Professional Documents
Culture Documents
Introduction
Technology is an essential part of our lives already and few can imagine living without
(Marie Gluck, 2012). There are many uses of technology today and is more productive than before.
We have done things with the help of technology a lot. Like for example, we can communicate
online better today, keep in touch with families, relatives, and friends, making an assignment,
research papers, and projects, searching for resources and ideas, watch entertainment and much
more. There have been studies conducted about the possible effects of some technology and one
of this is the internet addiction. Young and Rogers (1998) suggested that students in the university
are considered as a high-risk group for internet addiction. The possible reasons could be having
much leisure time, no guidance because of being away from parents and sometimes to get away
especially young children tend to learn more about technology and get more influenced by other
people. The games are one of the greatest technology industry right now. Many of us have stayed
up late more than once playing our favorite computer of online games like DOTA. Many people
have played this game, be it international and national and gave a great impact into today’s
computer games. With this much of influence, people around the world would easily get attracted
and try to play which leads the researcher to a point that there could be some perceived effects of
this game. Some of us have been scolded already and rumors that affect the family like getting
Playing video games is often associated in our society with poor academic performance.
This anecdotal idea is supported by some research. A 2000 study found a negative correlation
between GPA and time spent playing video games (Anderson & Dill, 2000). Well, there are also
an exception wherein they can do well while playing Computer Games. Some research concludes
that there are few pieces of evidence that suggest interactive media enhances the learning
experience (Schmidt & Vanderwater, 2008). Students who play DOTA usually tend/ get tempted
on going to Internet Cafes during their free time and some SHS Students are not exempted.
Shawn Green. Playing video games can change the brain’s physical structure the same as learning
to read, write, playing instruments, doing puzzles etc. The same as an exercise that can build
like dopamine strengthen neural circuits that can build the brain. There are studies that have
provided us with results that playing games can really give some positive effects. One study of a
game relating to mathematical study in an engineering program found that “students experienced
significantly more intellectual intensity, intrinsic motivation, positive effect and overall student
engagement when completing homework” (Coller & Shernoff, 2009, p. 315). In this research, we
will collect data about the perception of selected male students Grade 11- STEAM N in Silliman
University in playing DOTA towards their academic performance and will seek to answer the
problem.
3
Computer games like DOTA are very enjoyable and fun to play because these are part of
technology which in fact is part of the entertainment. With this, many young people like students
tend to play computer games during their leisure time. However, there has been many people who
are not pleased with it, especially parents because it may affect the academic performance of the
student specifically those who play DOTA. Specifically, this research sought to answer the
following question:
1. How does DOTA affect the academic performance of the students in terms of grades?
2. What are the positive effect and negative effect on their academic performance in school?
3. What other new perspectives can we get by understanding why they play DOTA?
4. In what way does their time management in playing DOTA affect their academic
performance?
The purpose of this study is to analyze and explore the perceived effects of playing DOTA towards
the academic performances of selected male students Grade 11 – STEAM in Silliman University
to be able to find a meaningful qualitative research on the study. The significance of the study is
to be able to understand how DOTA greatly affects the academic performances of students such
that we can find a meaningful understanding of the advantages and disadvantages that may
Teachers. The results can give a new idea that may have caused the changes in their
academic performance in a positive or negative way through gaming especially playing DOTA.
4
The teachers will be able to get data regarding the perceived effects of playing DOTA for students
Students. The study will give them a perspective, whether it is bad or good for them. While
they will be knowledgeable about the positive and negative effects of playing online games like
DOTA.
Future Researchers. This study can be used as a guide and a new information for them to
gather data that can motivate them to their interest when it comes to their research that is related
to this. It could widen their information since only a few of these studies are conducted.
Parents. The study will provide their problems an answer for their children playing DOTA
that may have caused a drastic change in terms of academic performance whether it gave a positive
or negative effect.
The researchers decided to study few population, which are selected male students of Grade
11 under the STEAM strand in Silliman University Senior High School and is limited to 30 because
we want to collect enough data. We cannot cover up and collect data from the entire population of
male students because our study focuses on STEAM students and we have limited time because
the research started November 2016 until March 2017. We chose male students under the STEAM
strand because we want to know their perception of playing DOTA towards their academic
performance. The information that will be gathered from the students will be taken from
interviews and surveys. Therefore, we can achieve, enough and proper data on a specific
population size.
5
Definition of Terms
Academic Performance - is defined by students’ reporting of past semester CGPA/GPA and their
Computer Game – is a computer-controlled game where players interact with objects displayed
DOTA – is a competitive game of action and strategy, played both professionally and casually by
millions of passionate fans worldwide. Players pick from a pool of over a hundred heroes, forming
Entertainment - is the act of entertaining; agreeable occupation for the mind; diversion;
amusement
Internet Addiction - is defined as any online-related, compulsive behavior which interferes with
normal living and causes severe stress on the family, friends, loved ones, and one's work
environment.
Online Games – are video games that are either partially or primarily played through the Internet
Perceived Effects - are the awareness of effects that can be directed to the person.
Play- is “something one chooses to do as a source of pleasure, which is intensely and utterly
Selected Students - Students who will be involved in the conduct of the study.
Academic Track of Silliman University Senior High School for Grade 11 and 12 students.
Technology - machinery and equipment developed from the application of scientific knowledge.
Video Game - is essentially the same form of entertainment, but refers not only to games played
CHAPTER II
The following are the different reviews of related literature and studies noted by the
researchers in order to provide a strong foundation and support for this study’s development and
progression:
Related Literature
Games are always played for entertainment, and sometimes for achievement and interests
as well. Game types include action games, adventure games, fighting “beat ‘em up” games,
platformers (where game characters run and jump along and onto platforms), knowledge games,
practice games, logical games and math games (Kaptelinin and Cole, 2001; Becta 2002).
Video games, on the other hand, are almost the same as computer games. According to
Griffiths, M.D. (1996), there are many types of video games with different assets, and can be
divided into nine categories: sport games (e.g. basketball, soccer), racing (e.g. Need for Speed,
Asphalt), adventures (fantasy games), puzzle games, weird games, platformers, platform blasters,
beat ‘em ups (involving physical actions), shoot ‘em ups (involves shooting and killing). Though
he stated that there are only two of the above, namely puzzle and weird games, contain games with
educational components, and he even suggested that these games could be used in schools in order
8
to improve learning and overcome some “negative stereotypes that many people have about
computer games.”
There are many cases and studies that were conducted wherein it reached a conclusion that
they have found signs of both positive and negative effects on frequent gaming. According to Roe,
K. and Muijs, D. (1998), playing games frequently reduces the time available for school-related
works, which results in a negative effect on the academic performance. On the other hand, Bruno,
J.E. (1995) stated that “frequent players are less positive towards school”. Though there are some
positive effects that the use of computer games can actually benefit to school performance. For
example, the study of Pillay (2003) found signs that “playing recreational computer games may
There are many impacts of the use of computer games on young people. In 1970’s, the
significant source of entertainment for young people are video games. It is already accessible,
especially on mobile devices. Many young people spend much time of free time weekly in playing
computer games, often 7 hours or more. (Anderson and Bushman, 2001). Both gender, male and
females enjoy playing computer games but it has been found that males are more likely to play to
impress peers and for duels. (Griffiths and Hunt, 1995). Therefore, we have decided that our
participants will be males. Males tend to play more and far more regularly (Griffiths and Hunt,
1995).
Moreover, Mitchell, A. and Savill-Smith, C. (2004) stated that there were eleven literature
reviews that were identified as having been undertaken in areas which involve the use of computer
and video games. However, only four out of eleven literature reviews were considered that had a
9
relationship between the use of computer games, video games, and academic performance. These
studies talk about the comparison of the effectiveness of games and in a classroom instruction in
the teaching of students (Randel et al., 1992), an investigation on gaming that involves instruction
and implications for technology (Dempsey et al. 1994), the need for longitudinal studies (Emes
In Randel et al.’s (1992) review, they found some differences depending on the educational
areas where the games were used. These were found in the areas of math, physics, etc. Though in
many studies, students had more interest in gaming than in conventional classroom instruction.
While in Dempsey et al.’s (1994) review found that games serve a range of purposes like
entertainment and attitude change. The other two reviews, of Emes, C.E (1997) and Harris, J.
(2001), concluded that there is no clear causal relationship between both academic performance
Although, these reviews were examined to another research involving with social and
behavioral issues on education. A study of Harris (2001), investigated the gambling habits of
young offenders aged 15-21 who had stolen money from computer games as a habit. He noted that
those he investigated started playing at a young age and played more frequently, encountering
relationship problems, and not paying attention to work and their appetite.
In terms of computer games as a means of learning, there are many reasons cited for why
computer games engage the users. Computer games are seductive. According to Becta (2001),
computer games use technology to show reality or represent fantasy. Motivation, on the other hand,
Bisson and Luckner (1996) said that they do it through fun which is “part of a natural learning
make computer games engaging: fun for enjoyment and pleasure, play for intense and passionate
10
involvement, rules for structure, goals for motivation, interaction, learning, adaptive, winning for
ego gratification, challenging, creative, interaction with social groups, and representation of
emotion.
Related Studies
Numerous studies have already been conducted by some researchers regarding the effects
of playing computer games on students. Cortes, M.D., Alcalde, J., Camacho, J. (2012), for
instance, studied the effects on the performance of the students in high school when playing
computer games. They aim to identify the reasons that could influence the student’s choice to play
computer, also, to identify if it is a significant aspect that will give the school performance of the
student, and to determine the possibility of a student who plays computer games will fail in his/her
academics. The study was conducted in Los Baños, Laguna, Philippines. The observation was that
the substantial reasons that are affecting the student’s performance vary by the situation a person
is in. For example, the peer group, year level, his/her allowance, gender, and time management.
The study was done from October- December 2008 through conducting interviews/surveys on the
respondent’s school. The author determined that computer gaming gives a negative effect on the
performance of a student. We believe that it can contribute to our study because their study is much
alike and thus can provide us with even more ideas and support information that would help and
Another study was also conducted in Australia wherein students who play online games
actually get better academic results. According to Albert Posso (2016), “children in rich countries
are using the internet for social networking and gaming at very high rates, particularly in
Australia.” His study talks about social networking and gaming, whether it affects the educational
achievement in mathematics, reading, and science using the Organization for Economic
11
Cooperation and Development’s 2012 Program for International Student Assessment data set.
More than 12, 000 high school students were observed in the research in Australia wherein they
found out that those who tend to play online games has improved their scores in subjects like math,
science, and reading. The research used the data from the Program for International Student
Assessment, wherein more than 700 schools were involved in gathering the data last 2012. People
tend to socialize instead rather than study, mainly because they are struggling with their subjects,
but the study showed some positive affirmation that online gaming can do well in our academic
performance. We believe that this study can be used for guidelines on how he conducted the
research through detailed explanation. Thus, giving us important and solid information that can
Also, a study of Chuang, T. Y., and W. F. Chen. (2007) explained that “Technologies’
rapid advance in developing digital media has been extensively applied in contemporary play
materials to enrich children’s play, such as electronic or computerized toys, electronic storybooks,
television, personal computers, and game consoles.” This study examined whether these games
help the children’s cognitive achievement. The participants involved are middle/high school
students in Taiwan specifically Tainan City. Their study was conducted by letting the students play
a game to gather data. They concluded that “digital games improve children’s cognitive
achievement”. The result of the study gave evidence to support that games can benefit student’s
learning. This research can also be used as a guide through the process of our research because we
believe that their study is similar which gives additional information as well.
Moreover, Mitchell, A. and Savill-Smith, C. (2004) stated some of the points in their study
entitled “The Use of Computer and Video Games for Learning” that were stated by other
researchers regarding the impact of frequent gaming on academic performance. As stated by Emes
12
(1997), while there is still no clear causal relationship between gaming and academic performance,
their review found both positive and negative effects. Frequent gaming can affect your time
management, especially allotted for homework, which can affect academic performance (Roe and
Muijs 1998). The frequent playing of video games may affect the preference of a person when it
tries to enjoy reading (Walsh 2002). Though, there are also positive signs found in the study of
Pillay 2003, who found that recreational games may contribute to the performance on a computer-
based task. There are influences that depended on the type of game we play that can encourage
analysis, strategy, proactive thinking, spatial awareness, and cognitive skills. With these enough
information of the authors, it can give us a supporting evidence that playing computer and video
games is relevant, thus making our research relevant and a meaningful study.
Furthermore, Dimzon R. (2013) stated that “playing games is a natural part of growing”. It
is where kids learn how to interact, compete, and achieve their desired ego, to find happiness, to
have fun, and to escape from reality or problems. In terms of social sciences, he supported that
computer games like DOTA affect the psychological thinking of a person. About fifteen selected
students of Mapua-Makati were asked. He conducted his research with the use of survey
questionnaire and presented the results with a bar graph. The results of his study, then resulted
that it affects them in a positive and negative way. His method was conducted through a
questionnaire which was answered by fifteen students. He concluded that one of the reasons why
students fail is because of DOTA. In this study, we can see that our study is related because his
purpose is to know the effects of DOTA in society and individual in relation to sociology and
anthropology. This study will be able to strongly support our research because only a few studies
References
Anderson, C.A. & Bushman, B.J. (2001). Effects of violent video games on aggressive behavior,
Becta (2002). What is the educational value of computer and video games? ICT Advice Sheet.
Retrieved from
www.ictadvice.org.uk/index.php?section=tl&catcode=as_cr_02&country=eng&rid=1804
Bisson C, Luckner J (1996). Fun in learning: the pedagogical role of fun in adventure education.
Block, J. J. (2008). Issues for DSM-5: Internet addiction. American Journal of Psychiatry, 165,
306–307.
Bruno, J.E. (1995). Doing time – killing time at school: an examination of the perceptions and
allocations of time among teacher-defined at-risk students. The Urban Review, 27(2), 101–
120.
Chuang, T. Y., and W. F. Chen. 2007. Effects of Digital Games on Children’s Cognitive
Corbin, J. M., & Strauss, J. M. (2007). Basics of qualitative research: Techniques and procedures
for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
14
computer gaming on high school students' performance in Los Baños, Laguna, Philippines.
Dempsey, J.V., Rasmussen, K., Lucassen, B. (1994). Instructional gaming: implications for
instructional technology. Paper presented at the Annual Meeting of the Association for
Dimzon, R. (2013). The Effects of Dota to Fifteen Students of Mapua-Makati. Retrieved from
https://prezi.com/elq3gi0wvomy/the-effects-of-dota-to-fifteen-students-of-mapua-makati/
Emes, C.E. (1997). Is Mr Pac Man eating our children? A review of the impact of video games
Griffiths, M.D. (1996). Computer game playing in children and adolescents: a review of the
literature. In T Gill (ed) Electronic children: how children are responding to the information
Griffiths MD, Hunt N (1995). Computer game playing in adolescence: prevalence and
the research. RDS Occasional Paper No. 72. London: Research, Development and Statistics
Valkenburg, Patti M.; Peter, Jochen (26 February 2009). "Development and
Validation of a Game Addiction Scale for Adolescents". Media Psychology. 12 (1): 77–
95.
Kaptelinin, V. & Cole, M. (2001). Individual and collective activities in educational computer
15
game playing. In T Koschmann and R Hall (eds) CSCL2 Carrying forward the
Handbook and Guide to Evaluation and Treatment. Hoboken, New Jersey: John Wiley &
Sons, Inc., 1
Mitchell, A. and Savill-Smith, C. (2004). The Use of Computer and Video Games for Learning.
games players: implications for skills of the future. Journal of Research on Technology in
Posso, A. (2016). Internet usage and educational outcomes among 15-year-old australian
Randel, J.M., Morris, B.A., Wetzel, C.D., Whitehill, B.V. (1992). The effectiveness of games for
educational purposes: a review of recent research. Simulation and Gaming, 23(3), 261–
276.
Roe, K. & Muijs, D. (1998). Children and computer games – a profile of the heavy user.
Walsh, D. (2002). Kids don’t read because they CAN’T read. Education Digest, 67(5), 29–30.
Young, K. S., & Rogers, R. (1997). The relationship between depression and Internet addiction.
https://en.wikipedia.org/wiki/Silliman_University
https://www.sciencedaily.com/terms/computer_and_video_games.htm
https://www.coursehero.com/file/p7r72ph/TECHNOLOGY-The-application-of-
scientific-knowledge-for-practical/
http://www.igi-global.com/dictionary/play/22829
http://netaddiction.com/faqs/
http://www.dictionary.com/browse/entertainment
http://store.steampowered.com/app/570/
https://www.sciencedaily.com/terms/computer_and_video_games.htm
http://www.igi-global.com/dictionary/academic-performance/42383