Fanaticism of School-Aged Children to Videogames

Videogames have become and integrated part of life. Todays children

tend to play in virtual playground that provides a variety of environments.
Children who once used to go outside and build forts now can build entire
villages. Children of yesteryears played legos and pretend. Now there are video
games created to promote physical activities to get the kids up and moving
around. Videogames have become the focus point for many children and adults
alike (Whitney, 2009).

Educators are increasingly recognizing the impact of entertainment

software and utilizing games as a teaching device in a growing number of
classrooms and business settings. In doing so, they are embracing the cultural
and technological shifts of the 21st century and expanding the use of a favorite
leisure activity, computer and video games, into a critical and still-emerging
educational resource. More than just play, entertainment software is now being
used to impart knowledge, develop life skills and reinforce positive habits in
students of all ages (Cedric, 2009).

Video games serve many purposes. They can be used as a form of

entertainment. They can be used as a stress reducer or as a safer outlet for
underlying aggression. Also, they can be used to increase hand and eye
coordination. Video games are good for the brain. They are much better than
sitting in front of a TV watching a sitcom. It is also good for young people
because it gives them a sense of significance in the world. In the real world they
have peer pressure, adult authority figures telling them what to do, and parents
dictating their lives at home. Video games give kids a chance to take on the
world, to solve a seeming serious problem, or to create something that would be
unfeasible in real life.

Throughout the years, people have assumed that the sedimentary lives of
gamers have been determent these gamers. This has become the focal point of
many experiments and studies, the desire to see the fanaticism of school-aged to
videogames and its effect to the social physical, psychological and academic
aspect has its benefit to the lives of the school-aged children. It is the main
objective of a study that it must not be biased to the benefits of the world of
gaming. The researchers developed the liking to conduct this study to provide
student nurses the scheme of videogames and its impact to the lives of school-
aged children. It will benefit student nurses to be able to understand the attitude
of pediatric clients.

Objectives of the Study

The purpose of this study is to know the level of fanaticism of school-aged

children to videogames and its effect to them. It specifically will determine the
following sub problems: 1) the level of fanaticism of school-aged to videogames;
 Fanaticism of School-Aged to Videogames 2

(2) the effects of videogames to children in terms of socialization, physical,

psychological and academics; and (3) what measure can be proposed to lessen
the desire of school-age children in playing videogames.

Literature on Objective 1

Play takes a new dimension that reflects a new stage of development in

the school years. It involves increased physical skill, intellectual activity and
fantasy and children from groups and cliques and develops a sense of
belongingness to team or club. School-age children become fascinated with
complex board, card, computer and video games that they can play alone with a
best friend or a group. As in all games, adherence to the rules is fanatic
(Hockenberry, 2005)

Video games serve as a pressure release on pent up frustration. This is

not only the case for teens but for adult video game players as well. Perhaps if a
disgruntled employee takes out his angst on characters on the TV screen instead
of his real life colleagues then things could be improved. If instead of a teen
joining a gang for a feeling of self respect, that teen could instead join in on a role
player game where he can feel a sense of significance without having to resort to
violence outside his house.

Fanaticism is the behavior of a fan with overwhelming enthusiasm for a

given subject is differentiated from the behavior of a fanatic by the fanatics
violation of prevailing social norms. Though the fans behavior may be judged as
odd or eccentric, it does not violate such norms. A fanatic differs from a crank, in
that a crank is defined as a person who holds a position or opinion which is so far
from the norm as to appear ludicrous and/or probably wrong, such as a belief in
widespread alien abduction. In contrast, the subject of the fanatics obsession
may be normal, such as an interest in religion or politics, except that the scale
of the persons involvement devotion, or obsession with the activity or cause is
abnormal or disproprortionate. There is also good fanaticism a super extreme
branch of religious fanaticism.

In the study of Mackellar (2006) Star Trekkers, hot-rodders, Elvis

impersonators and NASCAR nuts all travel in order to indulge their interests, but
who are these people and how far will they go to fulfil their fanatical dreams?
This study attempts to discover more about this little understood tourist market,
their needs and behaviours. The article draws together the disparate literature on
fanaticism to present a model from which further analysis can occur. Accordingly,
the examination begins with a psycho/social perspective of fanatics that identifies
their behaviours generally, and further as consumers. The analysis is followed by
melding tourism and recreation literature to establish an enhanced understanding
of the leisure fanatic. The examination illuminates the concept of travel as being a
function of the fanatic's make-up and, as such, the study points to the types of
 Fanaticism of School-Aged to Videogames 3

touristic activities they will undertake. Similarly, the role of special events is
discussed as being of high importance to the needs and desires of the fanatic in
providing the right environment to pursue their passions. In a final aspect to the
study, negative aspects of fanatics are highlighted which may affect their travel
behaviours in certain situations. The article examines the implications for those in
the fields of tourism and leisure management, where special interest tourism, or
niche tourism, is of increasing interest.

Literature on Objective 2

Gaming both video and computer has become more than a fad, it is a part
of life. First generation video game players have now become adult and carry
their passion to adulthood. Parents and teachers worry about games having
negative effects on children and a great deal has been written about games
leading to violent behavior and addiction. However, all is not negative about
gaming, studies by Rudon (2005) have shown that video and computer games
have many benefits.

The world of gaming is constantly changing. The internet is replete with

articles and tips written by experts on gaming, benefits, and disadvantages, it is
importnt to be informed parents and game players. Read up on games and learn
how to choose games that are beneficial. Know what your child is doing at all
times. Place your trust in your child but ensure that he or she is able to gauge
accurately right from wrong.

Video games have been criticized and supported in the relation to their
effect on children. Critics maintain that video games keep children from school
work and cause tension, sleeplessness and violence. But this has also benefits
like development of inductive reasoning, improving spatial perception and
learning to handle multiple variable that interact simultaneously (Hockenberry,
2007).

Gaming video or computers has positive as well as negative effects.

Anything in moderation is not a problem. Parents and children need to be able to
decide how much gaming is permissible and what kind of gaming. Parents must
teach their children what is good and what is bad. Gaming is like any other
activity in life, too much hamburger or pizza can be harmful too.

Video games and computer games are known to improve hand-eye co-
ordination and help players gain many skills. It induces decision making and tech
players to think on their feet as they create team players and hone social skills
too. Games are known to enhance creativity and inculcate a taste for graphics,
design and technology. Moreover, many games improve language and math
skills as players have to move at a great speed along with the heroes of the
game. It also helps children gain self confidence and many games are based on
 Fanaticism of School-Aged to Videogames 4

history, city building, and governance and so on. Such games indirectly teach
children about aspects of life on earth.

The benefit of the game can help children who are ill or have injuries to
absorb the game and distracts the mind from pain and discomfort. Griffiths a
professor at Nottingham University wrote in a medical journal that playing games
could help children with attention deficit disorders. Research indicates that the
children could gain social skills. Many medical departments are using computer
games as a form of physiotherapy. Games help people who are recovery from
physical injuries gain motor skills and coordination too.

A number of recent video game system allow people to exercise more

often. The Nintendo Wii comes with a motion sensor controller which allows
people to actually swing their arms as they are swinging a gold club or
alternatively to punch and jab as in the Wii sports game. Exercise is a stress
reducer; Video games are largely stress reducer (associatedcontent.com,
2007).

Videogames serves as a pressure release from frustration. This is not the

only case for young teens but for adult video gamers as well. Perhaps if a
displeased employee takes out his anguish on characters on the video screen
instead of his real life colleagues, then things could be much better. If instead a
teen joining a gang for a feeling of self-respect, then the teen could instead join in
a role player game where he can feel sense of significance without having to
resort to violence outside his house (associatedcontent.com, 2007).

However, technological developments have changed many things, but one

of the biggest changes is in the playing habits of children. No sooner had video
games been put on the market in 1970, than the spare time habits of children
and adults became very different than they have ever been before. The children
in the most prolific computer using countries such as the North America, Europe,
Korea and Japan have exponentially spent more time on playing computer
games. According to the latest statistics, 92% of youngsters aged 2-17 play video
or computer games in the U.S, but, unfortunately, families and educators are not
aware of what video games contain and how their children are influenced by
them. The previous widespread opinion was that video games enhance visual
attention, spatial visualization and hand-eye coordination, and help facilitate
children gaining computer skills. However, in the recent studies, after evaluating
the behaviors and brain functioning of the children playing video games, it is
denoted that video games are not innocent. Not only are they addictive but also
negatively affect childrens behavior and brain functioning. As a result, these
studies address the fact that violent and mature content in computer games
pollutes childrens cultural environment, stunts their brain development, and
provokes aggressive behaviors in children. This article reviews the research on
 Fanaticism of School-Aged to Videogames 5

the social, organic and behavioral effects of video games on children and
presents the summary of those findings (Dogan, 2006).

The violent content of video games provokes aggressive behavior in

children. A great body of study shows that there is a close relationship between
playing violent video games and aggressive behaviours (Funk 1999, Lynch 2001,
Anderson 2005). Some researchers point to a stronger relationship between the
media violence exposure and executive functioning for adolescents who had
Disruptive Behaviour Disorder diagnoses (Kronenberger 2005, Anderson 2000).
These researchers indicate that media violence exposure is related to poorer
executive functioning and this relationship may be stronger for adolescents who
have a history of aggressive-disruptive behaviour. Most researchers think that
playing violent video games is more hazardous than watching violent movies
because the interactive character of video games includes the player in the
violence of the game. Many games reward players for killing innocent
bystanders, police and prostitutes using a wide range of weapons. The study
cited above, at the Indiana University, found that aggressive behaviour is
associated with a higher degree of violent media exposure (Mathews 2005).

There are many medical benefit of video game as well. Researchers have
reported that video games have proved beneficial result in health care setting. In
fact some mental health professionals felt that a certain sense of proficiency was
developed by some other children after playing video games which otherwise
might not have been achieved. A number of videogames claim to improve
childrens health care. Several games have been developed specifically for
children with chronic medical conditions. One of the best-studied is an
educational game called Packy and Marlon (Brown, 2007). This game was
designed to improved medical compliance and self-care skills in adolescents and
children with diabetes. Players take on the role of characters demonstrating
good diabetes care practices while working to save a summer camp filled with
children having diabetes from mice and rats who have stolen the supplies.
Attention deficit patients can be assisted to modulate brain waves associating
with focusing with the help of computer generated displays. Biofeedback is an
ability to teach patients to control involuntary body functions such as heart rate.
Biofeedback can now be linked to commercial video games and provide
rewarding result for attention deficit patients.

Furthermore, according to the article of Tucker (2009) the creation of a

series of video games that aim to trick the human brain into forming more
positive mental images and encouraging healthier emotional state by
psychologist Mark Baldwin of McGill University and his students in Montreal,
Quebec. Functional Magnetic Resonance Imaging was used to show the effects
of isolation, rejection and despair on the physical brain. The researchers found
out that those participants who played the self-acceptance conditioning game
were less aggressive compared to a control condition.
 Fanaticism of School-Aged to Videogames 6

Video games can help with skill such as memorizing, remembering and
inducing, deducing, recognizing patterns, solving problems, and mapping
(Hamilton, 2007). Games teach players problem solving, motivation and cognitive
skills. Most gamers inspire player to strive and reach more difficult levels
presenting challenges each stage (Rudon, 2009).

There are many other benefits of the world of gaming. As technology

continues to make leaps and bounds so do video games and the capabilities of
the children with this technology. The employers of the future are looking past
formal educations and looking at practical experience. Videogames are gaining
ground as a way to supplement training and providing this practical experience.
Children absorb information faster than adults do, video games may give
information at a fast rate and give reason for the surprising result of these and
other studies.

Almost out of necessity, different institutes and organizations are now-a-

days trying to incorporate video games into learning. From individual classroom
to national organizations, the education community is pursuing new methods for
developing young minds. Resource management games such as SimCity and
challenging puzzles such as Myst teach creative problem solving and other
worthwhile skills by forcing students to formulate, test, and revise hypotheses.
Video games also reinforce self-confidence and compel children to focus
attention on a certain activity. When used properly in the classroom, video games
have the power to keep students engaged in learning. People may disagree
about whether video games should replace text book learning, but in society that
is becoming more and more digital, it is evident that video games are teaching
skills that cannot be experienced in traditional textbook (Visscher, 2007).

However, according to Moltenbrey (2009), she reflects on the influence of

violent games on the behavior of the children in real life. She cites a debate
about the game MadWorld which is focused on murder and violence. The game
caused debate specifically in Germany and Great Britain as well as in Valenzuela
which also has a pending legislation that seeks to ban violent video games and
toys.

Literature on Objective 3

According to the article of Borja (2006) in an age of rising obesity rates,

more students are getting fit in school with the help of the video game series
Dance Dance Revolution (DDR) and similar games. Some educators caution that
while the trend is positive, overall, technology should only supplement not
replace traditional physical activity, such as running, aerobics, and other sports.
School in California, Indiana, Texas, and Pennsylvania have student DDR clubs
 Fanaticism of School-Aged to Videogames 7

and teachers often supplement the game with heart-rate-monitors, pedometers

and other technology to track physical fitness. In this article, this new form of
physical education is discussed.

Parent and teacher education relating to video games should include

recommendations to limit playtime, monitor game selection and content and
increase access to games and information that are educational (Hockenberry,
2007).

Parents should monitor not only how much time their children spend
playing video games but also the contents. The government must assume the
responsibility to regulate the detrimental contents of video games. Many parents
are not aware that a rating system exists for video games (Wright 2005).
Although this system has not been perfected, it provides a help for differentiating
the content of video games while buying them. The American Academy of
Pediatrics recommends that parents limit childrens playing time, keeping
childrens room media free and keeping violent video games out of homes
(Children and Video Games 2002). Before irreversible damages occur, parents
should take precaution against the psychological, educational, social and organic
hazards of video games.

Theoretical Framework

Jean Piaget was a Swiss psychologist (as well as a biologist and

epistemologist) whose work has had considerable influence on our
understanding of childrens cognitive development. Children are not miniature
adults; they have different physical, cognitive, and emotional needs than do
adults. Piaget believed that the developing child, through his/her own active and
creative interactions with his environment, builds an orderly succession of
cognitive structures on his way to intellectual maturity (Piaget, 1964). It is
through action, not passive observation, that the child develops an understanding
of the world (Ginsburg & Opper, 1988). How does this theory relate to media?
Childs understanding of the world is going to influence how content in the media
affects them. There are two processes underlying an individuals construction of
the world organization and adaptation (Santrock, 1996).

The future of genre fiction in television is intertwined with the medium's

interconnectedness with other media forms: film, the Internet, video games, and
print culture. This presentation will be a theorization of this interconnectedness,
centered on the idea of the "imaginary entertainment environment": a conceptual
construct developed during the mid-nineties as a means of analyzing the
performative elements that cut across discreet media forms. The model of the
"imaginary entertainment environment" will be explained and the implications of
this model for the future of genre fiction in television will be discussed.
 Fanaticism of School-Aged to Videogames 8

As children mature cognitively, concrete-operational thought allows them

to distinguish more accurately between appearance and reality, to focus
simultaneously on multiple aspects of a situation, and to understand that actions
are reversible. Understanding more complex plot structures in gaming, for
example, often requires being able to focus on multiple aspects of a situation at
one time; very young children are unable to do this. Hence children are not
burdened with trying to understand a new concept and an unfamiliar context in
which it is presented. Game designers who are sensitive to the abilities of
children carefully consider context as well. Children must be able to take the
perspective of others in order to process advertising messages; this ability
develops as children mature.

Childrens ages, whether they play with peers or alone and how much they
play are important determiners for the influence of the message explicit video
games. Children mimic and perceive it as approval for adopting it in real life as
well as to their relationship with theirpeers. It also encourages them to accept the
treatment they suffer without seeking help. Finally, it reduces empathy toward the
real-life victims in a violent incident (Brodeur 2005).

Conceptual Framework

Fanaticism is a belief or behavior involving uncritical zeal, particularly for

an extreme religious or political cause or in some cases sports, or with an
obsessive enthusiasm for a pastime or hobby. Philosopher George Santayana
defines fanaticism as "redoubling your effort when you have forgotten your
aim"[1]; according to Winston Churchill, "A fanatic is one who can't change his
mind and won't change the subject". By either description the fanatic displays
very strict standards and little tolerance for contrary ideas or opinions.

The behavior of a fan with overwhelming enthusiasm for a given subject is

differentiated from the behavior of a fanatic by the fanatic's violation of prevailing
social norms. Though the fan's behavior may be judged as odd or eccentric, it
does not violate such norms.[2] A fanatic differs from a crank, in that a crank is
defined as a person who holds a position or opinion which is so far from the norm
as to appear ludicrous and/or provably wrong, such as a belief in widespread
alien abduction. In contrast, the subject of the fanatic's obsession may be
"normal", such as an interest in religion or politics, except that the scale of the
person's involvement, devotion, or obsession with the activity or cause is
abnormal or disproportionate.

For example, active video game players usually indulge in what is called
kosupure or cosplay (costume + play). The act of cosplaying, which is a unique
fan activity, where fans of anim and anim-related products dress and act like
the characters they portray (Asiddao, Moya, Oliveros, & Rentutar, 2008, p.2), is
 Fanaticism of School-Aged to Videogames 9

a concept of fan behavior. Here, players get to experience imitation, expression,

and involvement. It is an act of fanaticism that starts in involving oneself for the
purpose of the five goals in behavior: first is common identity; second is desire to
collect; third is desire to stand out; fourth is desire to be creative; fifth and final is
desire to belong (Asiddao et al., 2008, p.6).

Video games have become one of the major entertainment media for
children growing up today (Gentile & Anderson, 2003). The popularity of video
games combined with the fact that over 50% of the games available on the
market contain some form of violence (Gentile & Anderson, 2003), has caused
some concern among parents, researchers, and policy makers.

Effects of Video Games

Level of Fanaticism of Socialization

School Aged Children to Physical
Video Games Psychological
Academic

Fig 1. Conceptual Paradigm

The paradigm shows the Fanaticism of School Aged Children to

Videogames. It precisely defines the level of fanaticism of school aged children to
video games as the independent variable. However, the effects of videogames in
terms of socialization, physical, psychological and academic is the dependent
variable.

Methods

This part presents the method used in this study, the respondents of the
study, the research instrument, data gathering procedure and data analysis

Research Design

Descriptive research will be used to obtain information concerning the

current status of the phenomenon to described What exists with respect to
variables or condition into a situation (Tan, 2006). This method will be a basis in
determining the fanaticism of the school aged children to videogames.
 Fanaticism of School-Aged to Videogames 10

Subject

The study will use convenient sampling procedure that will attain 100
school-aged children customers of Quantum and World of Fun at SM Batangas.

Instrument

The data to be gathered for this research will be taken from the
respondents answer from the questionnaire that consists of two parts. The first
part will consist of the level of fanaticism of the respondents towards playing
videogames and the second part will consist of their perceived effects of
videogames to them with regards to socialization, physical, psychological and
academic aspect. Since school aged are the chosen respondents of this study,
the questionnaire were translated to Filipino.

Procedure
The researchers will request permission from the dean of College of
Nursing and management of SM Batangas (supervisors of Quantum and World
of Fun) asking permission to conduct the study. A letter of request will also be
presented to the school aged children attached with the questionnaire.
Distribution of the questionnaire will be personally done by the researchers.

Data Analysis

For analysis of gathered data, the following statistical tools will be used:
Weighted mean to determine the level of fanaticism of the school aged children
to videogames and the effects of videogame in terms of socialization, physical,
psychological and academic aspect.