INTRODUCTION

BACKGROUND OF THE STUDY

The increasing use of the internet has led to many changes in our daily
lives. One of the reasons is playing online games and most of the players are
kids. Most commonly, online gaming refers to video games played over the
Internet and involving multiple players from around the world. In most cases,
online games are freeware programs that can be played indefinitely and are
available for free.

Each person who plays online games has different reasons for playing,
and playing leads to different effects for each individual. Some gambling to
make money, school pressures, family issues, and peer influence are all
factors strongly related to the impact of online gaming on individuals. Video
games for other people, maybe therapeutic, but many people are negatively
impacted by the effects of gaming.

An online game is a video game played either partially or primarily over

the Internet or any other available computer network. Online gaming is
becoming increasingly popular for a variety of reasons. For some people it is
said that playing online games has countless reasons to be played. It is one of
the most used leisure activities by many people, especially students in
younger generations. With the passage of time, digital technologies as well as
online games grew faster. It is often immediately praised for its potential
benefits and criticized for its potential harm, be it beneficial or detrimental to
any student

The aim of this research is to find out how online games affect the
academic performance of STEM students. This research aims to discover the
possible side effects of being constantly exposed to their way of playing. The
aim of this thesis is also to find out how online games change the mindset of

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students. Finally, this study educates regular 12 th graders about the potential
impact of online gaming on them.

STATEMENT OF THE PROBLEM

1. What are the student’s most played online games?

2. How does online gaming affect their studies?
3. What are the pros and cons of playing online games?

Objectives of the study

The purpose of this study is to aims the following:

1. Identify the online games that students enjoy playing the most.

2. Understand the impact of online gaming on STEM students'

academic performance.

3. To identify the advantages and disadvantages of online gaming

for STEM students' academic performance.

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SIGNIFICANCE OF THE STUDY

In general, this study will have its greatest impact on the following
people who will benefit from this study.

Parents, this study will be relevant and valuable to all parents as it can
provide ideas on the overall impact of online gaming on their children's
academic performance.

Student, This study will be relevant and valuable for all students to be
aware of the impact of online gaming on their academic performance.

Teachers and Institutions, This study will be relevant and valuable for
all teachers and faculty to learn about the pros and cons of online gaming for
their students.

Future Researcher will benefit by serving as a reference with

connection. This study may be a descendant of other studies that are related
and published. It can also be scored by future researchers to easily
differentiate data.

SCOPE AND DELIMITATION

This research was conducted at Dologon National High School in P-5

Dologon Maramag Bukidnon. This study gives further explanations through
surveys. This study focused primarily and was limited only to the impact of
online gaming on STEM students’ academic performance.

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DEFINITION OF TERMS

ACADEMIC PERFORMANCE – academic performance is the extent to

which a student, teacher or institution has attained their short or long-term
educational goals

DELIMITATION – line that indicates a boundary. Synonyms: border,

borderline, boundary line, mete.

EDUCATION – is the process of facilitating learning, or the acquisition

of knowledge, skills, values, morals, beliefs, habits, and personal
development

ETHICAL CONSIDERATION – a collection of principles and values

that should be followed while doing human affairs.

INTERNET – a global computer network providing a variety of

information and communication facilities, consisting of interconnected
networks using standardized communication protocols.

ONLINE GAMES- An online game is a video game that is either

partially or primarily played through the Internet or any other computer
network available. 

PLAYER – a person taking part in a sport or game.

SIGNIFICANCE – the quality of being worthy of attention; importance.

SCHOOL – any institution at which instruction is given in a particular

discipline.

STEM – Science Technology Engineering and Mathematics

STUDENTS – denoting someone who is studying in order to enter a

particular profession.

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 TECHNOLOGY – is the application of scientific knowledge to the
practical aims of human life or, as it is sometimes phrased, to the change and
manipulation of the human environment.

THEORETICAL FRAMEWORK

Review of related literature

This chapter serve as overview of prior research related to the

topic, Impact of online games to the academic performance of STEM
students. All the information written here are related to my chosen topic.

The advent and development of technology brings with it many things

that can either make people's lives easier or more difficult and complicated.
One of the consequences of this development is the opening of the Internet to
online gambling, which is addictive and has become a widespread pastime for
many people and young people. Online gaming is more of a technology than
a genre; a mechanism to link players together rather than a specific game
pattern. Online games are played over some type of computer network,
typically the Internet today. The aim of this study was to determine the
influence of online games on the school performance of students at the
University of Education. Researchers used the descriptive-correlational
research design. This design described the respondents' profile and
determined the difference in academic performance between gamers and
non-gamers of online games. Based on the results of this study, it can be
concluded that playing online games does not make a significant difference
between the respondents' academic performance as they still excelled in their
class, which is evidenced by their academic degree.

The use of digital game-based learning as supplementary aids at the

university level is in the early stages of development (Herro & Clark, 2016;
Holmes & Gee, 2016; Kanthan & Senger, 2011; Moylan, Burgess, Figley, &
Bernstein, 2015). College and university leaders hesitate to use digital games
at the postsecondary level because of insufficient data on learning outcomes,
assessments, and academic performance directly linked to digital game-
based interventions (Kanthan & Senger, 2011; Vandercruysse,

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Vandewaetere, Cornillie, & Clarebout, 2013). Ding et al. (2017) stated, “due to
difficulties in defining, constructing, and measuring complex variables as well
as the subsequent results, rigorous empirical research on the effectiveness of
gamification in education or game-based learning has been limited” (p. 148).
However, technology savvy students seek an engaging hands-on interactive
learning experience that is available in game-based learning. To increase
teaching effectiveness, instructors must develop an understanding of the
internal structure of digital game design as well as the limitations of
technology (Kanthan & Senger, 2011). Research is lacking in the design
aspects of digital games and the related learning to non-traditional students
(Tham & Tham, 2014). The lack of research and comprehension deter the use
of digital gaming for instructional purposes.

Indications of interest in digital game-based learning are noted in

research studies across many disciplines. For example, significant gains over
traditional teaching methods for both male and female students were reported
when a 3D game-based learning system for teaching engineering content was
assessed (Su & Cheng, 2013). The display of a positive attitude and
engagement were higher for engineering students who used digital games,
compared to the engineering students who learned via traditional teaching
methods (Boeker, Andel, Vach, & Frankenschmidt, 2013). The use of digital
game-based learning resulted in increased cognition for medical students
over script-based instruction (Boeker et al., 2013; Rondon, Chiarion, &
Furquim de Andrade, 2013). Digital games often provide a safe environment
for students’ learning a second language thereby reducing anxiety and
increasing willingness to communicate which directly affects language
learning (Reinders & Wattana, 2015).

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). In fact, the
Singapore students who were unfamiliar with digital games-based learning
experienced feelings of apprehension. Further assessments on student

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learning indicated the continued need to use a combination of lecture with
digital learning (Rondon et al., 2013). Familiarizing students with the
technology requires extensive time, which further delays learning. Adjusting
for these differences presents challenges for instructors (Holmes &
Gee, 2016). 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, 2016).

Digital games-based learning has been used to increase student

retention, build teamwork skills, and communication (Bodnar, Anastasio,
Enszer, & Burkey, 2016). Furthermore, digital gaming technology provides the
option to measure students’ progress over extended periods of time due to
the prolonged interaction and play with the games. To be effective at the
university level, digital games must align with the course content and course
objectives (Moylan et al., 2015).

Few studies examined the relationship between digital games and

achievement for non-traditional students (Burgess, Stermer, & Burgess, 2012;
Young et al., 2012). In fact, the National Research Council suggested
research be conducted on games and learning while also admitting that little
evidence exist to support digital games as a tool for achievement (Clark,
Tanner-Smith, & Killingsworth, 2014). Recommendations on how best to
employ digital games to improve learning outcomes are available, however, a
broader understanding of the possible influence on diverse learners or subject
matters is required (Kim & Chang, 2010).

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

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time for playing. To sum up with the result, the respondents have a good
academic performance despite their involvement in playing online games.

There is a significant relationship between the social behavior of the

respondents and playing on-line games in terms to its frequency specifically in
the item saying: “I play on-line games before going to bed” and “I play on-line
games only on week-ends”. Also, in the types of on-line games such as
Minecraft, Defense of the Ancient, Farmville, Smite, and Candy Crush.

There is a significant relationship between the academic performance

of the respondents and playing online games during weekends. Which result
to having a good grade while playing online games. This can be interpreted as
the trade-off when playing computer games. If the student decides not to play,
then there will be no deduction in the grades. Which is true to the researchers'
study for the respondents' academic performance is only significant to playing
online games during weekend. Weekends are the days when the respondents
have their pleasure time for recreational activities.

Meanwhile, since most of the student respondents are male and they
are more frequently engaged in playing on-line games, the school
administrators and teacher in collaboration of the parents might consider to
promote physical health, sportsmanship, camaraderie and pro-social skills to
the students instead of getting engaged with online games.

Further, Parents-Teachers Association might consider being functional

in all their responsibilities. For example, the teacher might consider to notify
the parents about the academic performance and social behavior of the
students inside the school facilities. This association can strengthen the home
and school partnership to supervise the students' activities.

Thus, academic or scholastic performance predictably suffers from the

addiction of individual students to online games or the internet that was still
found to include such games despite the propensity of researchers towards
generalization and ambiguity. Although no effort is made at identifying the
extent, to which non-addiction factors are responsible for the decline in
scholastic performance, the negative correlation between the variables of

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performance and addiction is established in all studies, bar none. Even if a
study measures the utility of a tool measuring the psychological effects of
extreme gaming on students, it still indicates the negative academic
implications of addiction, since any alteration in the psycho-emotional health
of students towards greater irritability or depression can tell negatively upon
their academic success at least through absenteeism that manifests in the
desire to skip lessons, with games likely playing as stress-relieving and mood-
boosting tools. Since excessive gaming lowers attachment, students lose a
belief that others care about their learning and personalities, which,
apparently, rocks their studying motivation, which is central to academic
success.

Student engagement was also found to be affected in equal measure,

which means that the interpersonal relations between peers and students and
teachers suffer. If a teacher loses the bond, he or she will struggle to get a
message across to a student and act a role model. At the same time, the
deterioration of links between students may reduce the likelihood of well-
performing students helping strugglers to close the academic gap. In both
cases, addicted students will stand a worse chance of regaining the learning
pace and achieve meaningful results. If students become addicted, they may
adopt the studying habit of procrastination causing them to put off academic
tasks instead of completing them in a timely manner, which is a prerequisite
for scholastic success. While there is no unitary classification of addiction in
terms of the number of hours played by an individual on a daily basis, the
commitment of the excessive amount of time is believed to affect school
success and/or performance from every conceivable metric in different
nations, be it India or Turkey, the latter dominating scientific studies.

There has to be an admission to the claim that playing online

games has benefits to the players (Bavelier, Achtman, Mani & Föcker, 2012;
Bavelier & Davidson, 2013; Ewoldsen, Eno, Okdie, Velez, Guadagno &
DeCoster, 2012), but there it is also undeniable that engagement in these kind
of games also has its detrimental effects. This paper shows that the players
themselves admit that their academic performance was affected by their

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playing online games. While the negative effects may not be severe, they
were still negative effects that have to be addressed. The possibility that the
moderate negative effect might worsen at some future time is always there
unless some interventions are done.

The researchers, therefore, recommended that parents should check

on the online activities of their children especially in this age of advanced
technology. Also, the computer shop and Internet café owners should also
contribute to minimizing the negative effects of playing online games to their
young student clients.

This study found that the average time spent on the internet on
weekends and electronic gaming (both in weekdays and weekends) is
positively associated with academic performance (measured by NAPLAN) of
Australian adolescents. However, it confirmed a negative association between
addiction tendency (internet use or electronic gaming) and academic
performance; nonetheless, most of the adolescents used the internet and
played electronic games more than the recommended 2-h limit per day. The
study also revealed that further research is required on the development and
implementation of interventions aimed at improving parental monitoring and
fostering users’ self-regulation to restrict the daily usage of the internet and/or
electronic games.

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 METHODOLOGY

Conceptual framework

Reasons in playing online

games
1. Rewards/gamer
points/leveling up
2. Security and
acceptance
3. Friends are doing it
4. Lan parties/social
gatherings
5. Dominance
6. Escapism

Academic performance

Problems encountered on
playing online games
1. Spending too much
time on online games
2. Worsened learning
11 ability
3. Concentration
problems
4. Poor academic
HYPOTHESIS
Ho: Online games affect academic performance of STEM students.

Ha: Online games couldn’t affect academic performance of STEM

students.

RESEARCH DESIGN

This study used a descriptive research method designed for the

researcher to gather information on the impact of online gaming on STEM
students' academic performance. This method makes the researcher
responsible for interpreting the theoretical meaning of the results and
developing hypotheses for further study.

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RESEARCH LOCALE

This study will be conducted at Dologon, National High School,

Dologon, Maramag, Bukidnon specifically the Senior High School. Dologon
National High School is located at the right side of Dologon Central
Elementary School near the Pulangi River. The School is 1 kilometer away
from Dologon busco-Quezon Road.

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 Figure 1. Location of DOLOGON NATIONAL HIGH SCHOOL.

RESEARCH INSTRUMENT

The first part of the survey questionnaire determines the demographic

profile of the students in terms of name, gender and grade level. The second
part looks at the influence of online games on the academic performance of
STEM students.

DATA GATHERING PROCEDURE

To conduct this research, the researcher wrote the survey

questionnaire through a presentation that the students were supposed to
answer, since a face-to-face day is now not allowed. The questionnaire will be
published via Facebook Messenger. The answer sheets were sent personally
to the participants. A consent form was attached to the questionnaire,
explaining the nature of the study to the participants. These students'
responses are collected by the researcher after they finish answering. The
completed questionnaire will be evaluated later. Because this survey was
conducted at Dologon National High School, the researchers must obtain
permission from the Grade 11 ICT Advisor. The actual survey is carried out on
the weekends so that the students are not disturbed in their studies. After the
questionnaire has been calculated, the data is evaluated.

ETHICAL CONSIDERATION

A letter will be sent to participants inviting them to participate in this

research study. Informed consent will be obtained from participants and the
teacher. The nature of the research will be explained to the participants in
Cebuano, the language used by the participants. Research participants are
advised that they may withdraw from the research project prior to or during
the study if they did not feel comfortable participating in the research project.

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 QUESTIONNAIRE

1. How often do you spend your time playing online games?

a. 1-3 hours
b. 1 hour or less
c. 4-5 hours
d. 6 hours and above

2. What do you feel when you cannot play online games for a long period
of time?
a. Anxious, depressed, lonely, like I’m missing something.
b. It irritates me a lot
c. I always think what are the new features and updates of the game
d. It doesn’t affect me at all

3. What are the common emotions do you experience while playing?

a. Happiness
b. Jealousy
c. Anxiety
d. Stress

4. How these emotions impact your overall wellbeing?

a. Give me a positive outlook
b. Give me a confidence boost
c. Heightens my anxiety
d. Feels like my emotions are controlling my thoughts.

5. To what extent do you think online games are impacting your overall
wellbeing?
a. Negative
b. Positive

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 c. No impact
d. Both positive and negative

6. What do you think are the disadvantage of playing online games?

a. Time consuming
b. Cyber bullying
c. Digital reputation
d. Affects the emotions
e. Negative feeling

7. What are the personal benefits on playing online games?

a. Entertainment
b. Bonding with friends or family members
c. Help with studies
d. Stress relief
e. Improved multi-tasking

8. Which among of these game you’ve already played?

a. Dota 2
b. Mobile legends
c. Call of duty
d. Rules of survival
e. Others:
9. In terms of skill who are better players?
a. Boys
b. Girls
c. Both
10. Does playing online games makes you lazy in doing household
chores, assignments etc.?
a. Yes
b. No
c. Just a little

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REFERENCES

International Journal of Scientific and Research Publications, Volume 8, Issue

2, February 2018 313 ISSN 2250-3153

Pajarillo-Aquino Irene
LPT, MST Faculty, College of Teacher Education, Cagayan State University,
Andrews Campus, Tuguegarao City, Cagayan, Philippines, 3500

Wang, Liang-Hui(2022) Effects of digital game-based STEM education on students’ learning

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FROM:https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-022-
00344-0

Dennis O. Dumrique and Jennifer G. Castillo (2017).Online Gaming: Impact on the Academic
Performance and Social Behavior of the Students in Polytechnic University of the Philippines
Laboratory High School RETRIEVED FROM :https://knepublishing.com/index.php/KnE-
Social/article/view/2447/5372

Nazlim aybuke Yalcin(2019)The Effect of Online Game Addiction on Children and

Adolescents Nazlım RETRIEVED FROM
:https://www.researchgate.net/publication/335062850_The_Effect_of_Online_Game_Addic
tion_on_Children_and_Adolescents_Nazlim

Islam, M.I., Biswas, R.K. & Khanam, R.(2020) Effect of internet use and electronic game-play
on academic performance of Australian children. RETRIEVED FROM:
https://doi.org/10.1038/s41598-020-78916-9

Shuyan Wang (Reviewing Editor)

Article: 1437671 ( 2018) RETRIEVED
FROM:https://knepublishing.com/index.php/KnE-Social/article/view/2447/5372#info

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