THE EFFECT OF MOBILE GAMES ON STUDYING

A Research Paper

Presented to

Mr. Howell Garret C. Baldonado, LPT

of Naujan Academy

In Partial Fulfilment

Of the Requirements

For the Subject – Practical Research I

By

Princess Diane Marquez

Grade 11 – Saint. Arnold – Gas

May 8, 2021
 “THE EFFECT OF MOBILE GAMES ON STUDYING”

CHAPTER I

The Background of the study

The advent and development of technology brings many things

which may either ease or make life of people more difficult and
complicated. One of results of this development is the opening of
online gaming through the internet which has become addictive and one
of the widely used leisure activities by many people and teenagers.
Online gaming is a technology rather than a genre; a mechanism for
connecting players together rather than a particular pattern of game
play. Online games are played over some form of computer network, now
typically on the Internet. According to one concerned Internet Cafe
entrepreneur, “Internet Cafe's are seducing youths to a new form of
addiction, one which may not destroy their bodies as drugs do, but
which is certainly twisting their minds.” In reality, students mostly
are addicted in online gaming. They sacrifice their allowances just to
save for their bets on online gaming. In fact, students already fail
to remember their commitment in school and in their home. Accordingly,
video games have an immense impact in the lives of their family, it
also distracting students and compromise ones jobs. This can be seen
through their attitudes and worse in their absences in their classes
and workplace J. .Fieror (2016) said that he can't concentrate on what
he is doing. He added that most of the time his mind is not working
for he is pre-occupied of the on line games he is addictive to.
Adolescents and even adults are becoming hooked with online
games which are becoming more and more popular. In fact, most online
games tend to get old too quickly and lost their appeal. It is because
of the ever growing number of online games being develop from time to
time. Nowadays, the popular online games that encourage the students
to play are MINIMILITIA, DOTA 2, LEAGE OF LEGENDS, SPECIAL FORCE,
CRAZY KART, GRAND CHASE etc. These online games have a big factor that
affects the students in their academic performances in school.
According to Dondlinger (2007) much attention has been directed
to the use of video games for learning in the recent years, in part
due to the staggering amounts of capital spent on games in the
entertainment industry, but also because of their ability to captivate
player attention and hold it for lengthy periods of time as players
learn to master game complexities and accomplish objectives.
According to the authors Chen and Voderer, gamers fit into
certain categories: the competitor, explorer, collector, achiever,
joker, director, storyteller, performer, and the craftsmen. Each of
these types of players has a specific goal for playing games,
motivating them to spend hours staring at a screen. For example the
explorer plays “to experience the boundaries of the play world.” At
the same time there are players who play to escape from the harsh
realities of their life and change into a “respected” character that
in the fantasy world is a hero. Unfortunately some people feel
compelled to escape into these fantasy worlds because of depression
and oppression daily. Paducah, Kentucky. Jonesboro, Arkansas.
Littleton, Colorado these three towns recently experienced similar
multiple school shootings. The shooters were students who habitually
played violent video. Eric Harris and Dylan Klebold, the Columbine
High School students who murdered 13 people and wounded 23 in
Littleton, before killing themselves enjoyed playing the bloody video
Doom. Harris created a customized version of Doom with two shooters,
extra weapons, unlimited ammunition, and victims who could not fight
back features that are eerily similar to aspects of the actual
shootings. The one positive result of these tragedies is the attention
brought to the growing problem of video-violence, from the newsroom to
the U.S. Senate (2000). At a Commerce Committee hearing, several
researchers testified that there are indeed valid reasons, both
theoretical and empirical, to be concerned about exposing youths to
violent video (Anderson, 2000).
Anderson and Bushman (2001) have recently published a meta-
analysis of the research. Their analysis concludes that exposure to
violent video games has a negative effect on a variety of measures.
The analysis of greatest import is the one indicating that playing
violent video games causes an increase in aggressive behavior. On the
basis of their overall analysis and presumably especially the one
regarding aggressive behavior, the authors assert that video games
pose a threat to public health.
Gaming also provides a rehearsal dimension and is capable of
delivering various forms of feedback essential in sustaining
motivation. Feedback guides the learning process and provides students
with a sense of satisfaction and/or accomplishment. Satisfaction can
result from extrinsic or intrinsic factors. An instructional game can
be defined as any training format that involves competition and is
rule-guided (Jones, 2000).
Research on gaming has provided evidence that instructional
games can promote retention and the ability to transfer knowledge to
new domains. Instructional games are attractive because they offer a
simple and creative means of providing high-level motivation, clear
and consistent goals, and sustained interactivity. Gaming as an
instructional variable maybe analyzed as methods of rehearsal by
facilitating the organization and retention of content (Dwyer & Dwyer,
2000; Orbach, 2001).
As individual beings, we have difficulty accepting deriving from
what violence is and how video games are to different people. Children
who watch television and go to the movies see thousands of murders and
countless other acts of violence. Many people believe that being
exposed to all this violence causes children to be more aggressive and
to commit crimes. (Shin, 2003)
Statement of the Problem

In this study, the researchers aim to know the Effects of Mobile Games
to the academic performance of SHS students. Specifically, this study
seeks to answer the following sub- questions:
1)What is the profile of the respondents in terms of:
a)Name
b)Gender
c)Strand
2)How long(time) the respondents use to play mobile games?
3)What are the possible effects of playing mobile games to the SHS
students in terms of:
a)Behavior
b)Health

Conceptual Framework
 Student’s Performance in
terms of:

a. Grade
MOBILE GAMES
b. Class Participation
c. Exam

Significance of the Study

The researcher believed that the results of this study will help the
following individuals and groups:
In this section, the researchers expressed the value or importance of
the research study and this is where the significant contribution of
the result was enumerated. This research study will beneficial to the
following:
Mobile Legends Players. The result of this study will help the players
to know that there is a effects of playing mobile games in their
academic performance
Students. The result of this study can give them an ideas and
information about the effects of Mobile games to the academic
performance aside from negative effects
Future Researchers. The result of the study will be serving as a guide
of other researchers who would embark conduct of study of similar
nature.
Scope and Delimitations of the Study
This study aims to determine the Effect of Mobile Games on Studying
The respondents of the study are Senior High Students
The data to be gathered are limited to the use of questionnaire
to be administered to the selected respondents.
Definition of Terms
Mobile Games- Mobile games are games designed for mobile devices, such
as smartphones, feature phones, pocket PCs, personal digital
assistants (PDA), tablet PCs and portable media players.