CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Technology is an essential part of our lives already and few can imagine living without

(Marie Gluck, 2012). There are many uses of technology today and is more productive than before.

We have done things with the help of technology a lot. Like for example, we can communicate

online better today, keep in touch with families, relatives, and friends, making an assignment,

research papers, and projects, searching for resources and ideas, watch entertainment and much

more. There have been studies conducted about the possible effects of some technology and one

of this is the internet addiction. Young and Rogers (1998) suggested that students in the university

are considered as a high-risk group for internet addiction. The possible reasons could be having

much leisure time, no guidance because of being away from parents and sometimes to get away

from tough university routine (Kandell, 1998).

Computer Games is not an exception because it is part of technology. People today

especially young children tend to learn more about technology and get more influenced by other

people. The games are one of the greatest technology industry right now. Many of us have stayed

up late more than once playing our favorite computer of online games like DOTA. Many people

have played this game, be it international and national and gave a great impact into today’s

computer games. With this much of influence, people around the world would easily get attracted

and try to play which leads the researcher to a point that there could be some perceived effects of

this game. Some of us have been scolded already and rumors that affect the family like getting

low grades, not making assignments, projects, and other things.

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Playing video games is often associated in our society with poor academic performance.

This anecdotal idea is supported by some research. A 2000 study found a negative correlation

between GPA and time spent playing video games (Anderson & Dill, 2000). Well, there are also

an exception wherein they can do well while playing Computer Games. Some research concludes

that there are few pieces of evidence that suggest interactive media enhances the learning

experience (Schmidt & Vanderwater, 2008). Students who play DOTA usually tend/ get tempted

on going to Internet Cafes during their free time and some SHS Students are not exempted.

“Video games change your brain,” according to University of Wisconsin psychologist C.

Shawn Green. Playing video games can change the brain’s physical structure the same as learning

to read, write, playing instruments, doing puzzles etc. The same as an exercise that can build

muscle, the powerful combination of concentration and satisfying streams of neurotransmitters

like dopamine strengthen neural circuits that can build the brain. There are studies that have

provided us with results that playing games can really give some positive effects. One study of a

game relating to mathematical study in an engineering program found that “students experienced

significantly more intellectual intensity, intrinsic motivation, positive effect and overall student

engagement when completing homework” (Coller & Shernoff, 2009, p. 315). In this research, we

will collect data about the perception of selected male students Grade 11- STEAM N in Silliman

University in playing DOTA towards their academic performance and will seek to answer the

problem.
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Statement of the Problem

Computer games like DOTA are very enjoyable and fun to play because these are part of

technology which in fact is part of the entertainment. With this, many young people like students

tend to play computer games during their leisure time. However, there has been many people who

are not pleased with it, especially parents because it may affect the academic performance of the

student specifically those who play DOTA. Specifically, this research sought to answer the

following question:

1. How does DOTA affect the academic performance of the students in terms of grades?

2. What are the positive effect and negative effect on their academic performance in school?

3. What other new perspectives can we get by understanding why they play DOTA?

4. In what way does their time management in playing DOTA affect their academic

performance?

Significance of the Study

The purpose of this study is to analyze and explore the perceived effects of playing DOTA towards

the academic performances of selected male students Grade 11 – STEAM in Silliman University

to be able to find a meaningful qualitative research on the study. The significance of the study is

to be able to understand how DOTA greatly affects the academic performances of students such

that we can find a meaningful understanding of the advantages and disadvantages that may

contribute to some people. These are the beneficiaries of the study:

Teachers. The results can give a new idea that may have caused the changes in their

academic performance in a positive or negative way through gaming especially playing DOTA.
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The teachers will be able to get data regarding the perceived effects of playing DOTA for students

that will reflect on their academic performance.

Students. The study will give them a perspective, whether it is bad or good for them. While

they will be knowledgeable about the positive and negative effects of playing online games like

DOTA.

Future Researchers. This study can be used as a guide and a new information for them to

gather data that can motivate them to their interest when it comes to their research that is related

to this. It could widen their information since only a few of these studies are conducted.

Parents. The study will provide their problems an answer for their children playing DOTA

that may have caused a drastic change in terms of academic performance whether it gave a positive

or negative effect.

Scope and Delimitation of the Study

The researchers decided to study few population, which are selected male students of Grade

11 under the STEAM strand in Silliman University Senior High School and is limited to 30 because

we want to collect enough data. We cannot cover up and collect data from the entire population of

male students because our study focuses on STEAM students and we have limited time because

the research started November 2016 until March 2017. We chose male students under the STEAM

strand because we want to know their perception of playing DOTA towards their academic

performance. The information that will be gathered from the students will be taken from

interviews and surveys. Therefore, we can achieve, enough and proper data on a specific

population size.
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Definition of Terms

Academic Performance - is defined by students’ reporting of past semester CGPA/GPA and their

expected GPA for the current semester.

Computer Game – is a computer-controlled game where players interact with objects displayed

on a screen for the sake of entertainment.

DOTA – is a competitive game of action and strategy, played both professionally and casually by

millions of passionate fans worldwide. Players pick from a pool of over a hundred heroes, forming

two teams of five players.

Entertainment - is the act of entertaining; agreeable occupation for the mind; diversion;

amusement

Internet Addiction - is defined as any online-related, compulsive behavior which interferes with

normal living and causes severe stress on the family, friends, loved ones, and one's work

environment.

Online Games – are video games that are either partially or primarily played through the Internet

or another computer network.

Perceived Effects - are the awareness of effects that can be directed to the person.

Play- is “something one chooses to do as a source of pleasure, which is intensely and utterly

absorbing and promotes the formation of social groupings”.

Selected Students - Students who will be involved in the conduct of the study.

Silliman University (also referred to as Silliman or SU) - is a private research university in

Dumaguete, Negros Oriental, Philippines.

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STEAM (Science, Technology, Engineering, Agriculture, Mathematics) – A strand under

Academic Track of Silliman University Senior High School for Grade 11 and 12 students.

Technology - machinery and equipment developed from the application of scientific knowledge.

Video Game - is essentially the same form of entertainment, but refers not only to games played

on a personal computer but also to games run by a console or arcade machine.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

The following are the different reviews of related literature and studies noted by the

researchers in order to provide a strong foundation and support for this study’s development and

progression:

Related Literature

Games are always played for entertainment, and sometimes for achievement and interests

as well. Game types include action games, adventure games, fighting “beat ‘em up” games,

platformers (where game characters run and jump along and onto platforms), knowledge games,

simulation/modelling/role-playing games such as management and strategy games, drill-and-

practice games, logical games and math games (Kaptelinin and Cole, 2001; Becta 2002).

Video games, on the other hand, are almost the same as computer games. According to

Griffiths, M.D. (1996), there are many types of video games with different assets, and can be

divided into nine categories: sport games (e.g. basketball, soccer), racing (e.g. Need for Speed,

Asphalt), adventures (fantasy games), puzzle games, weird games, platformers, platform blasters,

beat ‘em ups (involving physical actions), shoot ‘em ups (involves shooting and killing). Though

he stated that there are only two of the above, namely puzzle and weird games, contain games with

educational components, and he even suggested that these games could be used in schools in order
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to improve learning and overcome some “negative stereotypes that many people have about

computer games.”

There are many cases and studies that were conducted wherein it reached a conclusion that

they have found signs of both positive and negative effects on frequent gaming. According to Roe,

K. and Muijs, D. (1998), playing games frequently reduces the time available for school-related

works, which results in a negative effect on the academic performance. On the other hand, Bruno,

J.E. (1995) stated that “frequent players are less positive towards school”. Though there are some

positive effects that the use of computer games can actually benefit to school performance. For

example, the study of Pillay (2003) found signs that “playing recreational computer games may

influence children’s performance on subsequent computer-based educational tasks.”

There are many impacts of the use of computer games on young people. In 1970’s, the

significant source of entertainment for young people are video games. It is already accessible,

especially on mobile devices. Many young people spend much time of free time weekly in playing

computer games, often 7 hours or more. (Anderson and Bushman, 2001). Both gender, male and

females enjoy playing computer games but it has been found that males are more likely to play to

impress peers and for duels. (Griffiths and Hunt, 1995). Therefore, we have decided that our

participants will be males. Males tend to play more and far more regularly (Griffiths and Hunt,

1995).

Moreover, Mitchell, A. and Savill-Smith, C. (2004) stated that there were eleven literature

reviews that were identified as having been undertaken in areas which involve the use of computer

and video games. However, only four out of eleven literature reviews were considered that had a
 9

relationship between the use of computer games, video games, and academic performance. These

studies talk about the comparison of the effectiveness of games and in a classroom instruction in

the teaching of students (Randel et al., 1992), an investigation on gaming that involves instruction

and implications for technology (Dempsey et al. 1994), the need for longitudinal studies (Emes

1997; Harris 2001).

In Randel et al.’s (1992) review, they found some differences depending on the educational

areas where the games were used. These were found in the areas of math, physics, etc. Though in

many studies, students had more interest in gaming than in conventional classroom instruction.

While in Dempsey et al.’s (1994) review found that games serve a range of purposes like

entertainment and attitude change. The other two reviews, of Emes, C.E (1997) and Harris, J.

(2001), concluded that there is no clear causal relationship between both academic performance

and the use of computer games.

Although, these reviews were examined to another research involving with social and

behavioral issues on education. A study of Harris (2001), investigated the gambling habits of

young offenders aged 15-21 who had stolen money from computer games as a habit. He noted that

those he investigated started playing at a young age and played more frequently, encountering

relationship problems, and not paying attention to work and their appetite.

In terms of computer games as a means of learning, there are many reasons cited for why

computer games engage the users. Computer games are seductive. According to Becta (2001),

computer games use technology to show reality or represent fantasy. Motivation, on the other hand,

Bisson and Luckner (1996) said that they do it through fun which is “part of a natural learning

process in human development”. Prensky (2001) identified a combination of 12 elements that

make computer games engaging: fun for enjoyment and pleasure, play for intense and passionate
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involvement, rules for structure, goals for motivation, interaction, learning, adaptive, winning for

ego gratification, challenging, creative, interaction with social groups, and representation of

emotion.

Related Studies

Numerous studies have already been conducted by some researchers regarding the effects

of playing computer games on students. Cortes, M.D., Alcalde, J., Camacho, J. (2012), for

instance, studied the effects on the performance of the students in high school when playing

computer games. They aim to identify the reasons that could influence the student’s choice to play

computer, also, to identify if it is a significant aspect that will give the school performance of the

student, and to determine the possibility of a student who plays computer games will fail in his/her

academics. The study was conducted in Los Baños, Laguna, Philippines. The observation was that

the substantial reasons that are affecting the student’s performance vary by the situation a person

is in. For example, the peer group, year level, his/her allowance, gender, and time management.

The study was done from October- December 2008 through conducting interviews/surveys on the

respondent’s school. The author determined that computer gaming gives a negative effect on the

performance of a student. We believe that it can contribute to our study because their study is much

alike and thus can provide us with even more ideas and support information that would help and

improve our study.

Another study was also conducted in Australia wherein students who play online games

actually get better academic results. According to Albert Posso (2016), “children in rich countries

are using the internet for social networking and gaming at very high rates, particularly in

Australia.” His study talks about social networking and gaming, whether it affects the educational

achievement in mathematics, reading, and science using the Organization for Economic
 11

Cooperation and Development’s 2012 Program for International Student Assessment data set.

More than 12, 000 high school students were observed in the research in Australia wherein they

found out that those who tend to play online games has improved their scores in subjects like math,

science, and reading. The research used the data from the Program for International Student

Assessment, wherein more than 700 schools were involved in gathering the data last 2012. People

tend to socialize instead rather than study, mainly because they are struggling with their subjects,

but the study showed some positive affirmation that online gaming can do well in our academic

performance. We believe that this study can be used for guidelines on how he conducted the

research through detailed explanation. Thus, giving us important and solid information that can

support our study.

Also, a study of Chuang, T. Y., and W. F. Chen. (2007) explained that “Technologies’

rapid advance in developing digital media has been extensively applied in contemporary play

materials to enrich children’s play, such as electronic or computerized toys, electronic storybooks,

television, personal computers, and game consoles.” This study examined whether these games

help the children’s cognitive achievement. The participants involved are middle/high school

students in Taiwan specifically Tainan City. Their study was conducted by letting the students play

a game to gather data. They concluded that “digital games improve children’s cognitive

achievement”. The result of the study gave evidence to support that games can benefit student’s

learning. This research can also be used as a guide through the process of our research because we

believe that their study is similar which gives additional information as well.

Moreover, Mitchell, A. and Savill-Smith, C. (2004) stated some of the points in their study

entitled “The Use of Computer and Video Games for Learning” that were stated by other

researchers regarding the impact of frequent gaming on academic performance. As stated by Emes
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(1997), while there is still no clear causal relationship between gaming and academic performance,

their review found both positive and negative effects. Frequent gaming can affect your time

management, especially allotted for homework, which can affect academic performance (Roe and

Muijs 1998). The frequent playing of video games may affect the preference of a person when it

tries to enjoy reading (Walsh 2002). Though, there are also positive signs found in the study of

Pillay 2003, who found that recreational games may contribute to the performance on a computer-

based task. There are influences that depended on the type of game we play that can encourage

analysis, strategy, proactive thinking, spatial awareness, and cognitive skills. With these enough

information of the authors, it can give us a supporting evidence that playing computer and video

games is relevant, thus making our research relevant and a meaningful study.

Furthermore, Dimzon R. (2013) stated that “playing games is a natural part of growing”. It

is where kids learn how to interact, compete, and achieve their desired ego, to find happiness, to

have fun, and to escape from reality or problems. In terms of social sciences, he supported that

computer games like DOTA affect the psychological thinking of a person. About fifteen selected

students of Mapua-Makati were asked. He conducted his research with the use of survey

questionnaire and presented the results with a bar graph. The results of his study, then resulted

that it affects them in a positive and negative way. His method was conducted through a

questionnaire which was answered by fifteen students. He concluded that one of the reasons why

students fail is because of DOTA. In this study, we can see that our study is related because his

purpose is to know the effects of DOTA in society and individual in relation to sociology and

anthropology. This study will be able to strongly support our research because only a few studies

were conducted on the effects of playing DOTA.

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