Chapter I

Introduction

Rationale of the Study

With the rapid development in wireless networks and mobile communication devices

nowadays, mobile gaming is dominating the people’s time- particularly the youth today.

A mobile game is a game played on a feature phone, smart phone or tablet. The first

mobile game was introduced in 1994. It was a pre installed form of Tetris, which came on a

mobile phone called the Hagenuk MT-2000. Years later, more games were designed and

developed.

Mobile games are the most popular entertainment in modern societies and they target

a variety of people in different ages. The addiction to the rivalry and excitements of the

games make them the most common recreational program for teenagers of today’s

generation.

For most people, online gaming is one of the best past time that they acquire specially

for teenagers, youngsters and students. According to Kuss & Griffiths , teens who play online

games are just having fun. They do not just actually play because of some sort of seriousness,

but also because they just want to feel relief. During school hours, students tend to feel

stressed due to loads of school works and through playing it will relive their stress.

It is unquestionable that playing online games provide them something that no one

can give. According to some researches it is beneficial. It enables the mind of the players to

1
be more active, especially those puzzle-based games. Furthermore, it helps the player to

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

players to be alert, active and strategic.

Students' learning takes place unexpectedly, but the inappropriate usage of playing

online games also leads in some problems such as being distracted in school. Further, it is

where the attention of the students were divided that even their health and social life is

unknowingly affected. Because of the fascinated attraction of these games for children and

teenagers, they spend a lot of time playing games, in fact students spend their mental and

nervure energy on these games to finish the games with tired eyes and mind (Motahari,

2005).

Several studies in psychology have found out that increased time spent on the Internet

can lead to negative impact on a person's ability to communicate appropriately face-to-face

with friends, peers, family members including parents (Yang & Chang 2013).

There have always been debates on whether exposure to these mobile games is

ultimately beneficial or detrimental to the students. When you hear about the effects of

mobile games, you tend to think about negative ones first, like the fact they are causing

addiction. There are students who prefer to spend time alone with their mobile phones

instead of starting a conversation with others, and mobile games consume more and more of

our time each day.

Mobile gaming both have good and bad effects to the gamers. The effects depends on how

gamers discipline themselves. Mobile games can affect students negatively but it can also

2
give a significant and positive impact if they follow proper guidelines. Guidelines on playing

mobile games for the students of Cebu Technological University – Argao Campus will be

developed through this study.

3
Problem

General Problem

The students in Cebu Technological University – Argao Campus does not have a

guideline in playing mobile games in the school.

Specific Problems

 Students play mobile games during classes

 Students are addicted to mobile games

Scope and Limitations

This study covers all the students in Cebu Technological University – Argao Campus.

Objective of the Study

General Objective

The main objective of this study is to develop guidelines on playing mobile games for

the students of Cebu Technological University – Argao Campus.

Specific Objectives

 To come up with a set of guidelines for the students to follow in

playing mobile games inside the class in Cebu Technological

University – Argao Campus

 To help students receive a positive impact in playing mobile games

rather than be affected negatively

4
 Chapter II

Review of Related Literature and Studies

Review of Related Literature

Online Games/ Video Games

Playing video games is often associated in our society with poor academic

performance. This anecdotal idea is supported by some research. A 2000 study found a

negative correlation between GPA and time spent playing video games (Anderson & Dill,

2000). The correlation was relatively small. Time alone accounted for a 4% variance in GPA,

yet the findings are significant. However, several older studies contend that the results of

research have been mixed. A 1997 study suggests that “there is no clear causal relationship

between video game playing and academic performance” (Emes, 1997, p. 413). It goes on to

say that the research is “sparse and contradictory” (Emes, 1997, p. 413).

The effect that interactive digital media has on the learning process is not completely

negative. It is not that the medium itself is inherently flawed, but much of the information

that gets transmitted through it may be. As was noted in a 2008 study on media attention and

cognitive abilities, “content appears to be crucial” (Schmidt &Vanderwater, 2008, p. 63). If

the content being consumed is positive, then positive results can be expected. If the content is

negative, then negative results can be expected. The study examined research from many

sources in arriving at this conclusion.

5
Student Engagement and Sociological Effects

Research on the social effects of video games is also mixed (Allison, Wahlde,

Shockley, &Gabbard, 2006). Some studies have found that video games are similar to

addictions such as gambling which create negative social effects. Massively Multiplayer

Online Role Playing Games (MMORPGs) have been called “heroinware” because they are

“simultaneously competitive and highly social” (Allison, Wahlde, Shockley, &Gabbard,

2006, p. 383). Other studies have noted positive aspects of the games such as the ability to

experiment with aspects of individual identity which do not come out in public.

MMORPGs have been criticized for hampering academic and job performance. The

FCC has specifically accused World of Warcraft, one of the most popular games, as leading

to college dropouts (Somaiya, 2009). Students can become obsessed with these games and

become disengaged from schools, friends, and life in general.Video games can also have

positive social effects.

One measure of this which has significant research is that of prosocialbehavior.

Prosocialbehavior is defined as when one person acts to help another. While research on this

topic is mixed, there is evidence that games which focus on prosocialbehavior lead to

prosocial results (Schie&Wiegman, 1997).

Intelligence Benefits

According to All Academic Research, playing computer games may not be all that

bad for your children. Peng Wei states that educational games can be effective assisting tools

in the educational areas of management, medicine and science. If you choose the right

6
educational computer games, your child may learn better problem-solving skills and eye-

hand coordination.

Your child may also get the ability to think fast and think of multiple things all at

once. Skills obtained from playing computer games may help your child learn quickly when

it comes to his studies. If your child is struggling in one of his school subjects, there are

many educational computer games available for him. There are math and reading related

games that may help boost your child’s skills. These games can be both fun and educational

for your children.

Positive Effects of Video Games

When your child plays video games, it gives his brain a real workout. In many video

games, the skills required to win involve abstract and high level thinking. These skills are

not even taught at school. Some of the mental skills enhanced by video games include

following instructions, Problem solving and logic (When a child plays a game such as The

Incredible Machine, Angry Birds or Cut The Rope, he trains his brain to come up with

creative ways to solve puzzles and other problems in short bursts), Hand-eye coordination,

fine motor and spatial skills. In shooting games, the character may be running and shooting at

the same time. This requires the real-world player to keep track of the position of the

character, where he/she is heading, his speed, where the gun is aiming, if the gunfire is

hitting the enemy, and so on.

All these factors need to be taken into account, and then the player must then

coordinate the brain's interpretation and reaction with the movement in his hands and

7
fingertips. This process requires a great deal of eye-hand coordination and visual-spatial

ability to be successful. Research also suggests that people can learn iconic, spatial, and

visual attention skills from video games. There have been even studies with adults showing

that experience with video games is related to better surgical skills. Also, a reason given by

experts as to why fighter pilots of today are more skilful is that this generation’s pilots are

being weaned on video games. The player learns to manage resources that are limited, and

decide the best use of resources, the same way as in real life. This skill is honed in strategy

games such as SimCity, Age of Empires, and Railroad Tycoon. Notably, The American

Planning Association, the trade association of urban planners and Maxis, the game creator,

have claimed that SimCity has inspired a lot of its players to take a career in urban planning

and architecture.

Multitasking, simultaneous tracking of many shifting variables and managing

multiple objectives; In strategy games, for instance, while developing a city, an unexpected

surprise like an enemy might emerge. This forces the player to be flexible and quickly

change tactics. (Daphne Bavalier)

Quick thinking, making fast analysis and decisions; Sometimes the player does this

almost every second of the game giving the brain a real workout. According to researchers at

the University of Rochester, led by Daphne Bavelier, a cognitive scientist, games simulating

stressful events such as those found in battle or action games could be a training tool for real-

world situations.

The study suggests that playing action video games primes the brain to make quick

decisions. Video games can be used to train soldiers and surgeons, according to the study.

8
Importantly, decisions made by action-packed video game players are no less accurate.

According to Bavelier, "Action game players make more correct decisions per unit time. If

you are a surgeon or you are in the middle of a battlefield, which can make all the

difference." Accuracy - Action games, according to a study by the University of Rochester,

train the player's brain to make faster decisions without losing accuracy. In today’s world, it

is important to move quickly without sacrificing accuracy. Strategy and anticipation - Steven

Johnson, author of Everything Bad is Good For You: How Today's Popular Culture is

Actually Making Us Smarter, calls this "telescoping." The gamer must deal with immediate

problems while keeping his long-term goals on his horizon. Situational awareness - Defense

News reported that the Army include video games to train soldiers to improve their

situational awareness in combat.

Many strategy games also require the player to become mindful of sudden situational

changes in the game and adapt accordingly. Developing reading and math skills – The young

gamer reads to get instructions, follow storylines of games, and get information from the

game texts. Also, using math skills is important to win in many games that involves

quantitative analysis like managing resources.

Perseverance – In higher levels of a game, the player usually fails the first time

around, but he keeps on trying until he succeeds and move on to the next level. Pattern

recognition – Games have internal logic in them, and the player figures it out by recognizing

patterns. Estimating skills - Inductive reasoning and hypothesis testing - James Paul Gee,

professor of education at the University of Wisconsin-Madison, says that playing a video

game is similar to working through a science problem. Like a student in a laboratory, the

9
gamer must come up with a hypothesis. For example, the gamer must constantly try out

combinations of weapons and powers to use to defeat an enemy. If one does not work, he

changes hypothesis and try the next one.

Video games are goal-driven experiences, says Gee, which are fundamental to

learning. Mapping (The gamer use in-game maps or build maps on his head to navigate

around virtual worlds.) Memory - Playing first person shooter games such as Call of Duty

and Battlefield series enables the player to effectively judge what information should be

stored in his working memory and what can be discarded considering the task at hand,

according to a study published in the Psychological Research.

Concentration, A study conducted by the Appalachia Educational Laboratory reveal

that children with attention-deficit disorder who played Dance Revolution improve their

reading scores by helping them concentrate Improved ability to rapidly and accurately

recognize visual information - A study from Beth Israel Medical Center NY, found a direct

link between skill at video gaming and skill at keyhole, or laparoscopic, surgery. Reasoned

judgments, Taking risks - Winning in any game involves a player's courage to take risks.

Most games do not reward players who play safely. How to respond to challenges,

How to respond to frustrations, How to explore and rethink goals, Teamwork and

cooperation when played with others – Many multiplayer games such as Team Fortress 2

involve cooperation with other online players in order to win. These games encourage

players to make the most of their individual skills to contribute to the team. According to a

survey by Joan Ganz Cooney Center, teachers report that their students become better

collaborators after using digital games in the classroom.

10
 Management – Management simulation games such as Rollercoaster Tycoon and Zoo

tycoon teach the player to make management decisions and manage the effective use of finite

resources. Other games such as Age of Empires and Civilization even simulate managing the

course of a civilization. Simulation, real world skills. The most well-known simulations are

flight simulators, which attempt to mimic the reality of flying a plane. All of the controls,

including airspeed, wing angles, altimeter, and so on, are displayed for the player, as well as

a visual representation of the world, and are updated in real time.

Mobile Game Addiction

Because there is no official diagnosis of mobile game addiction, there is obviously no

universally agreed upon list of symptoms. Psychologists and other mental health

professionals initially adapted the diagnostic criteria for gambling addiction and used this as

a rough assessment tool for mobile game addiction.

This classification approach is rarely used today and for better or for worse, it is

essentially up to the individual researcher or clinician to define the symptoms of computer

addiction. Still, there are some signs and behaviors that are almost always included in

definitions of computer addiction, such as: Significant interference with school, work, or

relationships.

Often avoiding other commitments in order to keep playing, Frequently turning down

social invitations in favor of gaming, Using most or all of one's free time for gaming,

Regularly playing late into the night and which results in poor sleep habits, Loss of interest in

previously enjoyed activities, Regular gaming "binges" of 8 hours or more nonstop.

11
Review of Related Studies

According to Payne et al. (2000) studied the role of computer games on social

isolation, low self- esteem and violence and a positive correlation with amount of exposure to

online games. Since in computer games, players conform to characters in the game, in

creating the new situations that occur in the game, the theory of participatory modeling and

active conditioning can be used in explaining data on violent behaviors and possible rewards

they get in the game.

Azad Fallah et al. (2001) in their study investigated the relationship between games

and social skills. The result showed a significant relationship between the games type and

presence of others in the game location with social skills of adolescents. Selecting home as

the place of the game have a significance negative relationship with social skills and those

adolescents who were mostly playing at home, had less social skills (cited from Doran).

Further literature review in this area revealed an emotional point of view that aimed

at explaining the reason. According to Dio (2003), everyone needs to express their feelings

and thoughts as such when a person cannot express herself/ himself adequately he or she

depressed. Therefore, one way to release this depression pressure would be thought playing

online games.

Mu (2006) points out that some of the main symptoms of internet and online games

addiction, decrease in social friend network and face-to-face interactions with others, become

infrequent while the member of friends in the virtual world exponentially increases.

12
 Charlton and Danforth (2007) considered the distinction between core and external

standards for behavioral addictions as they applied in the specific area of massive multiplayer

online game playing. According to Brian and Wiermer- Hastings (2005) online gaming

addiction has been identified by an actual diagnosis, in which most researcher rely on their

definition to addiction as the guidance of this document.

Syracuse University (2007) reported that being addicted to games may lead to

decrease sleep, inference with the demands of society life including socializing and academic

work.

Iowa State University (2011) has found further evidence in which video game

addiction exist globally, and is identified as what the risk factors where for becoming

pathological gamers among the youth in many countries

13
 Chapter III

Proposed Guidelines

Proposed guidelines on playing mobile games in Cebu Technological University – Argao

Campus

 Students should not be allowed to play mobile games during classes

 Students could play mobile games if permitted by the teacher in charge of the class

 Students could play mobile games if it is their free time and they are not disturbing

others

 Teachers have the right to confiscate mobile phones if a student is caught playing

mobile games during class discussions

 Teachers have the right to confiscate mobile phones if a student is caught playing

mobile games without the teacher’s permission

 If a student is caught for the first time, his/her mobile phone will be confiscated and

will only be returned once the class has ended

 If a student is caught for the second time, he/she will render an hour of community

service

 All students are required to read, sign and acknowledge the mobile gaming policy

once the academic year starts.

14
15