Identifying the Effects of Video Games

In Grade 10 Learner’s Academic Performance

At Labo National High School Sy. 2023-2024

Submitted by:

Lyka Glize Tuba

Angel Samonte

Mary Claire Neri

Wriel Ashley Trazona

Aldamie Ashley Trazona

Charles Jose

Louige Cabatcha

Francis Dago

Subject Teacher:

Mrs. Eve Diane B. Ambalong

1
 Table of Content

Abstract………………......................................................................3

Acknowlegement……………………………………………………………….4

Chapter 1

1.1 Background of the Study………………………………………………..6

1.2 Statement of the Problem……………………………………………….7

1.3 Significance of the Study………………………………………………..7

1.4 Assumption of the Study………………………………………………..8

1.5 Scope and Limitation of the Study…………………………………..8

1.6 Definition of the Study………………………………………………….8

Chapter 2

2.1 Review and Related Literature……………………………………….10

2.2 Review and Related Study…………………………………………….15

Chapter 3

3.1 Method of Research…………………………………………………....19

3.2 Subject of the Study……………………………………………………19

3.3 Description of Research Instrument………………………………..20

3.4 Data Gathering Procedure…………………………………………….20

3.5 Statistical Treatment Applied…………………………………………20

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Chapter 4

4.1 Introduction…………………………………………………………….. 21

4.2 Presentation of Data…………………………………………………...21

4.3 Data Analysis…………………………………………………………….25

4.4 Discussion of Findings………………………………………………..25

4.4.1 Social Media Usage Patterns………………………………………25

4.4.2 Perceived Impact on Academic Performance…………………..26

4.4.3 Coping Mechanism…………………………………………………..26

4.5 Limited Study…………………………………………………………….26

4.6 Implication for Practice and Policy…………………………………27

4.7 Conclusion……………………………………………………………….27

Chapter 5

Summary……………………………………………………………………….28

Discussion of Findings………………………………………………………28

Conclusion…………………………………………………………………….29

Recommendations……………………………………………………………29

Bibliography…………………………………………………………………32

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 Abstract

Research indicates a complex relationship between video game exposure and

academic outcomes in grade 10 learners. While some studies suggest that

moderate video game use may have positive effects on cognitive skills, such as

problem-solving and spatial awareness, others highlight potential negative

consequences, including decreased academic performance, attention

difficulties, and reduced study time. Factors such as the type of video games

played, duration of play, and individual characteristics of learners can

influence the impact of video games on academic performance. Educational

games and gamified learning platforms have shown promise in enhancing

student engagement and motivation, leading to improved academic

achievement in some cases. However, excessive screen time, gaming addiction,

and the displacement of time spent on academic tasks are indentified as

potential risks associated with heavy video game use among grade 10 learners.

Practitioners and policymakers are encouraged to promote digital literacy,

responsible gaming practices, and evidence- based strategies to support

students success and mitigate the negative effects of video games on academic

performance. Further research is needed to explore the mechanisms

underlying this relationship, identify effective interventions, and inform

educational practices that maximize the benefits of video games while

minimizing potential drawbacks on student achievement.

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 Acknowledgements
I would like to acknowledge the contributions of the researchers, educators,

and policymakers whose work and insights have informed the

recommendations presented in this research. I extend my appreciation to the

students and grade 10 learners whose experiences and perspectives have

shaped our understanding of the impact of video games on academic

performance. Finally, I acknowledge the support and collaboration of all

stakeholders involved in promoting evidence-based practices and policies that

enhance student success in the digital age.

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 CHAPTER 1

The Problem and its Background

1.1 Background of the Study

His advent of computerized technology has transformed the

entertainment industry. Tablets,
Phones, home computers, and game consoles have provided
unprecedented access to movies,
Television shows, and video games. No shift in human
entertainment is as marked as the advent
Of video games. Indeed, this relatively new form of
entertainment has exploded in popularity
since its beginnings in the 1980s. In a 2009 survey, 88 % of
American youth between the ages of
8 and 18 reported playing video games at least occasionally
with an average time spent per week
at 13.2 h (Gentile). The amount of time spent on video games
continues to increase, though
comparable data are scarce. Interestingly, increases in video
game time have not led to decreases
in television time.
he advent of computerized technology has transformed the
entertainment industry. Tablets,
phones, home computers, and game consoles have provided
unprecedented access to movies,
television shows, and video games. No shift in human
entertainment is as marked as the advent

6
of video games. Indeed, this relatively new form of
entertainment has exploded in popularity
since its beginnings in the 1980s. In a 2009 survey, 88 % of
American youth between the ages of
8 and 18 reported playing video games at least occasionally
with an average time spent per week
at 13.2 h (Gentile). The amount of time spent on video games
continues to increase, though
comparable data are scarce. Interestingly, increases in video
game time have not led to decreases
in television time.
The advent of computerized technology has transformed the entertainment
industry. Tablets, phones, home computers, and Game consoles have provided

unprecedented access to movies, Televisions shows and video games. Video

game play has become a ubiquitous form of entertainment in modern society.

As a result, interest has accrued from parents, educators, policy makers, and

scientists alike regarding the potential effects of this relatively new media. (

Groves, C. and Anderson, C. 2017).

Grade 10 Learner’s at LNHS are becoming addicted at playing video games, it

can have both positive and negative effects on cognitive abilities. Studies

suggest that certain video games may enhance problem-solving skills, spatial

awareness, and strategic thinking. However, excessive gaming might lead to

decreased attention spans and potential negative impacts on academic

performance. Researchers argue that the type and duration of game play can

significantly influence cognitive outcomes. The combination of concentration

and neurotransmitter surges when playing games helps to strengthen neural

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circuits, giving the brain a real workout.

1.2 Statement of the Problem

1. Mobile Legend is an example of Video games, is it bad influence on the

teenager’s Playing mobile game?

2. Are they any positive effects when you play video games?

3. Who invented video games?

1.3 Significance of the Study

This part of the study gives the identifying effects video games in grade 10

learners. The following people will benefit from this study:

The Teacher. This study will lead the teacher to help the students stop being
addicted to video games and encourage to stay focus on their academics.

The Parents. This study will significantly help the parents teach their kids
how video games affect themselves and for them to have family bonding also

and enjoy themselves so that parents can guide their children.

The Grade 10 Learner’s. This study will help the grade 10learners of Labo
National High School identify the effect of video games not only their health

but also their academics and their self-esteem.

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1.4 The Assumption of the Study

This research study is anchored on the assumption that the grade 10

learner’s are very addicts when they play because of the lack of solitude

and maybe because they don’t know how to socialize with people so they

only entertain themselves with video games.

1.5 Scope and Limitations of the Study

The study focus on identifying the effects of video games in Grade 10

Learner’s at Labo National High School and how they solve their addiction

on playing video games. The Data Collection will be conducted by

convenience sampling technique.

1.6 Definition of Terms

For better understanding of the study, the following terms will

Defined.

Video Game-is an electronic game that can be interacted with using an input
device, such as a controller, keyboard, or joystick.

Ubiquitous- Existing or being everywhere at the same time.

Learners- An individual’s who is willing to learn and understand new things

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 Chapter 2

Reviewing the Related Literature/Study

This Chapter indicates the related literature and studies, locally nationally and

internationally were gathered to support the study. This gave important

concepts and ideas for the development of the study.

Janice Leung(2006) stated that… “ social mobile games will find the most

success in niche markets, such as the MySpace generation or simply put

teenagers) who are already familiar and comfortable with the idea of virtual

social networking. However this once again draws attention to the fact that

consumers are dynamics in their engagement with mobile technologies, and

that their choices of consumption are not directly influenced by market

pressure, but rather by actively selecting media elements that best

compliments their own lives, but since the “MySpace generation “ are no longer

niche audiences the reach of Mobile Games, with more and more of the

populace being people who are familiar and already integrated with the concept

of digital socializing. This allows the game to be more successful than it should

have been without the ever-adapting population. Furthermore, Krassie

Petrova, PhD (2006) stated that”… Mobile gaming is an example of a mobile

commerce (mCommerce) application which is provided through a paid for

service. Typically, the mobile network operator to whose network the player

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subscribers collects the revenue, the revenue stream may be also shared with

other business involved such as mobile network infrastructure providers,

mobile content developers and publishers, portal aggregators, and retailers,

“this puts into view the reality of digital entertainment. First and foremost, it is

a business. The game Mobile Legend is a front in order to get your money

in exchange for in-game cosmetics and possible boosts to your overall

experience. This is why making video games addictive and accessible is highly

profitable because once you’re hooked it’s terribly tough to get out.

According to Simon Tan(2009),”… was designed as a collaborative game. In

fact, the competitive aspects of the game were emphasized and the children

were encouraged to finish each round as soon as possible to keep their score

high. Because of this, the children were highly competitive while playing the

game, only focusing on their individual scores and not realizing there was a

group…” this was a game created by the researchers, yet they still failed to

create a mainly collaborative game, means that even if the developers intention

was to create a collaborative-intensive game, the competitive nature of

humanity will eventually start to show. Even if Mobile Legends was all-in-all, a

game between two groups, more often than not, it became a game between 10

people, all blaming one another for mistakes and exalting oneself for

achievements made. Games and simulations show mixed effects across a

number of sectors, such as student performance, engagement, and learning

motivation. However, as these studies focus only on certain disciplines, there

remains a gap in the literature concerning a clear framework of use across

academic programs. As a result, the issue of efficiently integrating games and

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simulations in the educational process is often up to the instructor’s
discretion.

Accordingly, the aim of this paper is to develop a framework to allow educators

across disciplines to better understand the advantages and draw backs of

games and simulations specific to their pedagogical goals. To establish a

context, the researchers, initially, examined the relevant literature on the

effectiveness of all types of games and simulations in learning outcomes. Many

papers are analyzed and summarized as follows, providing useful guidance for

this study. Through their systematic review, Tsekleves et al. (2014) provide

insight into the barriers and benefits of using serious games in education.

(Regarding benefits, the authors catalogue: achievement and rewards,

interactivity and feedback, motivation and competition, playfulness and

problem-based learning, collaborative learning, progression and repetition, as

well as realism and immersion. Finally, they propose some guidelines to help

stakeholders better implement serious games in education. Similarly, Bellotti,

(2013) suggest useful guidelines for the performance assessment of serious

games. Following user performance assessments, they offer an overview on the

effectiveness of serious games in relation to learning outcomes. Results reveal

the effectiveness of serious games in motivating and achieving learning goals,

the importance of providing appropriate user feedback, while emphasizing that

new types of games are best deployed through proper instructor guidance.

Moreover, they stress aspects they consider important, such as performance

assessment with a view to fostering adaptively, as well as personalization, and

meeting needs on an individual basis (e.g. learning styles, information

provision rates, feedback, etc.). The instructor’s role is also outlined by

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Lameras et al. (2016) who provide conceptual and empirical evidence on the

manner in which learning attributes and game mechanics should be designed

and incorporated by faculty, specifically with a view to fully integrate these into

lesson plans and the learning process as a whole. Games allow practitioners to

quickly come to grips with the way in which learning activities, outcomes,

feedback and roles may vary, as well as to enhance the in-game learning

experience. Similarly, the systematic review of 64 articles by de Smale, (2015)

concludes that there is a positive or neutral relationship between the use of

simulations and games and learning achievement. The researchers arrive at

three recurring conditions for the successful use of simulations and games: the

specificity of the game, its integration in the course, and the role of a guiding

instructor, which are all conditions in line with Bellotti et al. (2013)‘s results.

Young et al. (2012) choose 39 articles that meet the inclusion criteria related to

video games and academic achievement, concentrating on the use of traditional

games versus video games for educational purposes. The studies are

categorized by subject, namely History, Mathematics, Physical Education,

Science, and Languages. Results indicate that there exists limited evidence of

the benefits of including education games in the traditional classroom

environments, a finding which is contrary to the aforementioned studies.

Smetana and Bell (2012) examine computer simulations to support instruction

and learning in Science. In their comparative study between computer games

and traditional games, they conclude that computer games can be as effective,

if not more so, than traditional games in promoting knowledge, developing

procedural skills and facilitating conceptual change. To integrate them properly

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as supplementary elements (Rajan, 2013), \games require the adoption of
high-

quality support structures, student participation, as ell the promotion of

cognitive and met cognitive skills. This finding contradicts the study carried

out by Girard, (2013). This study treats video games as Vlachopoulos and

Makri International Journal of Educational Technology in Higher Education

(2017) 14:22 Page 5 of 33 serious games but considers their effectiveness as a

controversial issue, finding that only few games result in improved learning,

while others have no positive effect on knowledge and skills acquisition, when

compared to more traditional methods of teaching. In contrast, in their meta-

analysis, Clark et al. (2015) systematically review articles to study the detailed

effects of digital games on learning outcomes, concluding that games are

important in supporting productive learning and highlighting the significant

role of gaming design beyond its medium. Prior to this review, but running

along the same lines, Backlund and Hendrix (2013), in their meta-analysis

reported positive outcomes in learning when using serious games in the

educational process. Outers, (2013) performing meta-analytic techniques, used

comparisons as well, to investigate whether serious games are more effective

and more motivating than conventional instructional methods. In their work,

simulations provide students with authentic clinical situations, allowing them

to practice and experience in realistic and safe environments. Connolly et al.

(2012) develop a multi-dimensional approach to categorizing games and offer a

review of 129 papers on computer games and serious games, explicitly

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targeting cognitive, behavioral, affective and motivational impacts, as well as

engagement. The most frequent outcomes are knowledge acquisition and

content understanding, as well as affective and motivational outcomes.

Gegenfurtner, (2014) in their meta-analysis of the cognitive domain, examine

how design elements in simulation-based settings affect self-efficacy and

transfer of learning. This view is echoed by other researchers, such as Warren,

(2016), who systematically review and demonstrate the effectiveness of

simulation games on satisfaction, knowledge, attitudes, skills and learning

outcomes within nurse practitioner programmers. After comparing online

simulation-based learning with traditional lectures, they find an increase in

student knowledge and confidence when using simulation games. Peterson

(2010) also performs a meta-analysis, examining the use of computerized

games and simulations in language education from a psycholinguistic and

socio-cultural viewpoint. Results show valuable opportunities for

effective language learning, confirming that games are beneficial in helping

students learn another language. Sitzmann (2011), using interactive cognitive

complexity theory, offers a comparative review on the instructional

effectiveness of computer simulations. To perform the review, she examines

three affective outcomes (motivation, effort, and self-efficacy), one behavioral

(effort), two cognitive (declarative knowledge and retention), and two skill-based

learning outcomes (procedural knowledge and transfer). She concludes that,

post-training, simulation-trained learners demonstrate higher self-efficacy and

procedural knowledge. Furthermore, she highlights the significance of using

specific methods to improve simulation learning, namely, integration of game

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use within an instructional programmed, high level of learner activity, no

gaming time limit, and adopting the simulation game as a supplement to other

methods, which is inconsistent with Outers et al.’s survey (2013). Hsu et al.

(2012) provide a cross-analyzed content analysis agreeing with the previous

researchers that topics such as “Motivation, Perceptions and Attitudes” are of

utmost importance. Vlachopoulos and Makri International Journal of

Educational Technology in Higher Education (2017) 14:22 Page 7 of 33 In a

recent review of business literature, Carneys and Moya (2016) discuss the

impact of digital game-based learning (DGBL) on students. They examine

DGBL

both from a theoretical point of view and on a practical basis through three

stages: a) the evaluation of digital games in the preparatory stage, b) specifying

which research has been deemed appropriate for DGBL deployment, and c) the

learning outcomes (cognitive, behavioral, affective, and multi-dimensional) that

can be attained through digital games. This study moved current research

forward in understanding the effectiveness of digital games and advanced the

use of digital games in the classroom. A variety of meta-analyses and

systematic reviews have examined the implementation of games and

simulations in the learning process, either as a main course element or as a

supplement to conventional lectures, illustrating the ever increasing interest of

researchers in this promising field. Synthesis of previous reviews/meta-

analyses. After studying the previous reviews, it is evident that the most

commonly referred games in past reviews are digital and computerized games

(Sitzmann, 2011; Young et al., 2012; Smetana & Bell, 2012; Girard et al.,

2013; Merchant et al., 2014; Clark et al., 2015; Carneys & Moya, 2016; Warren

16
et al., 2016). The technological revolution and the invasion of Internet in
Higher

Education urge students to build digital and collaborative skills for the twenty-

first century through gaming. Also, the emergence of a participatory culture in

education spurs researchers to get involved with digital games and

simulations. Other games mentioned are serious games and their impact on

the learning process (Connolly et al., 2012; Bellotti et al., 2013; Backlund &

Hendrix, 2013; Outers et al., 2013; Tsekleves et al., 2014; Fu et al., 2016). The

researchers refer to serious games since they are basically considered as games

with educational orientation and not with just entertaining ones. Another

important element we have identified is whether games should be fully or

partially integrated into the learning process. Most of the researchers agree

that games should be treated mainly as supplementary elements (Sitzmann,

2011) since full integration requires high-quality mechanisms, students’

engagement, and instructors’ support. In other cases, the integration of games

in the curriculum could either function as a supplement to existing teaching

techniques or as a partial substitute for traditional teaching methods (Rutten

et al., 2012). Moreover, games could even be fully integrated for achieving

better learning outcomes (Lameras et al., 2016) because games add diversity in

educational teaching modules. Nevertheless, the integration of games depends

on instructors’ contribution and the way they design and incorporate games in

their teaching. This means that instructors should be equipped with knowledge

and experience, and be aware of providing guidance to students as regards the

proper way of playing games. The beneficial contribution of game-based

learning is broadly identified by the majority of previous reviewers, especially

17
regarding cognitive outcomes. Results indicate that games can be as effective

as traditional learning modes, revealing their effectiveness in promoting

knowledge acquisition (Smetana & Bell, 2012; Backlund & Hendrix, 2013;

Clark et al., 2015; Warren et al., 2016), as well as content understanding and

concept learning (Connoly et al., 2012; Li & Tsai, 2013; Fu et al., 2016).

Additionally, students achieve their learning goals through playfulness and

problem-based learning (Tsekleves et Vlachopoulos and Makri International

Journal of Educational Technology in Higher Education (2017) 14:22 Page 8 of

33 al., 2014), thus leading to self-efficacy and transfer of learning

(Gegenfurtner et al., 2014). Another substantial impact emerged is the

effectiveness of games not only in the cognitive domain but also in the affective

and behavioral domains (Ritzhaupt et al., 2014; Shin et al., 2015; Tsekleves et

al., 2014; Fu et al., 2016; Carneys & Moya, 2016). The affective domain is

thoroughly discussed by the reviewers. In particular, games influence students’

motivation, engagement, and satisfaction of the game-based learning.

Regarding behavioral outcomes, few reviews have been conducted, showing

that games offer a plethora of opportunities for collaborative learning, enhance

interactivity and feedback among players, and develop social and soft skills as

well. Some other studies contradict these findings, in a way that they do not

reveal positive effects of games (Young et al., 2012; Girard et al., 2013;

Merchant et al., 2014), or reveal a rather neutral effect (de Smale et al., 2015).

In these reviews, games and simulations appear to have some or no positive

effects on knowledge and skills acquisition when comparing with traditional

instructional methods.

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 Chapter 3

Method and Procedures

3.1 Method of Research

The authors developed a pre-defined review protocol to answer the research

questions, specifically aimed at minimizing researcher bias. Furthermore, the

researchers conducted a comprehensive database search in bibliographic

indices for the data selection. The search is related to a variety of scientific

fields of study, including Education, Psychology, Information Technology,

Management, and other scientific areas.

3. 2 Subject of the Study

The respondent in this study are the student of Grade 10 Learner’s at Labo

National High School. A group of 60 students out 136 are selected in order to

answer the questionnaires Given. They are selected based on amount of people

that are playing video games, because this study is about the people of grade
10

learner’s that are playing video games, the Selection will focus on those

students that been playing video games.

3.3 Description of Research Instrument

To gather data, the researcher will design a questionnaire containing 20 item

questions to know what are the effect of video games on grade 10 Learners, and

the consequences of being addict on playing video games on their academic

20
performance This questionnaire will be developed based on insights from the

effect of video games research and consultations with educational experts.

3.4 Data Gathering Procedure

The researcher will distribute the questionnaire to Grade 10 students during a

free time. Ensuring that the students understand the purpose of the study and

reassure them that their response are not wrong. Additionally, the researcher

will conduct detailed interviews with selected students to know what are the

effect and to experience the positive of video games. These interviews will be

audio-recorded with participants’ consent and transcribed accurately for

analysis.

3.5 Statistical Treatment Applied

Upon collecting all the responses of the students at the questionnaire, the

researcher will analyze them to identify the effect of video games. . The

researcher will also consider factors like the even distribution of data and the

similarity of student groups during our analysis.

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 Chapter 4

Analysis and Interpretation of Data

4.1 Introduction

This chapter presents the analysis and interpretation of the data collected for

the study on the Effect of video games on teenagers' academic performance.

The data were collected through a survey administered to 22 teenagers aged 15

to 18 years old. The survey included questions about video games usage

patterns, perceived impact on academic performance, and coping

mechanisms.

4.2 Presentation of Data

Table 1: Demographic Profile of Respondents

Variables Frequency Percentage

Age (Years)

15 yrs. Old 9 1.98%

16 yrs. Old 10 2.2%

17 yrs. Old 2 0.4

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18 yrs. Old 1 0.22%

Gender

Female 12 2.63%

Male 10 2.2%

Section

Barium 7 1.54%

Cerium 4 0.88

Chromium 6 1.31%

Helium 5 1.1%

Table 2

Students responds on the effect of video games in their academic performance.

Questionnaire Disagree Agree Never

1.Playing video games has big impact on 8 (1.76%) 10 (2.2%) 3 (0.65%)

our academic performance .

2. It’s difficult to concentrate on your 7 (1.54%) 11 (2.42%) 4 (0.88%)

studies after playing video games.

3. Do you believe that playing video

games can enhance problem-solving, which 13 (2.6%) 9 (1.98%) 0 (0%)

can positively impact academic performance?

4. Playing video games can make your 12 (2.63%) 5( 1.1%) 5 (1.1%)

grades minimal.

5. Playing video games can improve your 7 (1.54%) 10 (2.2%) 5(1.1%)

23
critical thinking abilities.

6. Playing video games helped you 10 (2.2%) 8 (1.76% ) 4 (0.88%)

developed better hand-eye coordination,

which can be beneficial in academic tasks.

7. Have you found that playing educational 6 (1.31%) 10 (2.2%) 6 (1.31%)

video games has increased your interest and

engagement in certain subjects?

8. Prioritizing playing video games over 12 (2.63%) 5 (1.1%) 5 (1.1%)

completing your activities.

9. Playing video games can also improve your 11 (2.42%) 7 (1.54%) 4 (0.88%)

ability to think strategically, which can be

beneficial in problem-solving.

10. Do you feel that playing video games has led 10 (2.2%) 11 (2.42%) 1( 0.22%)

to a decline in your overall academic

motivation?

11. Experiencing a decrease in your ability to 10( 2.2%) 11 (2.42%) 1( 0.22%)

manage your time effectively due to playing

video games.

12. Finding it challenging to balance your video 11 (2.42%) 8 (1.76%) 3 ( 0.65%)

games playing time with your academic

responsibilities.

13. Skipping or procrastinating on assignments 14 (3.08%) 7 (1.54%) 1 (0.22%)

due to playing video games sometimes

occurs.

14. Playing video games may have a negative 10 (.2.2%) 9 (1.98%) 3 (0.65%)

24
impact on one’s ability to retain information.

15. Receiving feedback from teachers or

professors expressing concerns about your 9 (1.98%) 7 (1.54%) 6 (1.31%)

academic performance due to playing video

games is not uncommon.

16. Playing video games can lead to an 6 (1.31%) 15( 3.3%) 1 (0.22%)

enhancement in reaction time, as observed by

many individuals.

17. Playing video games can lead to an increase 7 (1.54%) 14 (3.08) 1( 0.22%)

in creativity and imagination.

18. Do you agree that video games can provide a 5 (1.1%) 12 ( 2.63%) 4 (0.88%)

form of stress relief, which can positively impact

your academic performance.

19. Do you agree that playing video games has 5 (1.1%) 9( 1. 98%) 7 (1. 54%)

increased your overall motivation and

enthusiasm for learning.

20. Do you believe that video games can improve 6 (1.31%) 12 (2.63%) 4 (0.88%)

your ability to multitask?

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4.2 Distribution of Respondents Age, Gender and Section

Percentage

Section

Gender

Age

4.824 4.826 4.828 4.83 4.832 4.834 4.836 4.838 4.84 4.842

4.3 Data Analysis

The data were analyzed using descriptive statistics to summarize the response

to the survey questions. It is used to determine if there were significant

relationships between variables.

4.4 Discussion of Findings

4.4.1 Social Media Usage Patterns

 The 16 yrs. Old of Labo National High School in Grade 10 are more engaged

in playing video games.

26
 Female respondents tended to spend more time on social media than male

Respondents

4.4.2 Perceived Impact on Academic Performance

 1.54% of students agreed that playing video games has led to a decline in

their overall academic motivation.

 Some students do not agree that playing video games can ham their

academic performance.

4.4.3 Coping Mechanism

 Most grade 10 teenagers have more time for activities other than school

tasks.

 Question number 3 has never had a never scale with fewer votes

compared to question number 16.

4.5 Limited Study

 Researchers use various methods to collect and analyze data to gain
insights into the effects of video games.
 The sample was limited to teenagers in a specific graph area, which may
limit the percentage of students findings.
4.6 Implications for Practice or Policy

 The finding suggest implementing dedicated break time for students to

play video games. Thereby encouraging them to prioritize their tasks.

27
  Parents and schools should be aware of the potential impact of video

games on teenagers academic performance and provide support as

needed.

4.7 Conclusion

The data analysis revealed that minor students has a significant impact on

teenager’s academic task. It is important for parents, teachers to address these

issues and promote good academic task among teenagers.

28
 Chapter 5

Summary, Discussion, Conclusion, and Recommendation

One of the Example of video games is mobile legends, Mobile Legends is a

popular video game, and like any form of entertainment, it can have both

negative and positive effects on teenager’s. Excessive playing of Mobile Legends

can be a distraction from academic responsibilities, leading to poor time

management and a decline in academic performance. Spending excessive time

playing Mobile Legends can limit face-to-face social interactions with friends

and family, potentially affecting social skills development. Mobile Legends, like

any addictive game, can lead to gaming addiction, where teenagers prioritize

gaming over other important aspects of their lives, including schoolwork,

relationships, and self-care. Excessive gaming, including Mobile Legends, has

been associated with increased aggression and changes in behavior, such as

irritability, impulsivity, and difficulty managing emotions. There are positive

effects when playing video games, including games like Mobile Legends. Like,

Certain video games including strategy and puzzle games, can enhance

problem-solving skills, critical thinking, and spatial awareness. They require

players to strategize, analyze situations, and make quick decisions, which can

improve cognitive abilities. Video games often require players to develop and

master various skills, such as hand-eye coordination, fine motor skills, and

reflexes. These skills can transfer to real-life situations and other activities.

29
Multiplayer games like Mobile Legends provide opportunities for social

interaction and teamwork. Playing with friends or joining online communities

can foster communication, collaboration, and the development of social skills.

Encouraging a balanced approach to gaming, setting limits, and monitoring

content can help maximize the potential benefits while minimizing any negative

impacts. Engineer Ralph Baer, a pioneer in the field of interactive video games,

invented what became known as the Magnavox Odyssey Home Video Game

System. In 2004, the video game industry accounted for more than $8 billion in

sales, with sales of $15 billion projected for 2010.

In the 1960s, Baer worked for defense contractor Sanders Associates. Although

his primary focus was to develop military systems, Sanders thought that his

gaming ideas could make money. Baer developed a number of games that

became part of his 'Brown Box', a multi-game console, including ping-pong,

handball, soccer, volleyball, target shooting, checkers, and golf. Sanders

licensed the technology to Magnavox, which introduced the Odyssey system in

1972.

Baer continued to work on interactive games during his years at Sanders, in

addition to continuing his work on military electronics. A well-known game he

developed was Simon, a single-chip, microprocessor controlled memory game

introduced in 1978.

30
Born in Germany, Baer came to the United States as a teenager. After serving

in the U.S. Army Military Intelligence during WWII, he attended the American

Television Institute of Technology, receiving his B.S. in 1949. After a brief stint

at Loral, Baer worked at Sanders until 1987 before devoting all of his time to

his own consulting business. In 2004, Baer was a recipient of the National

Medal of Technology.

According to the bar graph representing our research questionnaire, 14.5% of

the students participated. The graph shows that among the variables, 16-year-

olds have been playing more video games. Furthermore, the data indicates that

females tend to play more video games compared to males. Additionally, in

terms of sections, the Barium section has a higher number of students who are

active gamers. It is evident that there is a significant presence of gamers within

the grade 10 building at Labo. Regarding the research questions, 39.07% of

students disagreed, while 41.78% agreed. Lastly, 16.01% of students fell under

the “never” scale in response to the question, they are total of 96.86%.To

investigate the given question, we conducted a survey supported by the

students. They agreed that this research might help grade 10 students have a

break from playing video games, allowing them to focus on their school

performance.

31
Based on the limitations identified in previous research on the effect of video

games on academic performance, I recommend for future researcher to conduct

longitudinal studies that track students ever an extended period to better

understand the long-term effects of video game exposure on academic

performance. Implement research designs that control for confounding

variables such as socio-economic status, parental involvement, and other

factors that may influence the relationship between video games and academic

performance. Ensure that future studies include a diverse sample of grade 10

students from different socio-economic backgrounds, cultural contexts, and

academic settings. Incorporative qualitative research methods such as

interviews, focus groups, and observation to gain a deeper understanding of

the mechanisms through which video games may influence academic

performance.

Building upon existing findings is crucial for advancing the field of research on

the impact of video games, I suggest that conducting a comprehensive meta-

analysis of existing research studies to synthesize findings, identify trends, and

assess the overall impact of video games on academic performance. Design and

implement intervention studies that leverage the positive aspects of video

games to enhance academic performance. Develop training programs for

parents and teachers to increase their awareness of the impact of video games

on academic performance and provide strategies for promoting healthy gaming

habits.

32
By fostering digital literacy, promoting responsible gaming, integrating

educational technology, and collaborating with stakeholders, practitioners and

policymakers can create a supportive and innovative learning environments

that equips students with the skills and knowledge they need to succeed

academically in digital age.

33
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