CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes ideas, opinions, research findings, generalizations,
published or unpublished theories and discussions on related literature and studies both foreign
and local, which provides relevant facts about the effects of online gaming towards the academic
performance of the students. That helps in familiarizing information that are relevant and similar
to the present study.
Related Literature
Foreign
Dockrill (2012) stated that students who regularly spend time playing online games are
developing analytical and problem-solving skills that can also help them in their schoolwork. He
also said that when you play online games, you’re solving puzzles to move to the next level and
that involves using some of the general knowledge and skills in maths, reading, and science that
you’ve been taught during the day. Computer games have become one of the most important
entertainment tools for children, teenagers and even adults all around the globe. Allowing access
to the virtual world with unlimited possibilities, computer games compulsively attract many
people. In fact, they have become an integral part of human society. In other words, by providing
virtual fun and entertaining environments (Demirbileka & lema Tamer, 2010), and having
characteristics such as being interesting and exciting, computer games stimulate motivation and
create a sense of enjoyment of learning. They not only have become one of the most significant
recreations for all age groups, but also they have potentials to be used for educational purposes
as a new strategy (Prensky, 2003; Tuzaun & et al., 2009; Grimley & et al., 2011). Therefore,
video games can no longer be seen as mere entertainment tools. Today the positive effects of
video games are emphasized more than ever. As Games have become a tool to communicate,
teach, and influence attitudes and behavior, numerous studies have suggested that they have
positive effects on problem solving, achievement as well as creating interest and commitment in
learning (Tuzaun & et al., 2009; Kim, Park, & baek, 2009). In an experiment by Williams
(2006), school performance increased after the participants dramatically decreased (limited time
spent using technology to 30 minutes per day) their usage of all technology, including video
games. Finally, Jaruratanasirikul, et.al, (2009) found that the excessive playing of video games
(five hours or more per session) resulted in school grades that were below a 3.00 average, and
that time spent playing was a predictor of academic performance. They also suggested that video
games indirectly lead to decreased performance through promoting violence. Finally, they noted
that playing video games took time away from school activities, homework, social interaction,
etc. However, there is also plenty of research to suggest that interactive video games can actually
lead to increased academic performance (Anand, 2007). Smyth (2007) suggested that complex
games may lead to academic success by engaging players in problem solving, critical thinking,
and creativity. Anand (2007) also found that males were more prone to these results than
females, because males tend to play video games more. The penetration of video games into the
United States alone is huge, with at least 90% of homes having children that have played (rented
or owned) video games. This is a record level that continues to increase. 55% of console players
and 66% of online players are over 18. The college demographic seems to be the major group of
gamers simply because they have a lack of parental supervision and they have more flexible
schedules, allowing for more play time. The studies and literature concerning the effects of
online games to the academic performance of the students are contradictory because some of
them suggest that online games may lead to negative effects while others said that it
gives positive benefits. The relationship between the usage of computer games and academic
performance has no definitive answer to the question of whether computer games disrupt
academic performance.
Local
Vinluan (2016) stated that computer gaming is one of the fast-developing sectors of this
generation of computer technology. Computer games offer their patrons with a new dimension of
virtual entertainment. The youth especially, college students are the usual patrons of computer
games. According to NIKO Media Research (2017), the projected number of online gamers in
the Philippines rose from 21 million in 2012 to 28.72 million in 2014. Meanwhile, statistics from
Juha Sompinmaki of Tech in Asia show that about 409, of the gaming population of the
Philippines is aged 18-24 years old. Furthermore, many multiplayer games such as DOTA or
Defense of the Ancients and LOL or League of Legends involve cooperation with other online
players in order o win. These games encourage players to make the most of their individual skills
to contribute to the team.
Related Studies
Online gaming has emerged as a popular and successful source of entertainment and play for
people of all ages, especially for the students. It refers to the games that are played over some
forms of computer network, typically on the internet. These games are played online, in which
you can connect with multiple players. It is normally platform independent, relying on the web
browser and appropriate plug-in. (Robinson, 2016) Skoric et al (2009) found that while game
addiction leads to negative academic performance, moderate engagement in gaming can lead to
improved performance in an academic setting. They found a positive correlation between game
play and English test scores, which suggests that gaming can actually lead to better test scores.
Studies of Abdolkhaleghi et al. (2006); Ramezankhani et al. (2008); Roe and Muijs (2000); and
Russell (2006) also showed that rate of playing computer games has negative correlation with
student achievement; while other research (Durkin and Barber, 2002) showed that there is no
negative relationship between computer games and educational attainment. Shao-I, et.al, (2004)
also studied addiction (once again no definitive definition was given) and noted a decrease in
school performance when the student was addicted to gaming. They found that gaming addiction
physically impacts academic achievement because the student is too involved in the game to do
homework or prepare academically. There are also others that have found decreased academic
performance in relation to involvement in playing video games. Anderson and Dill (2007)
studied video games and aggression and suggested that not only does gaming have an impact on
performance directly, but it also triggers a higher level of aggression, which is often linked to
problems in school and decreased academic performance. Wack and Tantleff-Dunn (2009) also
found a negative correlation, although the relationship between GPA and academic performance
in their study was not significant. Jackson et al (2008) found that time spent playing games was a
negative predictor of academic performance and that those who played video games more often
had poorer grades than those who played less A study conducted by Wood, et.al, (2007) included
open-ended questions that encouraged participants to report different feelings about playing
videogames. Some of the negative consequences indirectly related to school performance, in that
participants reported often missing lectures, skipping homework, etc. They also found that these
consequences were more likely to impact males, because males play more often and were more
likely to report losing track of the time while playing.