video games, as if
possessed by some mysterious outside force.
Stopping video games for any reason has a long-lasting negative impact
on child’s emotions. He may becomes depressed, moody angry, aggressive or
violent when he is unable to play. Child are stealing gaming disc from stores or
friends, or steal money from others in order to buy gaming disc, more than once.

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He frequently lies about how much time he spends playing video games. So what
can you do to limit video game playing and create healthy boundaries around it?
Gaming addiction is still the mysterious problem, more terrifying than
alcohol or drugs addiction. Like the expert from Amsterdam say, ‘they are
powerless over their addiction.
But these addicts aren't hooked on drugs or alcohol. They are going cold
turkey to break their dependence on video games. The lure of a fantasy world is
especially pertinent to online role-playing games. These are games in which a
player assumes the role of a fictional character and interacts with other players in
a virtual world.
As Young puts it, an intelligent child who is unpopular at school can
"become dominant in the game." The virtual life becomes more appealing than
real life. We must respond to this problem seriously. So far on this problem, no
one can find why this problem easily happen and relatively difficult to be solved.
It’s important to be investigated to know why are computer games addictive, how
common is computer game addiction in children, what are the effect, so we can
keep off or treat this problem well.
To collect data to support this research, I will make the survey that will be
answered by the children that likes playing video game, the parents, and the
game developer. Maybe Game Tech college students and game makers can be

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the informants o get their opinions and the information about video game. We
can use their opinions to underlie the problems and find some solutions that we
can use, both for parents and addicts themselves. In order to adequately define
the terms, “online game” has first to be broken down into its basic components:
online and game.
At its very basic situation the term online can be referred to any activity
that is taking place via use of the Internet. Game on the other hand according to
the Oxford dictionaries (2012) is defined as an activity or pastime that generates
amusement. As an amusement, online game generates activity that is played
over some form of connection or computer network.In the research of Ahn and
Randall (2008) on computer game addiction, they define game addiction on the
basis of the definition used by the Center for Addiction and Mental Health based
in the US.
The center defines addiction as “a psychological or a physical
dependence on something”. Individual with game addiction can thus be said to
have a psychological dependence on Massive Multiplayer Online Games or to
exhibit excessive or compulsive use of computer and video games. Many cases
have been reported in which users play online games compulsively, isolating
themselves from social contact and focusing almost entirely on in-game
achievements rather than out-game life events such as academia, socializing
with family and friends, or sports. Out-game life should spent times on academia,

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communicate with family members and sport etc. But game players see the in-
game life as more important than out-game life.
This means they spent almost all the time to play online game.Ahn and
Randall (2008) discovered that MMOGs affected both social and academic
lifestyles of students involved. Of the surveyed data, approximately 50% of
MMOG addicted students were reported as actively engaged in a physical
altercation. Furthermore the addiction interferes with their relationships, in which
most of the addicts are reported to be involved in arguments with both friends
and teachers.
Academically most addicts registered more F grades as compared to
non-addicted students. This statistics corresponds with the amount of playing
time of addicted students on the MMOGs.
Background of the Study
The rise in the use of the internet has led to many changes in our daily life.
In particular, this rise has also led to the rise of online gaming. Online gaming
can refer to any type of game that someone can play through the internet or over
a computer network. Most of the time, online gaming refers to the video games
played over the internet, where multiple players are in different locations around
the world.

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In most cases, online games are freeware programs that can be used for
an unlimited time and are available for free. Most percentage of web games
available nowadays is written in Flash, Shockwave and Java languages.
Because of that, they feature more primitive game play than downloadable
games. Having an online gaming experience typically requires a high-speed
internet connection.
Proper hardware will also be required whether it’s a computer or a gaming
console, such as Xbox or Play station that’s connected to the internet. Some
online games require a specific piece of controlling hardware such as a joystick
or a game controller, but these days, gaming technology has progressed to an
amazing extent. Things like streaming 3-D animation graphics with superb
surround sound stereo now have the ability to make all addicted to gaming.
In terms of video games, online gaming is growing in popularity for variety
of reasons. Gamers can easily find opponents of a similar skill level when playing
a head-to-head game over the internet.
Nowadays, more and more people are starting to use the Internet. At the
same time, online games have become extremely popular among the young
generation thus, leading to the proliferation of online game addiction on a global
platform (Iowa State University, 2011). According to recent researches, online
gaming has become one of the most addictive Internet activities nowadays (Wan
＆Chiou, 2006).

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In summarization online gaming has become a big boom to our society
especially in each household. And we as a researcher has a perception that this
thesis would be interested in interested in discovering the reasons behind why
young people start to play online games as well the reason behind why does they
play such games that affects their daily lives and activities.
There are many benefits that Internet not only acts as an entertainment
tool, but also an important professional resource for work, communication as well
as education. However, despite all of its inherent advantages, the Internet also
has its drawbacks and that is what we would like to find out!. Although the
Internet could be very productive, it can have a drastically opposing effect.
For some people who play online games, the Internet acts as an enabler.
It is used to feed an addiction, which by its very definition interferes with daily life,
work and personal relationships. According to a report of Syracuse University on
the Science Daily website (2007), online games may have significantly negative
consequences, especially in the lives of students, through causing distraction
and interfering with important reaction of out-game life actions, such as academic
performance, health and social life. For purposes of clarity, in the rest of this
thesis, online games will also be referred to as "Massive Multiplayer Online
Games" or "MMOG".

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Conceptual Framework
Computer game addiction generally refers to an excessive, unhealthy
amount of playing computer games. Rather than engaging in the real world, an
addicted user devotes the majority of his or her time to gaming ( Conrad, 2011).
The issue of game addiction is getting spread widely and uncontrollable.
Gaming addiction became a mysterious problem which is still difficult to
treated, more terrifying than alcohol or drugs addiction. Whereas, in fact, Dr
Shumaila Yousafzai (2009) from Cardiff Business School said popular online
video games warned players not to overuse their products.Systems theory has
two branches, general systems theory and ecological systems theory. Systems
theory is about how the different parts put up a whole and within the whole they
interact with each other.
It emphasizes on connections between individuals, environment and
effective functioning (Payne, 2005, p.142-143). Differences and values between
systems theory and other theories are that systems theory focuses and deals
with ‘whole’ and while other theories only analyze parts of the whole (Hanson
cited in Payne 2005, p.142-143). However, the parts of the systems interact in
many different ways, which explains that systems have both equifinality and
multifinality. Equifinality is about how different methods can lead to the same
results i.e., there are many factors that can lead a person to become addict to
online games. For instance the friends or relatives of a person may play online

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games a lot, which can influence the person to start playing games and later to
get addicted to it. The other example may concern the competition and challenge
among these students who are full of ambition to play online games.
They are eager for more success and higher score than others and
therefore have to pay more time on playing games. Research carried out by the
center for Internet Addiction Recovery (Young, 2010, p.357) revealed that some
of the younger hardcore gamers suffered from emotional disorders that prevent
them 14 from properly socializing with others and they thus turned to MMOGs as
an outlet to experiment with various aspects of their personality, or it can simply
be influenced by the environment that gamer is in. One of the commonly stated
factors in that psychologists blame for online game addiction is the rapid
development of technology.
Young (2010) states that the evolution of the video game from a single
player game to an interactive multi-player world induces the players to has the
ability to control and alter the universe where they are in and via their character
they transform these games into “self-contained, three dimensional societies”
(Young, 2010, p. 357).
Over time as the player continues to transform this new world of their
online, player’s character begins to seep into their out-game life and the brain
begins to identify this character as being the true reality.

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On the contrary, multifinality concerns that the same situation can have
different outcomes, e.g., two people have the same group of friends who play
online games a lot, one of them may start playing with their friends, and another
may go finding some other interesting things instead of playing games (Payne,
2005, p.145).
Systems and ecological perspectives focus on the effects of one individual
on another and the interrelated and interacted connections between each other.
It presumes that every part in the system is necessary and interrelated in order to
maintain the system itself (Payne, 2005 pp.157-158).
Our research focuses on the relationship between gamers and their
families, the health of the persons as well as the individuals’ achievements in
school. The process, connecting with how relationships and interactions occur,
what they consist of and how they turn out, is an important view of system
theoriesParents across the globe are increasingly concerned about their sons
onlinegaming habits.
They are sure that there is a problem but counselors unfamiliar withonline
gaming addiction don’t understand how seductive they can be
(Young,2009, p.4).
Fraser (2012) mentions that kids are among the most vulnerable to video
gameaddiction, experts said, and may become violent when their "drug" is taken

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away. Video game and Internet addiction usually point to other mental problems
including anxiety, depression and trouble forming healthy relationships
.Kimberli Young (2009, p.12) says, not only are children, teenagers, and
college students effected by online gaming addiction, but a growing number of
adults arebecominghooked to online gaming. While such cases are rare, mental-
health professionals say the fantasy worlds offered by computer and video
games can become the stuff of very real addictions that destroy marriages and
careers.
People of all ages are quickly becoming immersed in this virtual fantasy
world whereby they can easily escape problems in their lives. As in any treatment
program, the primary step to take in the path, according to Kimberly (2009, p.18),
to recovery is to accept and not refute “denial,” a defense mechanism that
addicts frequently employ and that effectively stops them from accepting
treatment. Once this obstacle is conquered, treatment can be performed more
effectively than it would otherwise. Tracy Miller (2013) add because computer
game addiction is a new development in the world of mental health, treatments
are not as well established as those for depression, anxiety, anger, etc. Most
interventions take a cognitive-behavioral approach which involves changing how
the addict thinks about the addiction.

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Research Paradigm
INPUT PROCESS OUTPUT
1. What is the profile of

the student in terms of,
1.1. Gender,
1.2.Age and,
QUESTIONAIRE ACTION PLAN
1.3.Strand?
2. How playing online

games affects your,
2.1. Studies,
2.2. Health and,
2.3. Family?
Figure 1: Research Paradigm
Statement of the Problem
1. What is the profile of the respondents in terms of,
1.1. Gender,
1.2.Age, and
1.3. Strand?
2. How playing online games affects your,
2.1. Studies,
2.2. Health and,

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2.3. Family?
3. Is there any significant relationship in the performance of the student while
playing online games when grouped according to their profile?
4. What will be the effective way to encourage the students to stop or reduce the
time they spent on playing online games?
Hypothesis
In this paper, the researchers claim that internet games has both positive
and negative impact on the students of Senior High School in Malvar. This
indicates that not all internet games have the capacity to help the students
improve their academic performance, instead they use internet games in their
own pleasure. Internet games today has a great effect on people’s daily life. At
this point, it can be said that internet games enables people to ensure a practical
communication channel with other people all over the world and perform many
other information related activities like reaching to desired information, editing it
or sharing it with other clients over. But it can also be said that negative use of
internet games can prevent students from improving their cognitive level and
affects their social and physical aspects in a negative manner (UtkuKose
2015).internet games is the rage today, and bully on you if you can’t deal with it.
Internet games changes the way we perceive the world and interact with one
another. In today’s age, no one remains reclusive. From the pings, chat window
to the pokes and emoticons, everything exists to bring people closer, to make the

13
world comfortable. Today, young kids play with electronic devices like
smartphones and tablets. Internet games is an active part of your adolescent’s
life. However, as a parent, you need to know how internet games effects on child
development. Most importantly, it’s time you learn these technologies so that you
can relate to your kid’s daily life on the World Wide Web and social networks
(Harini Santhosh 2017). This two researchers stated that internet games is both
have an effect of negative and positive impact on students in present time.
Significance of the Study
This study will be valuable and significant to children, parents, readers and
for it will give them information about the impacts they may get from online
gaming. Parent. This study will help the parents to have enough knowledge
about the impacts of online gaming among their children. Readers. This study will
help the readers to have the understanding about the impact of online gaming.
Future Researchers This may serve as a basis for future research that they will
conduct.
Scope and Delimitations
In this paper, the researchers claim that internet games has both positive
and negative impact on the students of Senior High School in Malvar. This
indicates that not all internet games have the capacity to help the students

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improve their academic performance, instead they use internet games in their
own pleasure.
Internet games today have a great effect on people’s daily life. At this
point, it can be said that internet games enables people to ensure a practical
communication channel with other people all over the world and perform many
other information related activities like reaching to desired information, editing it
or sharing it with other clients over.
But it can also be said that negative use of internet games can prevent
students from improving their cognitive level and affects their social and physical
aspects in a negative manner (UtkuKose 2015).internet games is the rage today,
and bully on you if you can’t deal with it. Internet games changes the way we
perceive the world and interact with one another.
In today’s age, no one remains reclusive. From the pings, chat window to
the pokes and emoticons, everything exists to bring people closer, to make the
world comfortable. Today, young kids play with electronic devices like
smartphones and tablets. Internet games are an active part of your adolescent’s
life. However, as a parent, you need to know how internet games effects on child
development. Most importantly, it’s time you learn these technologies so that you
can relate to your kid’s daily life on the World Wide Web and social networks
(Harini Santhosh 2017). This two researchers stated that internet games is both
have an effect of negative and positive impact on students in present time.

15
Definition of Terms
Impact-. The powerful or dramatic effect that something or somebody has.
Internet.- An electronic communication network that connects computer network
and organizational computer facilities around the world.
Online game-. Game that can be run from a internet browser and requires
internet connection.
Technology.- The practical application of knowledge especially in a particular
area
Massive Multiplayer Online Games (MMOG)- are multiple player online games.
The games are differences from regular online games as they have the
technological capacity to host hundreds of thousands of players on the same
game.

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CHAPTER 2
Review of Related Literature and Studies
This chapter presents the review of related literature and studies that have some
degree of relevance to the current research and that provide direction in the
conduct of the study. They are reviewed to provide a clear background of the
problem being investigated.
Related Literature
There is likely to be an even bigger increase in empirical research
into problematic gaming and gaming addiction especially now that internet use
disorder (which mainly consists of internet gaming addiction) has been included
in the appendix of the new DSM-5 (American Psychiatric Association, 2013).
The amount and quality of research in the online gaming addiction field
have progressed considerably over the last decade but the process is still in its
infancy compared with other more established behavioral addictions, such as
pathological gambling.
This section suggest what might happen in the online gaming addiction
field from a number of different standpoint (e.g,.methodological, conceptual,

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technological).These are loosely modeled on the technological trends in
gambling outlined by Griffths (2011).
With the pressure on media enterprises to monetize their business and
look for different revenue streams, there is likely to be even the greater media
convergence between gaming and other more profit-making activities such as
gambling(king et al.,2010b).
It has also been reported that gaming addicts(like substance addicts)
have a higher prevalence of two specific polymorphism of the dopaminergic
which suggest that, among some players, there might be some genetic
predisposition to develop video game addiction (Kuss& Griffiths, 2012).
The rise in the use of the internet has led to many changes in our daily life.
In particular, this rise has also led to the rise of online gaming. Online gaming
can refer to any type of game that someone can play through the internet or over
a computer network.
Most of the time, online gaming refers to the video games played over the
internet, where multiple players are in different locations around the world. In
most cases, online games are freeware programs that can be used for an
unlimited time and are available for free.
Most percentage of web games available nowadays is written in Flash,
Shockwave and Java languages. Because of that, they feature more primitive

18
game play than downloadable games. Having an online gaming experience
typically requires a high-speed internet connection. Proper hardware will also be
required whether it’s a computer or a gaming console, such as Xbox or Play
station that’s connected to the internet.
Some online games require a specific piece of controlling hardware such
as a joystick or a game controller, but these days, gaming technology has
progressed to an amazing extent. Things like streaming 3-D animation graphics
with superb surround sound stereo now have the ability to make all addicted to
gaming. In terms of video games, online gaming is growing in popularity for
variety of reasons. Gamers can easily find opponents of a similar skill level when
playing a head-to-head game over the internet.
Nowadays, more and more people are starting to use the Internet. At the
same time, online games have become extremely popular among the young
generation thus, leading to the proliferation of online game addiction on a global
platform (Iowa State University, 2011).
Internet addiction gives the gamer to the unique psychological properties
which is the users increase their use of these internet services, the utility they
gain from each usage does not diminish, leading not only to self-destructive
addiction but also to social ills. When a problem, playing video games can
interfere with real-life obligations such as work, and players can end up lying
about playing video games. The study found that “problematic” video game use

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can have similar effects as other addictive activities, such as abusing alcohol
(Inwon Kang,2011).
Further support the relationship between addiction of World of
Warcraftplayers to the game and the time they spend playing online, the
relationship thatis also supported among adolescents who are addicted to online
games ingeneral (Gentile,2009;Xu et al.,2012).
Rooij et al. (2011) show that compared to non-addicts, video game addicts
have significantly higher levels of depressive moods, loneliness and significantly
lower levels of self-esteem. In this study, the results of this comparison for social
anxiety level is not significant Although playing video games is one of the most
popular leisure activities in the world, research into its effects on players, both
positive and negative, is often trivialized.
At this point, it can be said that internet games enables people to ensure a
practical communication channel with other people all over the world and perform
many other information related activities like reaching to desired information,
editing it or sharing it with other clients over. But it can also be said that negative
use of internet games can prevent students from improving theircognitive level
and affects their social and physical aspects in a negative manner (UtkuKose
2015).

20
Internet games are the rage today, and bully on you if you can’t deal with
it. Internet games changes the way we perceive the world and interact with one
another. In today’s age, no one remains reclusive. From the pings, chat window
to the pokes and emoticons, everything exists to bring people closer, to make the
world comfortable.
Today, young kids play with electronic devices like smartphones and
tablets. Internet games is an active part of your adolescent’s life. However, as a
parent, you need to know how internet games effects on child development. Most
importantly, it’s time you learn these technologies so that you can relate to your
kid’s daily life on the World Wide Web and social networks (Harini Santhosh
2017).
Tracy Miller (2013) add because computer game addiction is a new
development in the world of mental health, treatments are not as well established
as those for depression, anxiety, anger, etc. Most interventions take a cognitive-
behavioral approach which involves changing how the addict thinks about the
addiction.
Computer game addiction generally refers to an excessive,
unhealthyamount of playing computer games. Rather than engaging in the real
world, an addicted user devotes the majority of his or her time to gaming (
Conrad, 2011).

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The term “online game” describes any digital game that can be
played online using a computer network, typically the → Internet. Since the first
decade of the twenty‐first century, most popular commercial
digital games released have incorporated online play features. Considering
that online games are defined by the characteristic of being played online rather
than by a characteristic of their content or mechanics, there are many types of
popular online games(James D. Ivory, Aphra Kerr, 2015)
The majority of research examining massively
multiplayer online game (MMOG)‐based social relationships has used
quantitative methodologies. The present study used qualitative semi‐structured
interviews with 22 Australian World of Warcraft (WoW) players to examine their
experiences of MMOG‐based social relationships.
Interview transcripts underwent thematic analysis and revealed that
participants reported experiencing an MMOG‐based sense of community (a
sense of belonging within the gaming or Wow community), discussed a number
of different MMOG‐based social identities (such as gamer, WoW player and guild
or group member) and stated that they derived social support (a perception that
one is cared for and may access resources from others within a group) from their
relationships with other players.

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The findings of this study confirm that MMOG players can form
gaming communities. Almost all participants accessed or provided in‐game social
support, and some gave or received broader emotional support. Players also
identified as gamers and guild members. Fewer participants identified as Wow
players. Findings indicated that changes to the game environment influence
these relationships and further exploration of players' experiences could
determine the optimal game features to enhance positive connections with fellow
players (Erin L. O'Connor , et. al. 2015).
Related Studies
Online games pose new challenges to the law because of their
nature as games. They are both intellectual properties and social platforms.
Some of the primary legal issues raised by online games are: (1) the state's
ability to limit the distribution of online games to minors, (2) the intersection of
intellectual property law and online games, and (3) the laws that set the rules for
public access to, and permissible actions within, online games(Greg
Lastowka,2015).
Game development has always been dependent on functional business
models with the capacity to secure the delivery of fun games to consumers and
profit to the developers. Developing effective business models can be observed
from the start of the industry to the present day.

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This development exhibits creativity that is comparable to other processes
in the industry. Although the internet has enabled a greater variety of business
models, traditional models are a persistent presence (Peter Zackariasson,2015).
The virtual item auctioning system (VIAS) has economic potential as
millions of online players trade their virtual items in an auction‐based
environment. However, little empirical research has been conducted about
understanding the factors affecting the decision to use the VIAS in online games.
To address this gap, the current study uses the technology acceptance
model(TAM) to explore the effects of extrinsic motivation‐perceived usefulness,
intrinsic motivation‐flow, and trust on the decision to use the VIAS
in online games.
Three hundred and twenty‐eight surveys were gathered from the users of
VIAS in online games. The research model was tested with the structural
equation modeling technique, using AMOS 20. The results showed that intrinsic
motivation is more important than extrinsic motivation in explaining the use of the
VIAS(CigdemAltin Gumussoy,2016).
Horizon scanning techniques can be developed to identify novel routes
and sources for the emergence of viruses in the medium to long term. Central to
horizon scanning is prediction of the complex scenarios through which viruses
could emerge before they occur.

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One approach involves ‘spidergrams’ in which complex scenarios are
generated by combining factors randomly selected from different categories of
events. Spidergrams provide a framework for how different factors could interact,
irrespective of the virus, and also enable testing of combinations not previously
considered but which would be ‘tested’ in nature by a virus.
The emergence of viruses through new routes is often related to changes,
for example, in environmental and social factors, and the Internet will
undoubtedly be used to identify long‐term trends for consideration. In
addition, online games may provide horizon scanners with suggestions for new
routes and strategies that could be used by emerging viruses(P. Gale and A. C.
Breed, 2012).
Prior research on digital games illustrates a perceived gender gap in
participation and performance, suggesting men as playing more and better than
women. This article challenges the gender gap using longitudinal behavioral data
of men and women in 2 MMOs in the United States and China. Results show that
women advance at least as fast as men do in both games. Thus, perceived
gender‐based performance disparities seem to result from factors that are
confounded with gender (i.e., amount of play), not player gender itself.

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We conclude that the stereotype of female players as inferior is not only
false, but also a potential cause for unequal participation in digital gaming(Cuihua
Shen et. al. 2016).
Massively multiplayer online role‐playing games (MMOs) are spaces of
socialization and relationship formation and maintenance. This qualitative study
seeks to understand how MMO players delineate the boundary between play and
life when it comes to their game‐originated romance.
A typology of players was devised to understand players' constructions of
boundaries, and players ‘strategies against perceived stigma when moving their
relationship offline were discussed. The findings call for a shift towards a more
player‐centric and pluralist conceptualization of the magic circle of
play(Kim‐Phong Huynh, et. al. 2013).
Genre is used by game developers as a means of targeting certain
markets by providing easily identified product differentiation. This entry provides
an overview of the development and diversity of genre in online games and maps
out the major factors that drive genre formations. In addition, academic
approaches to the study of genre are applied to online games alongside an
overview of the commercial and cultural contexts that
shape online game genres(Tanya Krzywinska,Douglas Brown, 2015).

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The issue of the potential impact of online games, particularly those with
violent content, on criminal behavior in the real world is controversial. Online use
of games has proliferated over the past few decades as technology has improved
and the use of video games has become more social.
Experimental studies on the impact of games generally consider games as
solitary and provide mixed results, often with considerable limitations. Co
relational studies and longitudinal evidence of the relationship between crime
and online games are mixed, but, unbalance, are less likely to yield evidence for
unambiguous links between the two. Further, the dramatically increasing
popularity of online games is not associated with dramatically declining violence
among adults and youth in various countries.
Despite impressions to the contrary in the media, links between
perpetrators of mass homicide and the use of video games, online or otherwise,
have not been confirmed. This entry examines evidence regarding the possible
associations between online games and crime and considers several theoretical
frameworks that inform this research, including media effects theories and moral
panic theory(Christopher J. Ferguson, 2015).
While children's online gaming includes a wide range of genres and
practices, online games designed for and targeted specifically toward children
aged 6–12 years emerge out of a unique intersection of interests, industries, and

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politics. They thus represent a key area of inquiry within the digital
communication literature. This entry provides an overview of the history and
distinct characteristics of the children's online games market, and explores its
longstanding associations with education and promotion(Sara M. Grimes, 2015).
Online gaming has rapidly become one of the most significant segments in
the global media and entertainment sectors. Globalization of online games has
been studied in relation to international communication, political economy, and
audiences/fans. Unlike several other cultural genres that have been largely
dominated by Western cultural industries in the global markets, this cultural
genre is also strongly influenced by non‐Western countries.
While there are several factors that account for the popularity of
local online games in regional and/or global markets, localization plays a key part
in the globalization process of online games. Localization involves local people in
adopting, integrating, and connecting their local and foreign cultures. Two major
strategies are involved: hybridization and (g)localization. This entry identifies and
discusses these primary localization strategies to map the globalization
ofthe online game industry and its distinctive articulation between global and
local forces(Dal Yong Jin, 2015).
Game preservation is an emerging field of scholarship and practice that is
concerned with the long‐term availability and documentation of digital games.

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The discipline tackles issues as diverse as material conservation to stabilize
hardware and data forensics to retrieve code from damaged or obsolete storage
formats.
The dominant strategy for insuring access to digital games currently is
emulation but this raises significant questions about the authenticity of
reproduction as well as a host of legal challenges that arise from the copying of
read‐only memories (ROMs) and circumvention of technical measures of
protection such as DRM (digital rights management) systems.
Documentary strategies focus on gathering contextual materials and
capturing players ‘performances rather than preserving games in playable form.
Online games further complicate preservation efforts with their technically
complex client–server architectures and authentication systems, and gameplay
that may comprise intricate, emergent, and massively multiplayer social
interaction that is difficult to replicate or record(James Newman, 2015).
The act of cheating in digital games helps us understand the play process
in ways that examining normative or “ideal” play cannot. Scholars investigating
the phenomenon have uncovered a rich diversity of practices and justifications
that demonstrate how seriously players take the process of playing
offline games, and how much they can invest in the activity.

29
This entry addresses current research into cheating in digital games,
including how and why players cheat, how cheating is conceptualized in different
contexts of play, and how the online game industry has responded to cheating. It
also takes a brief look at the changing landscape of online games, including
social and mobile games and how cheating practices have evolved (or not) in
those new contexts(Mia Consalvo, 2015).
Online games point out the fundamental concepts at the basis of
synchronization in multiplayer online games (MOGs). It first describes the
principal typologies of game architectures typically employed to support
networked multiplayer games, also discussing communication issues among
distributed entities. The chapter then focuses on aspects related to the delivery
of game events, with respect to the mentioned game architectures. Next, it
focuses on event delivery, and finally it discusses typical approaches and
algorithms used to keep synchronized the distributed entities in order to maintain
the consistency of the distributed game state(Stefano Ferretti, 2014).
The systematic description and explanation of people spending time with
video (or computer) games is a relatively new topic for communication research.
Theories, models, concepts, and the theoretical constructs that have been used
in order to describe and explain these player experiences are not entirely new.
They have been developed in different areas of psychology and communication
and have only now been applied to playing online games.

30
This entry systematizes player experiences along a list of well‐established
constructs such as arousal, suspense, identification, flow, presence, involvement
and immersion, and enjoyment, as well as in relation to the three motivations
conceptualized in self-determination theory(Sabine Reich and Peter Vorderer,
2015).
The study of online gaming communities focuses on the relationships
formed between players through participation in online games. Research
into gaming communities sees games as a fundamentally social arena. The
exact form of this sociability varies depending on the nature of the people
involved and the technical constraints imposed by the game. However, a
common pattern has emerged across research. Specifically, interaction often
begins through team formation, as players form groups in order to tackle the
challenges presented by the game world. Both forming and working within a
team require communication, which provide through text and voice chat as well
as nonverbal means. Repeated interactions provide the basis for trust, which is
critical in the formation of social capital, which in turn generates positive social
outcomes for players(Joshua Clark et. al. 2015).
Studying gamers demonstrates how games are growing as texts, as
narratives, and as social spaces. In academia, useful models and taxonomies of
player behavior help explain how players behave within games, while other
research examines how players interact socially.

31
More recently, players have found ways to articulate online play in a
variety of contexts, and have created a series of spokespeople who express
these desired behaviors publically. This entry presents player behavior online as
a protean entity, where a lack of cohesive social determinants leads to interesting
articulations of play, as well as conflicts between individuals struggling to behave
“correctly.”
It examines some of the more controversial aspects resulting when
activities in and around gaming prompt different, often contradictory actions. This
entry also examines how online behaviors are influencing and becoming
integrated withother aspects of social gaming such as fandom, webcasting,
and game punditry(Esther MacCallum‐Stewart, 2015).
Synthesis
This part contains the similarities and the differences of the related
studies to the present study which is conducted by the researchers Study of
psychiatric Association (2013), and Grifths (2011)is related to the present study
because they both discussed the effect of online games on the health concerns
of student. They are both asses because they are discussing about that factors
can effect on the health.
The purpose of this study is to give some effects onplaying online games
on health of students. Study of Dindar and Akbulut (2014),and (Tanya

32
Krzywinska,Douglas Brown, 2015) related to the present studybecause they both
discussed online games can affect your health and health ofthe student.
They are both asses because discussed the factors that affect healthof the
student. The purpose of these studiesis to give awareness of addicting online
games. Study of Saulnier (2012) and (Cuihua Shen et. al. 2016). Is similar to the
present study because they discussed how women can play like the men playing
online games. They are both asses because they discussed the result of too
much playing online games and affect of onilne games
The purpose of this study is to aware the people who playing too much of
online games. Study to(Kim‐PhongHuynh,et.al.2013) and (Joshua Clark et. al.
2015) is similar to the present study because they discussed about the
communication using online games on each other. They are differ because they
are same discussed communication using the online games in each other.
The purpose of this study is to give knowledge about online games can
use in communicating in others .Study of (Sara M. Grimes, 2015) is similar
because this research discussed online games is design for the children 6-12
years old. They are different in terms of using online games in early age of
children.
The purpose of this study is to aware early children using online games it
will cause bad health and eye damaged Study of (Esther MacCallum‐Stewart,

33
2015) and ( MiaConsalvo, 2015) is related to the present study because they are
discussed the affects of online games in behaviour of students. They are asses
because they are focused on the effects of internet games.

34
CHAPTER 3
Research Methodology
This chapter describes the nature of this study based on the research
locale, respondents of the study, and the methodology of the research.
Research Design
In this study the researchers aim to find the factors effects of playing
online games on the academic performance and health of the students that are
playing online games on Senior High School in Malvar. A researcher-made
questionnaire will be utilized as the main instrument in soliciting responses from
the respondents of the study.
Research Locale
This research study will be conducted at Senior High School in Malvar a
secondary public school located in Sn. Joaquin, Malvar, Batangas. This school
is currently headed by Jhomar C Sor.
About the Institution Senior High School inMalvar was a Technical-
Vocational Institution and was a academic courses STEM for students wanted to
become a engineer doctor or scientst and ABM for students want to become a

35
lawyer business manager and HUMSS for wanted to become police and teacher
and a school of secondary level.
If you are going to Malvar from Lipa city the travel distances is 12 km if
you are going to Malvar from Tanuan city travel distance is 5 km named after one
of the Philippines’ greatest generals, Miguel Malvar, one will not be surprised of
what other interesting thing he/she can learn about and experience in Malvar.
Malvar is a second class municipality situated in the northeastern part of
Batangas. This town, which is politically subdivided into 15 barangays, is in the
3rd Congressional District of the province. The town’s former name was Luta,
from the moniker of a Dayang-Dayang and the youngest daughter of Datu
Bunga, a descendant of Datu Puti,the chief of the tribe.
After escaping from Sultan Makatunao of Borneo, Datu Puti settled in what
is now Batangas province.Malvar officially became a municipalityon January 10,
1919. It is now dubbed as the Home of Nata de Coco Festival and is a
welcoming town to anyone who would plan to visit and create meaningful
discoveries.
Respondents of the Study
The respondents will be the students, particularly Senior High School in
Malvar. Students level is when the person’s career is determined; if the student is

36
well aware that studying and other daily chores are the most important pillar’s of
student’s life, but they also have to know how to manage time and how to use the
online games right that they will excel in their futures so this study might be like a
guide for every students on how they will interact with internet games.
The respondent of the study will be the Senior High School of Malvar. The
researchers choose Senior High School because the researchers believe that
they are more prone in internet games. Teenagers within that age are the age
which can be more exposed with the internet games. The researchers used the
Senior High School of Malvar because it is very accessible because the
researcher is studying in this school.
Research Instrument
The researchers provide questionnaire for the respondents. Prior to that,
we prepared key questions to follow for the good flow of the answers of the
respondents.
Data Gathering Procedures
The instrument used in this study to gather data is questionnaire. The
researchers has followed certain procedures to conduct this study

37
1. Permission of the school principal of senior high school in malvar was
sought properly for the dissemination of the questionnaires to all senior
high school students.
2. The questionnaire was given to 294 student respondents.
3. The accomplished questionnaire from the students will be sealed and
place in envelopes per strand for the confidentiality of contents.
Statistical Treatment of Data
The following statistical tools were employed for a better picture of thedata
gathered. Mean was utilize to get the computed average of the responseson the
questionnaire. Standard deviation was utilized to determine the degree of
homogeneity of the responses on the questionnaire
Chi Square was employed to determine the relationship of playing online
games and its effect on the profile of the students.
To interpret the significance of the study, the posited hypothesis was
tested at 0.05 level of significance.

38
CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter contains the presentation, analysis, and interpretation of the data
collected. This discussion is based on the statement of the problem in Chapter I.
1. Profile of the Respondents
This part presents the profile of the respondents in terms of their age, sex, strand
and grade level.
Table2. Profile of the Respondents in Terms of their Age
Age Frequency Percentage
15 yrs. – 17 yrs. old 125 42.52%
18 yrs. old – 20 yrs. old 169 57.48%
TOTAL 294 100%
Age is a measure of an individual’s number of years that he or she was born. The
Table 2 shows the profile among the senior high school students in Senior High School
in Malvar and their frequency and percentage of the total respondents according to age.
In Table 2, the profile of the respondents in terms of age is presented. There was
one hundred twenty five (125) whose age is 15 years old to 17 years old, forty two point
fifty two percent of the total population, and one hundred sixty nine (169) students whose
age is in between 18 years old to 20 years old fifty seven point forty eight percent of the

39
total population. The majority of the respondents ages from 18 years old up to 20 years
old.
Sex is either the female or male division of species, specifically as their reference in
stating their physical characteristics that is distinguishable by the society. The Table 3
shows the profile among the senior high school students in Senior High School in Malvar
and their frequency and percentage of the total respondents according to sex.
Table3. Profile of the Respondents in Terms of their Sex
Sex Frequency Percentage
Male 230 78.23%
Female 64 21.77%
TOTAL 294 100%
Presented in Table 3 is the profile of the respondents in terms of sex. There are
two hundred thirty males, which is 78.23 percent of the total population and sixty four
females, which is 21.77 percent of the total population. It showed that the majority of the
respondents are males.
Table 5 shows the profile among the senior high school students in Senior High
School in Malvar and their frequency and percentage of the total respondents according
to their grade level.

40
Table5. Profile of the Respondents in Terms of their Grade Level
Educational Attainment Frequency Percentage
Grade 11 153 52.04%
Grade 12 141 47.96%
TOTAL 294 100%
The finding revealed 153 students or the 52.04 percent of the respondent grade
11 students. There are 141 of the total population who are grade 12 students, which is
47.96 percent of the respondent. It shows that the majority of the students are grade 11
students.
The Table 4 shows the profile among the senior high school students in Senior
High School in Malvar and their frequency and percentage of the total respondents
according to course/track.

41
Table4. Profile of the Respondents in Terms of their Strand
Strand Frequency Percentage
ABM 41 13.95%
HUMSS 114 38.78%
STEM 34 11.56%
TVL 105 35.71%
TOTAL 294 100%
Table 4 showed the profile of the respondents in terms of strand they have been
taken. The findings revealed that the 13.95 percent of the total population or forty one
(41) students out of 294 respondents are ABM students. One hundred fourteen (114)
students are HUMSS students, which is (38.78) percent of the respondents. (11.56)
percent of the respondents are STEM student equivalent to forty-three (43) students.
The (35.71) percent or the one hundred eight (105) students of the respondents are TVL
students.
2. Factors that affect the student when playing online games
2.1 Effect of online games on studies
Table 6 shows the different statement about the effect of online game on the
studies of senior high school students. It also showed its equivalent mean and verbal
interpretation.

42
Table 6 revealed that most of the respondent’s did not affect their studies while
playing online games. The respondents reflected this as they choose mostly sometimes
that they cut classes studies with a mean of 3.58, that they do assignments with a mean
of 2.34, mean of 2.56 for being an excel student at school and mean of 2.38 for the
satisfaction on their grades. Time for studying with a mean of 2.33, reviewing after class
with a mean of 2.57, review before exams with a mean of 2.22, play online games at
school with a mean of 3.21. In other statements, playing before going to school with a
mean of 3.42 and with a mean of 3.11 shows that students play online games after
class.
Table6. Effect of online games on Studies
Statement Mean Interpretation
1. Skip classes Sometimes

3.58
2. Do assignments Seldom
2.34
3. Excel in school Seldom
2.56
4. Satisfied with your grades Seldom
2.38
5. Have time for studying Seldom
2.33
6. Reviewing after classes Seldom
2.57
7. Reviewing before exams Seldom
2.22
8. Play online games every day after school Sometimes
3.21
9. Play before going to school Sometimes
3.42
10. Play after classes Sometimes
3.11
2.77 Seldom
Composite Mean

43
2.2 Effect of online games on Health
Table 7 shows the different statement about the health of senior high school
students affects their learning.
The respondents that eat meal on time has a mean of 2.16, manage their self
while playing has a mean of 2.47. With a mean of 2.38, are the students that take eight
hours of sleep and above. In others, respondents that eat three times a day has a mean
of 2.06.With a mean of 3.1, are the students even if they are sick. It says that most of the
respondents rest after playing with a mean of 2.38 and past their meals with a mean of
2.76.
Some of the respondents say that has time for their self with a mean of 2.16 and
has blurred visions with a mean of 2.89. Some says they feel headache with a mean of
2.79.
Table7.effect of online games in health
1. Eat meals on time Sometimes

2.16
2. Manage yourself when playing Seldom
2.47
3. Sleep eight hours and above Seldom
2.38
4. Eat three meals everyday Seldom
2.06
5. Play even if I’m sick Sometimes
3.1
6. Rest after playing Seldom
2.38
7. Past meals Seldom
2.76

44
8. Have time for self Seldom

2.16
9. Have blurred visions Seldom
2.89
10. Feel headache when playing online games Seldom
2.79
Seldom
Composite Mean
2.51
2.3 Effect of online games on their families
Table 8 shows the shows the effect of online game on the families of the senior
high school students. It also showed its equivalent mean and verbal interpretation.
Table 8.effect of online games on family
1. Bonding with family Seldom

2.27
2. Talk to my family everyday Seldom
2.25
3. Do my household chores 2.28 Seldom
4. Balance my time with my family and playing online Seldom
games 2.28
5. Excel on my family 2.32 Seldom
6. Arrive home early 2.35 Seldom
7. Cares for my parents 1.99 Always
8. Play games overnight on shop 3.38 Sometimes
9. Eat with my family 2.17 Seldom
10. Help parents in house 2.01 Seldom
Seldom
Composite Mean
2.33

45
Table 8 revealed that most of the respondents have communication with their
families. The respondents that bond with their family has a mean of 2.27, talk with their
family with a mean of 2.25, do household chores with a mean of 2.28 and with a mean of
2.28, reveals that they balance their time with their family while playing.
Some of the respondents reveal that they excel in their family with a mean of
2.32, arrive home early with a mean of 2.35, cares about their parents with a mean of
1.99 and play games on shops overnight with a mean of 3.38. In other statement,
respondents states that they eat with their family with a mean of 2.17 and help their
parents on house with a mean of 2.01.
3. Differences between playing online games and the Profile of the Respondents
This portion presents the difference of playing online games when they are
grouped according to their profile. The profile of the respondents includes age, sex,
strand and grade level.
Table 9 present the difference of playing online games of the respondents and
their profiles. It was revealed that there is a no significant difference on playing online
games by the respondents when they are group according to age, as the computed p-
value of 0.000 was found lesser than the 0.05 level of significance. This means that the
null hypothesis will be rejected and that respondent’s ages 15 years old to17 years old,
and 18 years old to 20 years old have no difference in playing online games. This study
proved that age had no difference playing online games on the academic performance
and health of the students.

46
The table also shows that the computed p-value of 0.005 was found lesser than
0.05 level of significance when the respondents were grouped according to sex this
means the null hypothesis is rejected. This revealed that there is no significant difference
between playing online games and their sex.
Table 9 also shows the comparison of the respondent’s effect of playing online
games when grouped according to strand. It is noted that the results reveals significant
difference thus rejecting the null hypothesis. With the computed value of 0.000 found
lesser than level of significance 0.05. This implies that the strand do not take place to the
effect of online games on the respondents.
Table 9 also shows the comparison of the respondent’s difficulties encountered
by the senior high school students when grouped according to grade level. It is noted
that the results reveals significant difference thus rejecting the null hypothesis. With the
computed value of 0.000 found lesser than level of significance 0.05. This implies that
the grade level does take place to the effect of online games to the respondents.
Table 9.Relationship between playing online games and Profile of the
Respondents
Degrees of Decision
Variable P-value Interpretation
Freedom (H0)
Age 0.000 3 Reject H0 Significant
Sex 0.005 3 RejectH0 Significant

Grade level 0.000 3 Reject H0 Significant

47
Strand 0.000 6 Reject H0 Significant
4. Ways to lessen the effect of online games on the academic performance and
health of the students
The effect of playing online games to the respondents in their academic
performance and health are considered important to realizing the broader and more
general idea, the influential approach makes possible for the learning outcomes to be
effortless and simple for students. The continuous considering action plan can help to
the students to lessen the time they spent on playing online games.
Based on the findings, although most of the respondents have different effects
while playing online games, the following plan was made to further lessen the time spent
on playing online games by the senior high school students.

ACTION PLAN
Strategies Target Date Person Involve Outcome
To conduct a seminar talk about the The students will gain the
September 21,
importance of education than playing Students importance of education than
2019
online games . online games.
To conduct a seminar talk about

healthy lifestyle.
The students will gain
September 28,
Students knowledge about healthy
2019
lifestyle.
To conduct a seminar talk about the

importance of family.
The students will gain
October 14,
Students knowledge about their family
2019
importance.



48
49
To improve the health of

online games and add
playing online games.
family and lessen the

time of playing online
To give more time to
the students that are
consume in playing
To lessen the time
time in studying.
Objectives
games.
CHAPTER V
Summary, Findings, Conclusions, and Recommendations
This chapter presents the summary, findings, conclusions and recommendations
of the study. The findings revealed in the study became the basis of the conclusions
drawn from which the recommendations offered by the researchers were anchored from.

50
Summary
The primary purpose of this study was to determine the effect of playing online
games to the academic performance and health of the students. Specifically, it sought
answers to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age;
1.2. Sex;
1.3. Grade Level; and
1.4. Strand
2. 2. How playing online games affects your,
2.1. Studies,
2.2. Health and,
2.3. Family?
3. Is there any significant relationship in the performance of the student while playing
online games when grouped according to their profile?
4. What will be the effective way to encourage the students to stop or reduce the time
they spent on playing online games?

51
This study was guided by the following null hypotheses: there is no significant
difference between the profile of the respondents and playing of online games by the
senior high school students.
The study used the descriptive method of research which involved 294
respondents of senior high school students at Senior High School in Malvar.
Questionnaires were used to gather the necessary data and were personally
administered by the researchers. The answers were tallied, tabulated and analyzed
through the use of statistical tools such as chi-square, degree of freedom.
Findings
After the data were obtained, tabulated, statistically treated, analysed and
interpreted, the following findings were revealed:
1. From a total of 294 respondent’s majority ages from 18 years old to 20 years old
with the frequency of 169 and with the percentage of 57.48 percent. Mostly are
male with a frequency of 230 or 78.23 percent.
From a total of 294 respondents’ the majority strand is from HUMMS with the
frequency of 114 and with the percentage of 38.78 percent. Mostly are grade 11
students with a frequency of 153 or 52.04 percent.
2. The respondents perceived the effect of online games on the studies of students
by the composite mean of 2.77 and effect of online games to the health of the

52
students with the composite mean of 2.51 and effect of online games on the
family of the respondents with the composite mean of 2.33. The respondents
resulted with the effects of online games to the senior high school students.
3. The researchers found that there is a significant difference in terms of the effect
of online games when they are grouped according to their profiles. When
grouped according to age, the computed p-value are 0.000,sex, the computed p-
value are 0.005,strand, the computed p-value are 0.000, that are lesser than the
alpha level of 0.05 and the grade level which is the computed p-value is 0.000
and it is lesser than the level of significance 0.05.
4. Based on the findings, online games has an effect to the students of senior high
school in malvar so the action plan that is proposed needed to be conduct to stop
or lessen their time allotment on playing online games.
Conclusion
From the findings, the following conclusions were drawn.
1. Majority of the respondents’ ages from 18 years old up to 20 years old, mostly
male, HUMMS students and in Grade 11.
2. The respondents that are playing online games have connection to their studies,
health and their family.
3. The age, sex, strand and grade level of the respondents were significantly
isolated to the effect of playing online games.

53
4. The action plan made by the researchers may help the respondents to lessen
their time of playing online games.
Recommendations
Based on the drawn findings and conclusions, the following recommendations
are presented for the further improvements of the study.
1. The researcher recommend to the students to have equal time to their
studies and playing of online games.
2. The researcher recommend to the students to lessen the time they spent on
playing online games.
3. The researcher recommend to the students to have time management to
know new ways on how they will spent their time properly.
4. The researcher recommend to the students to communicate with their family
to lessen the time they spent on playing online games.
Bibliography
Published thesis/dissertations
(Tanya Krzywinska,Douglas Brown, 2015), Online Games and Genre
The International Encyclopedia of Digital Communication and Society

54
(Dal Yong Jin, 2015),Globalization of online games
(James Newman, 2015), Online Games Preservation
(Mia Consalvo, 2015) Online Games and Cheating
(Stefano Ferretti, 2014) Synchronization in Multiplayer Online Games
(Sabine Reich and Peter Vorderer, 2015) Player Experiences in Online Games
(Joshua Clark et. al. 2015), Community Aspects of Online Games

55
APPENDICES
“Effect of Playing Online Games on the Academic Performance and Health

Concerns of Students Predictors for a Propose Action Plan”
Dear Respondents,
As part of our requirements for the Practical Research II, we are requesting your
participation in our research entitled, “Effect of Playing Online Games on the Academic
Performance and Health Concerns of Students Predictors for a Propose Action Plan ." The
purpose of the study is to collect information from senior high school students about the
effect of playing online games to the academic performance and health of the students.
We hopefully ask for your true and honest responses. Thank you.

56
Researchers
Profile of the Respondent
Name:_________________________________________________(Optional)
Direction: Put a check mark (√) on the appropriate box that corresponds to your
answer.
1.1 Age:
15-17 years old
18-20 years old
1.2 Sex
Male
Female
1.3 Grade Level
Grade 11
Grade 12
1.4 Strand
STEM
HUMMS
ABM
TVL
Questionnaire
Online games affect my studies 1.Always 2.Seldom 3.Sometimes 4.Never

when…
1. Skip classes
2. Do assignments
3. Excel in school
4.Satisfied with your grades
5. Have time for studying
6. Reviewing after classes
7. Reviewing before exams

57
8. Play online games everyday

after school
9.Play before going to school

10. Play after classes
Online games affect my health Always Seldom Sometimes Never

when…
1.Eat meals on time
2.Manage yourself when playing

3. Sleep Eight hours and above
4.Eat three meals everyday
5.Play even if I’m sick
6.Rest after playing
7. Past meals
8. Have time for self
9.Have blurred visions
10.Feel headache when playing
online games
Playing online games affect my Always Seldom Sometimes Never
family when…
1. bonding with family

2.talk to my family everyday
3.Do household chores
4. Balance my time with my family
and playing online games
5. Excel on my family
6.Arrive home early
7. Care for my parents
8. Play games overnight on shops

58
9 Eat with my family

10.Help parents in house

59
Curriculum vitae
BUTCH BRIAN L. BARANDA

Bugtong, Lipa City, Batangas
Mobile No: 0916-602-3414
Email Address:butchbrian.baranda@yahoo.com
SKILLS AND QUALIFICATIONS
 Hardworking
 Able to Learn Quickly
 Risk Taker

60
EDUCATIONAL BACKGROUND
Secondary
Senior High School in Malvar

2017-present
Science, Technology, Engineering and Mathematics
Poblacion, Malvar, Batangas
Bugtongnapulo National High School

2013-2017
Bugtongnapulo, Lipa City, Batangas
Primary
Balao Elementary School
2008-2013
Balao, Abra de Ilog, Occidental Mindoro
PERSONAL INFORMATION
Age : 17
Sex : Male
Date of Birth : August 14, 2000
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Mouris E. Baranda
Mother’s Name : Margie N. Lagunsad
CHARACTER REFERENCES

61
Mrs. Maria Diana D. Sales
I honestly certify that all of the above information is true and correct to the extent of
my knowledge and ability.
BUTCH BRIAN L. BARANDA
EARLLE VIENNE DEL VALLE

San Pedro, Malvar, Batangas
Mobile No: 0947-535-0214
Email Address:evdelvalle15@gmail.com
 Electrical Wiring
 MS Word, Excel, PowerPoint
 Automotive Servicing
Secondary

62

2017-present
Malvar National High School
2013-2017
Primary
Miguel L. Aranda Memorial Elementary School
2008-2013
San Andres, Malvar, Batangas
Age : 17
Sex : Male
Date of Birth : March 20, 2001
Father’s Name : Sonny M. Del Valle
Mother’s Name : Marivic V. Del Valle

63
Mrs. Maria Buenasgrascia O. Nobleta
Teacher II, Senior High School in Malvar
EARLLE VIENNE V. DEL VALLE
JOHN JONAS L. MANATO

San Fernando, Malvar, Batangas
Mobile No: 0907-810-3280
Email Address:manatojonas0319@gmail.com
 Computer Literate
 Electronic Stuff
 MS Word, Excel, PowerPoint
 Risk-taker
Secondary

64

2017-present
Domingo Yu Chu National High School

2013-2017
Maluanluan Pola, Oriental Mindoro
Primary
Tiguihan Elementary School
2008-2013
Tiguihan Pola, Oriental MIndoro
Age : 17
Sex : Male
Date of Birth : March 19, 2001
Religion : Iglesia ni Cristo
Father’s Name : Jonathan T. Manato
Mother’s Name : Lewelyn L. Manato

65
Mrs. Maria Buenasgrascia O. Nobleta
Teacher II, Senior High School in Malvar
JOHN JONAS L. MANATO
MARK JOSHUA B. OLAN

Mobile No: 0997-855-1284
Email Address:mjolan.070707@gmail.com
 Electrical Wiring
 Welder
 Automotive Servicing
Secondary

66
DMMC Institute of health and sciences

2017-present
Malvar National High School

2013-2017
Primary
San Pioquinto Elementary School
2008-2013
San Pioquinto, Malvar, Batangas
Age : 18
Sex : Male
Date of Birth : May 07, 2000
Father’s Name : Venie B. Olan
Mother’s Name : Delia B. Olan

67
Ms. Wennie Matira
Teacher,DMMC Institute of health sciences
MARK JOSHUA B. OLAN

Research in Daily Life

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Research in Daily Life

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Effect of Playing Online Games on the Academic

Baranda, Butch Brian L.

Del Valle, Earlle Vienne V.

Manato , John Jonas L.

Olan, Mark Joshua B.

“Education is Life itself”

The Problem and its Background

can conclude that game industry is on of the greatest industry.

your child playing video games instead of doing schoolwork? Is he avoiding

social situations and is his behavior worsening as a result of constant gaming?

possessed by some mysterious outside force.

on child’s emotions. He may becomes depressed, moody angry, aggressive or

“Education is Life itself”

Gaming addiction is still the mysterious problem, more terrifying than

powerless over their addiction.

especially pertinent to online role-playing games. These are games in which a

As Young puts it, an intelligent child who is unpopular at school can

keep off or treat this problem well.

“Education is Life itself”

online and game.

the Oxford dictionaries (2012) is defined as an activity or pastime that generates

amusement. As an amusement, online game generates activity that is played

The center defines addiction as “a psychological or a physical

dependence on something”. Individual with game addiction can thus be said to

have a psychological dependence on Massive Multiplayer Online Games or to

themselves from social contact and focusing almost entirely on in-game

achievements rather than out-game life events such as academia, socializing

“Education is Life itself”

game life as more important than out-game life.

lifestyles of students involved. Of the surveyed data, approximately 50% of

MMOG addicted students were reported as actively engaged in a physical

altercation. Furthermore the addiction interferes with their relationships, in which

Academically most addicts registered more F grades as compared to

non-addicted students. This statistics corresponds with the amount of playing

time of addicted students on the MMOGs.

Background of the Study

“Education is Life itself”

available nowadays is written in Flash, Shockwave and Java languages.

games. Having an online gaming experience typically requires a high-speed

Proper hardware will also be required whether it’s a computer or a gaming

online games require a specific piece of controlling hardware such as a joystick

or a game controller, but these days, gaming technology has progressed to an

In terms of video games, online gaming is growing in popularity for variety

a head-to-head game over the internet.

generation thus, leading to the proliferation of online game addiction on a global

platform (Iowa State University, 2011). According to recent researches, online

“Education is Life itself”

In summarization online gaming has become a big boom to our society

especially in each household. And we as a researcher has a perception that this

thesis would be interested in interested in discovering the reasons behind why

Internet could be very productive, it can have a drastically opposing effect.

work and personal relationships. According to a report of Syracuse University on

consequences, especially in the lives of students, through causing distraction

thesis, online games will also be referred to as "Massive Multiplayer Online

“Education is Life itself”

Computer game addiction generally refers to an excessive, unhealthy

The issue of game addiction is getting spread widely and uncontrollable.

Gaming addiction became a mysterious problem which is still difficult to

treated, more terrifying than alcohol or drugs addiction. Whereas, in fact, Dr

interact with each other.

It emphasizes on connections between individuals, environment and

effective functioning (Payne, 2005, p.142-143). Differences and values between