Gaming Addiction and Its Effect to Their Academic Performance

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ST. FRANCIS OF ASSISI COLLEGE
Graduate School of Education

TITLE

A Thesis Presented to the Faculty of Graduate Studies
Saint Francis of Assisi College Admiral Village
Talon 1, Las Pinas City

In Partial Fulfillment of the Requirements for the
Degree Master of Arts in Education
Major in Educational Management

Jocelyn Serafin
2012

Chapter 1
THE PROBLEM AND IT’S BACKGROUND

Introduction
 Technology has developed so much that it is almost crucial to have electronic devices particularly the personal computers at home, school, internet café, etc. Teenagers have gotten so used to have technology around them. However, while having these computers that make life easier, comfortable, and handy at most of the times, it could also have negative effects on their lives particularly in their studies when used too much. Electronic games are the medium of the 21st century. They constitute a growing industry, which had a peak in the 1980’s, temporarily slumped, and is now larger than ever. Constantly advancing in technology and capability, the latest transmutation takes the form of online role playing games, involving the maintenance of persistent worlds populated by millions of players. Some of these games have spawned virtual economies, where game items and real estate can be traded for ‘real’ money, with sales out grossing the economy of some small nations (Dibbel, 2003). One can even build a virtual life in some online games, where the goal is to obtain the staples of a modern lifestyle in a first world country, including gaining employment, obtaining a partner and even raising pets. The advent of electronic games has had significant cultural repercussions, capacitating new art forms like Machinima ("Machinima", 2006), influencing film, literature and pop culture ("Penny Arcade", 2006), and leading to a push to introduce network gaming competition, already extensively sponsored and international, as an Olympic sport (Morris, 2006). Yet relative to both the current popularity of electronic games and the media attention devoted to their potential negative effects, academic research on the topic is miniscule; and rather than accelerating with game technology is chronologically and topically disparate. The one negative effect of computer games established by the research is that exposure to violent computer games is causally related to aggressive thoughts, psychological arousal, Aggressive behavior, and antisocial behavior. They note that this causal relation is as well established by research as the causal relation between asbestos exposure and cancer or the relationship between calcium intake and bone mass. They also note that age, sex, socioeconomic status, computer game genre, or computer game system are not variables that affect these outcomes. However there are two variables that heighten the effect. One is depiction of blood, which results in higher level of psychological arousal, aggressive feelings, and aggressive thoughts. Another is rewarding of violent acts, which also increases these effects. Almost half of college student who play video, computer or online games admit that it Keeps them from studying “some” or a “lot”, according the dew study. About 9 percent said that gaming was a way to avoid studying. This experimental study investigated whether computer-based video games facilitate Children’s cognition learning. In comparison to traditional computer-assisted Instruction (CAI), this study explored the impact of the varied types of instructional delivery Strategies on children’s learning achievement. One major research null hypothesis was tested: There are no statistically significant differences in student’s achievement when they receive two Different instructional treatment. The use of multimedia in education has significantly change people’s learning processes. Previous studies indicate that computer-assisted instruction (CAI) programs have Important factors that can motivate,...
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