Effect of online games, Summaries of Physics

Download Effect of online games and more Summaries Physics in PDF only on Docsity! CHAPTER I Introduction Electronic games have become deeply embedded in our culture. Parents and educators were first concerned about their children's obsession with video games, but educational scholars immediately questioned whether the drive to play might be exploited and harnessed for educational purposes. Despite the fact that many people believe video games have educational potential, they are not universally considered as a high-quality learning tool. According to Kuss and Griffiths (2012), teens that play online games, are simply having fun. They don't just play for the sake of having fun; they also play to feel relieved. Students sometimes feel anxious during the school day as a result of the amount of work they have to do, and playing helps to relieve that stress. Students' learning occurs in unexpected ways, yet incorrect use of online gaming causes some issues, such as being distracted in class. Furthermore, where the child's attention is divided, their health and social lives are inadvertently impacted. Several psychological studies have discovered that greater time spent on the Internet can have a negative impact on a person's capacity to communicate appropriately face-to-face with friends, peers, family members, including parents (Anderson et. al., 2012). In the present time, most adolescents get hooked on to online gaming. Online games are video games played through a form of computer network. Online games can range from simple text-based games to games incorporating complex graphics and virtual worlds populated by many players simultaneously. Online gaming is one of the widely used leisure activities by many people. For some people it is said that playing Online games has a number of reasons to be played, for it can be a stress reliever, challenge and competition, relaxation, enjoyment, social interaction, and even mentally escaping from the real world. The researchers were motivated to investigate the effect of online gaming on students' academic achievement and social behavior. The aim of the research is to discover the effects of online gaming on students' academic performance and social behavior. Theoretical Framework This hypothesis is based on the conceptual model Activity Theory-Based Model of Serious Games (ATMSG). The researchers conclude that it can assist a child in recognizing and comprehending the educational aims of the game. People cope with their emotional distress by playing online games, but excessive use of online games for a long time may separate individuals from real life relationships, causing severe mental health problems, such as depression. This conceptual model is relevant to the study by providing a systematic and detailed representation of the game (Carvalho, 2015). The theoretical underpinning of this study is the conceptual model Game Thoery. This theory concludes that the actions and choices of all the participants affect the outcome of each. and can boost the critical thinking and decision making of a child. and also making a complete plan of action that might make advantage for future references (Anderson,2022). Statement of the Problem This study determined the perceptions on the implementation of Modular Distance Learning in Manaoag National High School. Specifically, the present study sought to answer the following questions: 1. Profile of the respondents in terms of: a. age; CHAPTER II Review of Related Literature and Studies Local Literature According to Maslog C. of the Philippine Communications Today One societal issue that has been identified since 1998 is that internet cafes have primarily become gaming hubs. According to one survey, games occupy approximately one-half to two- thirds of the computer at a typical internet cafe (violent and gory games). As of today, the majority of individuals associate internet games with poor academic achievement. Various research had produced varying outcomes over the years. Some claim they are related, while others claim they are not. According to Anderson and Dill (2000), there is a negative correlation between the two. As a result, there is no correlation between a player's amount of hours played and his grades. Students will sometimes defend the games they are playing by claiming that they are learning something from them. A report from EDUCAUSE supports these students' claims, recommending that teachers learn and understand these games in order to assist students in their class learning experiences (Hitch and Duncan, 2005). Furthermore, another report indicates that these games aren't simply for fun (Shaffer, Squire, Halverson, & Gee, 2005). They believe that these games may be used to learn and experience new things, as well as communicate with others and become a part of a virtual community. According to the findings of Justin Visda, Heinston Tan, and Bryan Yaranon, online games are difficult to resist, especially if they are just in our immediate vicinity. Students find it pleasurable and happy, and they ultimately forget their tasks and concerns, but it has a negative influence on them, which is known as addiction. Addiction, according to them, is too much playing, and it cannot be resisted because most young people complain about being bored with their daily lives, particularly with their schoolwork. That is why internet games are addictive and enjoyable. Several research had been undertaken over the years to explore deeper into the positive and negative consequences of online gaming. Liu et al. (2009) conducted one such study, in which the researchers combined studies on problematic Internet use to investigate the cognitive and psychological predictors of negative effects connected with playing massively multiplayer online games (MMOGs). Participants were recruited using online discussion boards and performed self-report assessments on their online game- related cognitions and psychological state, social skills, psychological well-being, and negative life consequences connected with game playing. The findings highlighted the critical roles that psychological dependence and poor self-regulation play in the harmful repercussions of online gaming. The findings also revealed that cognitive preference for a virtual life predicted psychological dependence on MMOGs. Foreign Literature According to helsingh salomat, a cross-national World Health Organization survey conducted in 2002 and published in June showed that almost 20% of finish boys between the ages of 13 and 15 spend more than three hours per day at the computer playing online games. In the same age group, the figures for "heavy users" girls are only between 2% and 3%. Finland was one of the most notable cases in the entire study in terms of the substantial gender discrepancy. J.A.'s facts According to empirical evidence, researchers discovered in 2009 that a sense of presence, typically defined as "the feeling of being present," is a significant component for online gaming participants. Both studies concluded that online games are extremely addicting to those who become addicted to them. In Taiwanesse, Ko et al. (2005), investigate high school addiction students who played online games discovered that boys are more addicted than girls, that girls spent more time than boys, that boys played for the will to succeed while girls played to create friends. In a study conducted to calculate the computer game addiction of primary school pupils in Adyaman (Güllü et al., 2012), it was discovered that the children's computer game addiction levels were relatively high. There is a considerable negative association between online gaming and subjective happiness. And, as a consequence of our research, we discovered a low positive association between high school students' online game addiction and feelings of loneliness, as well as a low positive correlation between online game addiction and depressive inclinations. When the tendency of loneliness and depression are evaluated as predictors of unhappiness, findings can be said to be consistent with the results of the research done by Odabaş (2016). It can be said that in the direction of the research findings in reducing aggression behaviors seen in high school students, it is beneficial to decrease their game addictions. In their study, Azad Fallah et al. (2001) explored the association between gaming and social abilities. The findings revealed a substantial association between the type of game and the presence of others in the playing environment and teenagers' social skills.