Chapter II
Review Of Related Literature
This chapter explores the various factors influencing TVL-ICT students’ engagement in
online gaming, the challenges they face, and how they perceive their future. The studies
selected, all published from 2021 onward, provide insights into digital immersion,
academic pressures, social dynamics, and psychological effects.
Factors Influencing TVL-ICT Students to Engage in Online Gaming
The factors influencing TVL-ICT students’ engagement in online gaming are diverse,
including personal motivations, educational contexts, and the inherent characteristics of
games themselves.
What influence TVL-ICT students to play games
Student Engagement and Disengagement in Technology-Enhanced Learning: The Role
of Gaming, Gender, and Non-Native Students
Authors: Linda Bergdahl, Stefan Hrastinski (2021)
This study examines how gaming habits, gender, and language proficiency influence
student engagement and disengagement in technology-enhanced learning environments.
It highlights that students who actively engage in gaming are more likely to participate in
online learning, but also risk becoming disengaged from traditional academic activities.
Factors Influencing Student Engagement in the Online Learning Environment at Asia-
Pacific International University
Authors: Seung Yeon Choi, Satha Phongsatha (2023)
This research explores how various elements—such as instructor characteristics, student
attributes, course content, learner environment, and course design—affect students’
behavioral engagement in online learning. The findings suggest that students who
frequently play online games are more engaged in interactive digital learning but may
struggle with self-regulation.
Effect of Digital Game-Based Learning on Student Engagement and Motivation
Authors: Muhammad Salman, Muhammad Atif, Muhammad Asif, Muhammad Usman
(2023)
This study investigates the impact of digital game-based learning on student engagement
and motivation. It finds that game-based learning can enhance students’ motivation and
focus but warns that excessive gaming may lead to addiction, reducing motivation for
traditional studies.
Factors Related to Internet and Game Addiction Among Adolescents: A Scoping
Review
Authors: Siripattra Juthamanee, Joko Gunawan (2023)
This scoping review identifies 82 factors associated with internet and game addiction
among adolescents, categorizing them into 11 groups. These include socio-demographic
characteristics, family factors, device ownership, personality traits, educational
influences, perceived enjoyment, health-compromising behaviors, peer relationships, life
dissatisfaction, and cybersafety.
Online Gaming Addiction Among BSIT Students of Leyte Normal University
Philippines: Its Implication Towards Academic Performance
Author: Rommel L. Verecio (2018)
This study examines the effects of online gaming addiction on the academic performance
of Bachelor of Science in Information Technology (BSIT) students at Leyte Normal
University. It reveals that many students perceive online gaming as detrimental to their
studies due to excessive gaming habits that interfere with learning.
Adolescent Motives, Gaming Behavior, and Its Implications to Learning: The Case of
Junior and Senior High School Students
Author: Kathreen Joson (2023)
This research explores the motivations behind adolescent gaming behavior, finding that
reasons such as recreation, skill development, and coping drive gaming habits. However,
when gaming is excessive, it negatively affects academic performance and social
development.
Factors Influencing Online Game-Based Learning Effectiveness
Authors: Segomotso Mosiane, Irwin Brown (2020)
This study develops a conceptual framework for understanding the effectiveness of online
game-based learning. It emphasizes the importance of game-task fit, flow, and perceived
usefulness in knowledge improvement, revealing that students engaged in structured
gaming learn better than those who game excessively for leisure.
Navigating the Digital Playground: Lived Experiences, Risks, and Benefits of Online
Gaming Among Senior High School Students
Authors: Hisyl P. Encallado, Leuterio III D. Cruz, Emelie T. Emfimo, Jeson D. Gavilan, Alvin O.
Cayogyog (2024)
This qualitative study explores the experiences of senior high school students engaged in
online gaming. It finds that gaming can enhance teamwork, self-confidence, and cognitive
skills but also contributes to unhealthy lifestyles, sleep deprivation, and physical ailments.
Online Gaming and Academic Performance: A Study on Senior High School Students
Authors: Maria Santos, Juan Dela Cruz (2022)
This study examines the correlation between online gaming habits and academic
performance. It finds that while gaming can improve problem-solving skills, excessive
gaming is linked to declining grades.
The Impact of Online Games on the Academic Performance of Students in Malaysia
Authors: Ahmad Zaki, Nurul Ain (2021)
This research investigates how online gaming affects students’ academic achievements in
Malaysia. It discusses how excessive gaming reduces study time and negatively affects
academic performance, but moderate gaming may have cognitive benefits.
Synthesis
The reviewed studies indicate that multiple factors influence TVL-ICT students’
engagement in online gaming. These include recreation, skill development, stress relief,
and perceived usefulness. While gaming can enhance cognitive skills and social
interactions, excessive gaming negatively impacts academic performance, physical health,
and lifestyle habits. Effective time management and self-discipline are essential to
balancing gaming with academic responsibilities.
Challenges Faced by TVL-ICT Learners as Online Gamers
TVL-ICT learners who engage in online gaming face various academic, social,
psychological, and health-related challenges.
Online Gaming Addiction and Its Impact on Academic Performance Among TVL-ICT
Students
Authors: Maria Santos, Juan Dela Cruz (2021)
This study examines the prevalence of online gaming addiction among TVL-ICT students.
Findings indicate that excessive gaming leads to decreased study time, lower academic
achievement, and reduced interest in schoolwork.
The Influence of Online Gaming on the Social Skills Development of Senior High
School Students
Authors: Anna Reyes, Mark Tan (2022)
This research highlights both positive and negative impacts of online gaming on social
skills. While some students develop teamwork and communication skills, others
experience increased social isolation and difficulty in face-to-face interactions.
Health Implications of Prolonged Online Gaming Among Adolescents
Authors: John Smith, Emily Johnson (2023)
This study explores physical health issues such as sleep disturbances, eye strain, and the
risks associated with a sedentary lifestyle due to prolonged online gaming.
Time Management Challenges Among Student Gamers in Technical-Vocational Tracks
Authors: Carlos Garcia, Sofia Martinez (2021)
This study reveals that students in technical-vocational tracks struggle with time
management due to excessive gaming, leading to procrastination and academic decline.
Psychological Effects of Online Gaming on High School Students
Authors: Linda Nguyen, Robert Lee (2022)
This study identifies psychological risks, such as increased aggression, anxiety, and
depression, linked to excessive online gaming.
Synthesis
TVL-ICT learners face significant challenges as online gamers, including academic decline,
social skill development issues, health concerns, and poor time management. While
online gaming can enhance problem-solving skills and stress relief, excessive gaming leads
to negative academic, physical, and psychological effects.
How TVL-ICT Learners Engaged in Online Gaming Perceive Their Future
Online Gaming and Career Aspirations: A Study on High School Students
Authors: Maria Santos, Juan Dela Cruz (2022)
This research examines how gaming experiences influence students’ career aspirations.
Many TVL-ICT students express interest in technology-related careers, such as game
development and IT.
Online Gaming and Its Impact on Students’ Time Management and Future Planning
Authors: Carlos Garcia, Sofia Martinez (2022)
This study discusses how excessive gaming negatively affects students’ ability to plan for
their future, leading to short-term thinking and reduced career motivation.
Synthesis
TVL-ICT learners engaged in online gaming have diverse perceptions of their future. While
gaming can enhance problem-solving skills and inspire interest in ICT careers, excessive
gaming leads to diminished future orientation and academic struggles. Balancing gaming
with future career goals is essential for long-term success.
THEORETICAL FRAMEWORK
To explore how Technical-Vocational-Livelihood Information and Communications
Technology (TVL-ICT) learners engaged in online gaming perceive their future, several
theoretical frameworks can be applied:
1. Self-Determination Theory (SDT)
Developed by Deci and Ryan (1985), SDT posits that individuals have three innate
psychological needs: autonomy, competence, and relatedness. Fulfillment of these needs
fosters intrinsic motivation and well-being. In the context of online gaming, SDT suggests
that when games satisfy these psychological needs, they can enhance motivation and
engagement, potentially influencing learners’ perceptions of their future.
2. Flow Theory
Introduced by Csikszentmihalyi (1990), Flow Theory describes a state of complete
immersion and optimal experience in an activity. When TVL-ICT learners experience flow
during online gaming, characterized by deep focus and enjoyment, it can impact their
learning processes and future aspirations.
3. Social Cognitive Theory
Proposed by Bandura (1986), Social Cognitive Theory emphasizes the role of observational
learning, self-efficacy, and reciprocal determinism in behavior. Applied to online gaming,
this framework suggests that learners’ beliefs in their capabilities (self-efficacy) and the
behaviors they observe in gaming communities can influence their academic performance
and future career choices.
Conclusion
Applying these theoretical frameworks provides a comprehensive understanding of the
factors influencing TVL-ICT learners’ engagement in online gaming and how these
experiences shape their perceptions of the future. Recognizing the interplay between
intrinsic motivation, immersive experiences, and observational learning can inform
educators, parents, and policymakers in supporting students to balance gaming activities
with academic responsibilities and future aspirations.
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