INTRODUCTION

Mobile gaming is portable and networkable as defined by Jeong and Kim (2009),
that is why it is used by everyone today. The trend continues as time goes according to
Dumrique and Castillo (2019), gaming is one of the widely used leisure activities by
many people. As the students play through mobile games they become attached to it
thus making them gamers which refers to a multifaceted social identity that spans
personal, social and virtual contexts according to Grooten and Kowert. Most of the
Senior high school student's routine is completed by playing mobile games and by doing
so, it can give effects to the students’ lives such as to his or her cognitive skills.
Cognitive skills is the knowledge that one has learned and the ability to learn something
new as defined by Glewwe, Huand and Park (2011). Burrus (2012) has identified five
cognitive skills that may be affected by playing mobile games namely, self-diagnosis,
interactivity, immersion, competition and focus.
Gaming contributes to the probability of a student to fail thus reflects that
student's cognitive skills are not enhanced or developed enough to cause a progress in
their studies, as stated by Cortes, Alcalde and Camacho. (2012). It is a fact that most
student's failure in enhancing or developing their cognitive skills that leads to academic
failure is caused by too much time in playing video games rather than studying, though
according to Oei and Patterson (2013), videogame playing enhances different aspects of
cognition. Johnson (2012) explains the possibility of a gamer to move on to the next
level of a game and that is through the improvement of their cognitive skills as they play
the games. Due to the studies that state that playing mobile games and cognitive skills
do have connection to each other, gamification is introduced by Sharp (2015) who
defined it as a fusion of digital gaming and education that promotes, attracts, engages,
motivates and helps students retain information to increase learning.
There are many genres of games that a gamer may choose to play and there are
different frequencies of how long they get to play it. There are also different cognitive
skills that may have connection with the gamer’s choices in playing mobile games. To
further test the claims, the researchers decided to study the relationship of mobile
games to the five cognitive skills of the Senior high school students.

Research Questions

This study aims to find out the relationship of mobile gaming and the cognitive
skills among senior high school students. Specifically, the study challenges to answer
the following questions:
1. What is the profile of the respondents in terms of:
a. Category of Games
b. Frequency of Playing Mobile Games
2. What is the dominant cognitive skill among the respondents?
3. Is there a significant relationship between the cognitive skill of the respondents
and their profile variables?

Mobile gaming and the cognitive skills of students|

Hypothesis

There is no significant relationship between the cognitive skill of the respondents

and their profile variables.

Significance of the study

The gamer-students, gaming industry and the researchers are the main
beneficiaries of this study. The study allows the gamer-students of the Senior High
School department to recognize the effectiveness of playing mobile games on their
cognitive skills mainly being immersed, competitive, and interactive, focused and being
able to self-diagnose or self-discover. The gamers will be able to apply what they will
learn from this study by knowing what games to play and how much time they should be
playing mobile games. The study allows the Gaming Industry to gain more insights about
a better game design for mobile games that will positively affect the outcomes and
enhance the cognitive skills of the students. Game developers can make better games in
which the cognitive skills can be enhanced fully and be a benefit to students’ skills. The
study allows the researchers to understand the game mechanisms with regards to the
cognitive skills of the Senior High School students. The researchers will be able to share
the knowledge gained for the future researchers.

Literature Review

The research is anchored on Daniel Burrus' The Core of Gamification. He

distinguished the increase of students’ learning in less time, for both corporate
preparation and academic activities done by the five core elements. Burrus (2012) has
researched the gamification over the past twenty-five years. The five cognitive skills are:
self-diagnostic, interactivity, immersion, competition, and focus.
Playing mobile games are considered games in terms of the Gamification. Mobile
games can either enhance or decrease the cognitive activities researched by Burrus.
The theory will help in the linking of gaming and the cognitive students. It will help in
knowing what possible skill a student can acquire that can help them improve their
academic activities or what possible conduct or behavior will change in the student when
undergone gaming. Determining the cognitive skills present among the respondents will
be connected on what games they play and how many hours they spend time playing
mobile games.

Mobile Games

Adachi and Willoughby (2013) says that there are millions of adolescents play
video games every day. According to De Byl (2015) an affective game design to draw a
solid picture of current possibilities are useful to any game researcher or developer.
Green & Bavelier (2012) said that while humans have an incredible capacity to acquire
new skills and alter their behavior as a result of experience, enhancements in
performance are typically narrowly restricted to the parameters of the training

Mobile gaming and the cognitive skills of students|

environment, with little evidence of generalization to different, even seemingly highly
related, tasks.
The games that the young are playing are not only used for leisure activity but
also enhancing the training environment. In the 21st century, all are technically literate
about everything smart. Smart phones are easy to reach and use. Students are provided
by phones for education and leisure. Gaming is also in the reach of hands of everyone.
Games are made portable and easy to use anywhere and anytime. Gaming industry
booms and are developing more games that will boost everyone’s interest. But not only
for leisure games are used but also for enhancing skills.

Categories of Mobile Games

The categories of games are stated in the following descriptions according to

Vince’s article ‘The many Different types of Video Games and their Subgenres’:
Action games are just that—games where the player is in control of and at the
center of the action, which is mainly comprised of physical challenges players must
overcome. In this game player must eliminate his opponent by whatever rule are set for
the game until the last player remains. Strategy games require players to use carefully
developed strategy and tactics to overcome challenges. In this game, players will use
their decision skill to achieve their goal. Sports games simulate sports like golf, football,
basketball, baseball, and soccer. They can also include Olympic sports like skiing, and
even pub sports like darts and pool. Opposing players in these games are often
computer-controlled but can also take the form of live opponents. These are games base
on sports that have been recreated with a game and simulates the practice of sports.
Trivia game is a process where players must answer a question before a timer runs out
(or before another player answers) to score points. In this game, players must have to
solve the questions and navigate the problems to win the game. Board games are the
traditional games like chess, checkers, and backgammon are still popular the world over,
and as the world becomes increasingly digital, so do those traditional games. In this
game it involves the moving of pieces on the designed board.

Cognitive skills

The American Psychological Association’s (2007) defined cognition as all forms

of knowing and awareness thus things that had connection with the mind are considered
to be cognition. The statement is supported by Glewwe, Huand and Park (2011) that
defined cognitive skills to be the mental knowledge that have been learned and to be
learned and enhanced. There are five cognitive skills discussed by Burrus namely, self-
diagnosis, interactivity, immersion, competition and focus.
Self-diagnostic. As the gamer accomplishes more or improves their performance,
most games present new challenges (Burrus, 2011). A person tends to know himself
and what is he capable of by playing mobile or computer games.Interactivity. Daniel
Burrus points to the traditional classroom structure where students passively sit and
listen to a lecture. Burrus also said that educational gaming changes or supplements this

Mobile gaming and the cognitive skills of students|

approach by involving students with interactions that requires them to work with
information. In today’s world, interaction is one of the approach where students can learn
new things. They’ve got to try things themselves. Immersion. With advances in
technology, most gamers find that they can play games on virtually any device and the
quality is almost 3D in nature, which means they are immersed in the experience and
fully engaged in the activity. In playing mobile games, the players are immersed on the
said game. Many games nowadays are focusing on simulation where players can get to
experience or know something through these games. They are the main characters or
portrayers of the game. Competition. “Another aspect of gaming that keeps the gamer
engaged in the process is the adrenaline rush of working towards a win” Burrus said.
The gamers practice again and again, and in every result, the gamer improves. The
gamers are also building goals and as they reach those goals they learn how to work
patiently and exert effort. Focus. As Burrus notes, when you can focus, you can learn
virtually anything, fast. There are benefits of gaming that extend beyond the activity
being performed and level of attention that’s required to be involved. In the article of
Online College Courses, The Gamification of Education and Cognitive, Social, and
Emotional Learning Benefits, it discussed the ability of an educational game to meet the
intellectual needs of students and create positive emotional experience

Mobile Games and Cognitive skill

According to Boyle, Connolly & Hainey(2011), Carrigy, Nalluka, Paterson & Haahr
(2010), Grannic, Lobel. & Engels (2014), Hamari, Shernoff, Rowe, Coller, Clarke &
Edwards (2016) there is a positive effect of mobile gaming to the cognitive skills of a
person. According to Burrus, there are 5 core elements of gamification or known as well
to be the cognitive skills which consists of competition, self-diagnosis, interactivity,
immersion and focus. Turkay & Adinolf (2015) said that gamers’ desire to replay the
game increased over time, and customization affected players’ motivation positively.
Active video game play has positive effects on some executive functions with
implications for real-world behavior like providing a better chance for players to increase
their social awareness (Buelow, Okdie, & Cooper, 2015 & Kaufman & Flanagan, 2015).
The researches states that there are positive effects of playing games on cognitive
skills of the gamers. The effects like motivational and emotional benefits are good
indication of healthy gameplay that will enhance a person’s behavior. The 5 core
elements of gamification which is also known as the 5 cognitive skills are present in
different studies. It states that a gamer is immersed and engaged in the game. Mobile
gaming or video games has effects on behavioral and psychosocial functions. It is the
way to better or to improve the awareness socially.

Research Paradigm

There is a relationship between both the frequency and category of playing

mobile games and the cognitive skills. The number of hours a respondent spends time

Mobile gaming and the cognitive skills of students|

for playing and the category/genre of mobile games affects which cognitive skills can
dominate.

Frequency of Cognitive Category of

Playing Mobile Skills Mobile Games
Games

Figure1. Frequency and category to cognitive skills.

METHODS

Research Design

The researchers used the descriptive-quantitative design that will determine the
relationship of the profiles of gamer-students and the cognitive skills that are exuded
when they are playing the game. The researchers also used the survey method. The
survey research is one or each member of the group is being studied by collecting data
and analyzing it from a few people. The designs are used because they meet the
expectations and answers the objectives and purpose of the study.

Locale of the Study

The study was conducted in the Senior High School Department, Senior High
School students who are currently studying this academic year 2018-2019 in a Higher
Education Institution (HEI) granted autonomous status by Commission on Higher
Education (CHED).

Respondents of the Study

The participants of the study are the 200 Grade 11 and 12 students in the
University of Saint Louis Tuguegarao. A Purposive random sampling technique was
used, the target respondents of the study are the students who are playing mobile
games. We conducted a preliminary survey to know the number of respondents needed
each class and to select and focused mainly on the student-gamers.

Instrumentation

The survey questionnaire was adapted on Theresa Lynn Woods’s research

paper from the established instruments designed to measure MMORPG motivations and
flow with technology use. It is comprised of questions which are related to the
respondents' understanding regarding the relationship of mobile games and their
profiles.

Mobile gaming and the cognitive skills of students|

 The questionnaire consists of three parts: the first part of it indicates the name of
the gamer. The second part used the multiple-choice type that deals in determining what
type of gamers these students are by knowing what genre of game the student plays the
most with the indication of a specific game being played and the average time consumed
in playing mobile games. The third part is consisted of 15 questions that referred to the
gamer’s self-diagnostic, focus, competitive behavior, interaction with co-player, and
immersion to the game being played for scoring.

Data Collection Procedure

The permission wanted was accepted by the Vice President for Academics of the
university before the data collection began. Informed consent was attached on the
preliminary survey and as well for the questionnaire that was given to every respondent.
The preliminary survey started during the third week of January in the year of
2019 and was finished by the end of the week. After that, the researchers were tasked in
their designated areas to distribute the questionnaires to the selected respondent in
each section based on the collected preliminary survey. The explanation needed is given
before handing it over to the mayor of each class. Each respondent was given time to
answer and all of it having been collected the day after it or the day after tomorrow of it.
It was accomplished by the end of the second week of February in the same year. The
data gathered from this research was interpreted according to the items answered by the
respondents.

Data Analysis

In order to determine and analyze the data provided by the respondent, the
researchers used the following. The first and second research question, the researchers
used mode in order to identify how frequent they play, what categories of games they
play and the most dominant cognitive skill among the respondent. Third, the researchers
used one-way ANOVA on the question in order to determine the difference of the
cognitive skill of the profile of gamers. Lastly, the researcher used chi-square in order to
determine the relationship of the cognitive skills on the profile of gamers.

Ethical Considerations

The researchers followed the valid and appropriate method in the conduct of this
study. Prior to the conduct of this study, the researchers sought permission from the
University through the Vice President for Academics and to the High school Principal of
the concerned department, and to the participants. The letter briefly explained the
background of the study and the manner by which the data will be collected and
processed. The participants were not subjected to harm in any way. Full consent was
obtained from the participants prior to the study. The anonymity and protection of the
privacy of individuals was ensured, and the names of the participants were optional. Any
types of communication in relation to the research were done with honesty and

Mobile gaming and the cognitive skills of students|

transparency. All recordings of the participants’ responses were deleted after completion
of the data analysis.

RESULTS

Table 1. Profile Variables of the Respondents

Category Frequency Percentage

Strategy 66 33.00
Action 52 26.00
Trivia 22 11.00
Categories of games
Board 19 9.50
Sports 41 20.50
Total 200 100.00
1-2 hours a day 104 52.00
3-5 hours a day 63 31.50
Frequency of playing
Beyond 5 hours a day 33 16.50
Total 200 100.00

Table 1 shows that majority of the respondents are playing strategy type
of game and are playing 1-2 hours per day.

Table 2. Most Cognitive Skill

Category Frequency Percentage

Self-diagnostic 37 18.50
Interaction 40 20.0
Immersion 24 12.0
Cognitive skills
Competition 55 27.50
Focus 44 22.00
Total 200 100.00

Table 2 shows that the most dominant cognitive skill of the

respondents is competition.

Table 3. Test of Significant Relationship between the Cognitive Skills and Profile
Variables

Mobile gaming and the cognitive skills of students|

 Chi square
p value Interpretation
value

Categories of games 15.970 0.455 Accept Ho

Frequency of playing 9.856 0.275 Accept Ho

As shown in Table 3, there is no significant relationship between the

cognitive skill of the respondents and their profile variables.

DISCUSSIONS

Video game playing seems have no beneficial effects to gamers. According to

Griffiths (2014), video game playing appears in psychological and psychiatric literature.
Thus, the study claimed the disorder was like any other behavioral addiction, and
consisted of compulsive behavioral involvement, lack of interest in other activities,
association and friendship circles mainly with other video game players and etc. Griffiths’
study is, somehow, contradicting to Burrus’ theory and research. Burrus (2012) have
made clear that there are benefits, especially in cognitive skills, when it comes to
gaming. The research aimed to see if the frequency of playing and what category of
games are related to cognitive skills as mentioned by Burrus.
In the category of games, the students play, the strategic type of game was the
most dominant. Students answers were from the following: strategy, action, trivia, board
and sports. Among these, the strategic type of game is the most played. Students, from
the results of this study, are playing 1-2 hours a day. It is contradicting to Dumrique and
Castillo’s (2018) research, Online Gaming: Impact on Academic Performance and Social
Behavior of the Students in Polytechnic University of the Philippines Laboratory High
School, which states that the level of assessment of the respondents on playing mobile
games in aspect of number of hours spent in playing was assessed as 3-5 hours a day.
The results of the study and Dumrique and Castillo’s study is contradicting.
There is no significant relationship between both the category of game and the
time spent playing with the cognitive skills of the respondents. It gained a similarity from
the study of Dumrique and Castillo (2018). They found out that the relationship between
the number of hours playing and the social behavior of the respondents does not have a
significant relationship since all of the p-values are greater that the level of significance
of 0.05. Social behavior and cognitive is interconnected. The studies have either
contradiction or similarity to each other. the research aimed to know the benefits of
playing mobile games. The results suggest that there is no effect whether you play a
specific category or not, whether you play for hours or not, it will not matter on the
cognitive skills that is given.

CONCLUSION

Mobile gaming and the cognitive skills of students|

 Due to the claim that gaming contributes to the probability of a student to fail thus
reflects that student's cognitive skills are not enhanced or developed enough to cause a
progress in their studies, this study is made to oppose this claim. Through the
investigation, it showed the opposite outcome that the research been trying to obtain
because the gamers don’t imply their cognitive skills in playing mobile games when it
comes in their academic performances and thus finds it only for their leisure as an
entertainment. There were no motives in using it for the advancement of their studies
because majority of the gamer’s time in playing games was 1-2 hours in each day and
most of the games they preferred were activities which let them go beyond in what they
have experienced by seeing the situations not just by challenging their minds but
attentiveness through it. It shows most of their interest focused on having fun and eases
their minds with it. The results indicate non-improvement for the said cognitive skills in
each respondent based on their profile variables.

RECOMMENDATION

Recommendations are given to future researchers who make use of this study as
a basis or to adapt or improve the study.
Due to the negative result, the study is alleged to recommend both gamers and
the gaming industry. (1) The results have shown that mobile gaming does not affect the
students’ cognitive skills thus the students must limit themselves in playing so. (2) To
gain positive feedbacks the gaming industry must produce more mobile games that
could greatly impact the cognitive skills of the students thus helping them in their
academic progress.
A contradiction occurred between the results and the study's claim due to the
limitations set, in order to resolve such problem, the following can be can be followed:
(1) Get a wider range of respondents not only by studying those of that in a single
department. To support this (2) all genres of games must be included to assure the
desired wider range of respondents. The study's respondents are those who are gamers,
(3) a strict and careful process must followed to assure their identity as truly gamers.
Some chosen respondents are hard to meet personally to be given a questionnaire, (4)
online questionnaires can be given.
To widen the parameter of the study the following can be followed: The
relationship between the mobile game genres or frequency of playing and cognitive skills
is studied, (1) it can be possible to identify which mobile game genre or frequency of
playing gives a greater impact in the cognitive skills. (2) The implication of academic
performance in the study can be used as the cognitive skills does give an effect to it.
The findings of the study may also be used as: (1) a base line data for future
researchers in identifying the possible impact of the dominant cognitive skill in each
category to the student's thinking. (2) The multiple effects of playing mobile games can
be identified and so is how it can be used for educational potentials.

Mobile gaming and the cognitive skills of students|

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