CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the relevant literature on the effects of playing online games to the academic
performance of college students from a definitional perspective and review of pertinent documents that
will contribute to a better understanding of the study. While not exhaustive, considering the limitations
earlier presented, it nevertheless serves the purpose of the study

Local Literature
According to Philippine Communications Today by Maslog C. of 2011, one social problem that has been
observed is that the Internet café observed is that the Internet café has become mainly game centers.
About one-half to two-thirds of the computer in a typical internet café, according to one study, are
devoted to games (violent and gory games). The use of the remaining computers was roughly split
between browsing, email, online chat, word processing and research.

According to Dennis O. Dumrique and Jennifer G. Castillo Polytechnic University of the Philippines, as
the respondents assessed, it can be inferred that Playing On-Line Games results to a positive effect in the
social behavior of the respondents. Even if the respondents play online games still the personal interaction
with others are not affected. They still do have their friends personally and are able to socialize
effectively. The Academic Performance of the respondents is not affected even if they play online games.
Their grades are still good enough even if they spent time for playing. To sum up with the result, the
respondents have a good academic performance despite their involvement in playing online games.

According to Valaitis (2005), the use of computers and the Internet can aid communities’ by supporting
communication and access to information, thereby building social capital and community capacity. Using
computers can assist the community planning process, community participation, and information sharing.
Computer-mediated communication can build community awareness, encourage local decision making
and dialogue between groups, and support disadvantaged communities. Status barriers can be reduced,
and online communication with disenfranchised groups, such as women, people of color, and those with
disabilities, can be promoted.
Foreign Literature

History of Online gaming according to Aradhana Gupta, online games really blossomed after the year
1995 when the restrictions impaired by the NFSNET (NATIONAL SCIENCE FOUNDATION
NETWORK) were removed. This resulted in the access to the complete domain of the internet and hence
multi-player games became online 'literally' to the maximum possible degree of realism. Today, most of
the online games that are present are also free and hence they are able to provide ample resources of
enjoyment without the need to spend a single penny.

Game addiction shows the bad effect among the people nowadays. Addiction to the internet shares some
of negative aspects of substance addiction and has been shown to lead to consequences such as failing
school, family and relationship problem (Brian. D. NG, M.S & Peter. W. H, 2005). It can make the people
who has addicted will feel that the games can provide opportunities for achievement, freedom and even a
connection to the players. Those benefits trumped a shallow sense of fun, which doesn’t keep gamers as
interested (online gamers anonymous, 2008). The role of media in advertising the games also make more
cause why the games addicted will be more interested with those games. In 2005, advertiser spent $80
million to reach game players, this spending is expected to top $400 by 2009 (Park Associate 2006).

Multiplayer games started in 1972 with PLATO PLATO was a joint project of the UNIVERSITY of
Illinois and Control Data Corporation, which enabled students to interact with other terminals for the
purpose of education and computer aided learning. In 1972, new interfaces enabled students to begin
creating games, and the world of multiplayer gaming began.

Computer games as a leisure activity have become an ever- increasing part of many young people’s day-
today lives (Griffiths &Davis;Durkin,2006). More recently, with the rapid diffusion broadband Internet
services and high-end graphic cards for computers and console systems, online video-games ----games
played over a certain online networks- have become more popular and attractive than ever before (Sherry
& Bowman, in press).
Alternatively, digital games were not always found to inspire students in higher education. A group of
college students in Singapore who were found to possess a high level of intrinsic motivation showed no
increase in motivation or engagement due to the use of games (Tham & Tham, 2014 Tham, R.,
& Tham, L. (2014). The effectiveness of game-based learning as an instructional strategy to engage
students in higher education in Singapore. International Journal on E-Learning, 13(4), 483–496. [Google
Scholar]). In fact, the Singapore students who were unfamiliar with digital games-based learning
experienced feelings of apprehension. Further assessments on student learning indicated the continued
need to use a combination of lecture with digital learning (Rondon et al., 2013Rondon, S., Chiarion, S.,
& Furquim de Andrade, C.(2013). Computer game-based and traditional learning method: A comparison
regarding student’s knowledge retention. BMC Medical Education, 13(30), 1–8. doi:10.1186/1472-6920-
13-30[Crossref], [PubMed], , [Google Scholar]). Familiarizing students with the technology requires
extensive time, which further delays learning. Adjusting for these differences presents challenges for
instructors (Holmes & Gee, 2016Holmes, J., & Gee, R. (2016). A framework for understanding game-
based teaching and learning. On the Horizon, 24(1), 1–16.10.1108/OTH-11-2015-0069[Crossref], [Web
of Science ®], , [Google Scholar]). Another factor that affects student acceptance of digital games in
learning is the mindset of students accustomed to a passive style of learning through the lecture format
(Herro & Clark, 2016Herro, D., & Clark, R. (2016). An academic home for play: Games as unifying
influences in higher education. On the Horizon, 24(1), 17–28.10.1108/OTH-08-2015-
0060[Crossref], [Web of Science ®], , [Google Scholar]).

Local Studies

Based on the facts of Justin Visda, Heinson Tan and Bryan Yaranon, online games are hard to resist,
particularly if it’s only around our environment. Students find it happy and enjoyable and they eventually
forget their tasks and problems, but it does a bad effect to them, which is called addiction. According to
them, addiction is too much playing, and it cannot be resisted because most of the youth tells that they are
bored with their everyday lives, especially to their studies. That’s why online games is addictive and it
gives them enjoyment.

Joel Yuvienco, a blogger and Technology, Economics and Society mentor at De La Salle-Canlubang
School, sees the potential of these games to enhance the learning experience, given the fact that there are
already a huge number of student-gamers. This is supported by a 2007 study of the International Data
Corp. on the Philippines’ online gaming user preference, saying, “The majority of the online gamers are
male, under 23 years old, and students.” In his blog, Yuvienco posed a challenge to educators: “There’s
got to be a way to harness the power of this wave to enhance formal learning. Now thinking aloud:
Perhaps schools can enter into arrangements with Internet cafés for collaborative education? Could
become win-win.” The technologies used in online gaming are not new to Philippine schools. In fact,
some schools use virtual classrooms and e-learning techniques to teach students.

Psychologists point out that both genders can improve spatial skills by practicing video
games. Many imply that girls are disadvantaged in the long run by playing far less games (SWS,
2007; AMA Poll, 2008). Regardless of the element of violence, online games have been
envisioned as potentially effective tools for learning. Furthermore, researchers believe that
online gaming opens a door to computer literacy leading to potential technology careers (SWS,
2007; AMA Poll, 2008)

Foreign studies

Through the years, studies have yielded different results. Some of them say that they are co-related when
some say that they are not. According to Anderson and Dil (2000), there is a negative correlation between
the two. Thus, meaning that there is no relation between the number of hours played by a player and his
grades. At times, the students defend the games they are playing by saying that they do learn something
from it.
Synthesis