The Effects of online Gaming on the Student of Evsu-Sls

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“Salience occurs when addictive activities dominate a persons’s thinking, feelings, and behavior, mood modification occurs when a person uses substances or is engaged in activities to change their mood state; tolerance refers to the need to increase (over time) the amounts of engagement in the addictive behavior to achieve the initial mod modifying effects; withdrawal symptoms refer to the unpleasant feeling states and/or physical effects that occur when the individual decreases or suddenly reduces their addictive activities; conflict indicates both the intrapsychic and interpersonal problems that arise as a consequence of addictive activities; and relapse refers to the unsuccessful efforts to stop engaging in the addictive behavior of the individual is trying to cease. Another frequently discussed issue concerns the different terminologies present in the scientific literature to define more or less the same phenomenon (Widyanto & Griffiths, 2006), such as computer game dependence (Griffiths & Hunt, 1998), video game addiction (Griffiths & Davies, 2005), Internet gaming addiction (Kuss & Griffiths,2012a), excessive game engagement (Brockmyer et al, 2009), and problematic online gaming use (Kim & Kim, 2010). A shared nomenclature of the IGD concept and the relative standardized psychometric tool have been proposed by Griffiths, King, and Demotrovics (2014) and Pontes and Griffiths (2015, p. 138) to foster both the consensual view of the phenomenon from the scientific standpoint and the unification of the different approaches into a singular one.”

Ahmadi (1998) studied the effects of computer games on adolescents of the city of Isfahan. The aim of his study was to find out if computer games have social effects. The results showed that violence and aggression in students who played these games was higher than those who did not play. Also, social participation of students who were playing computer games was low.

According to Daria Kuss & Mark Griffiths (2012), Research suggest that online gaming may lead to symptoms commonly experienced by substance addicts. Since games are particularly appealing to children and adolescents, these individuals may be more at risk than other groups of developing gaming addiction. Given these potential potential concerns, a literature review was undertaken in order (i) to present the classification basis of online gaming addiction using official mental disorder frameworks, (ii) to identify empirical studies that assess online gaming addiction in children and adolescents, and (iii) to present and evaluate the findings against the background related and established mental disorder criteria. Empirical evidence comprising 30 studies indicates that for some adolescents, gaming addiction exists and that as the addiction develops, online gaming addicts spend increasing amounts of time preparing for, organizing, and actually gaming. Evidence suggests that problematic online gaming can be conceptualized as behavioral addiction rather than a disorder of impulse control.

Related Studies

According to Payne J, Colewell J. (2000) studied the role of computer games on social isolation, low self-esteem and violence. The results showed no relationship between playing computer games and self-esteem in girls, but there was a negative relationship between the two in boys. Also, the scores of violence had a positive correlation with amount of exposure to computer games. Other results showed that in spite of children's attraction to games, there was no evidence that computer games cause social isolation. Since in computer games, players conform to the characters in the game, in creating the new situations that occur in the game, the theory of participatory modeling and active conditioning can be used in explaining data on violent behaviors and possible rewards they get in response.

Based on a study conducted by Ahmadi (1998), studied the effects of computer games on adolescents of the city of Isfahan. The aim of his study was to find out if computer games have social effects. The results showed that violence and aggression in students who played these games was higher than those who did not play. Also, social participation of students who were playing computer games was low.

in their study investigated the relationship between games and social skills of 258 male students of first grade of high school. The results showed a significant relationship between the game-type and presence of others in the game location with social skills of adolescents. Selecting home as the place of game had a significance negative relationship with social skills and those adolescents who were mostly playing at home, had less social skill. However, in the present study, there was an inverse relationship between addiction to computer games and social dysfunction. It means that as the addiction to computer games increases, social dysfunction will decrease. (Azad Fallah and Doran B. , 2001).

CHAPTER III

Methodology

This chapter provides the research methodology and research design used to conduct this study. It includes the research design, respondent of the study, Locale of the study, Research instrument, and data gathering procedure. This chapter show how the researchers came up with the study and how the researchers gathered the details needed for the study.

Research Design

The research design used for this study is the Qualitative type of research and under this we used the Descriptive research method where the data obtained were analysed and describe. We the researchers used a checklist survey as the instrument to attain the needed data of the study. We utilized the opinions of the research correspondents in Eastern Visayas State University – Secondary Laboratory School, Tacloban City, which they can answer freely without being mandated.

Respondent of the Study

The respondents of this study involves fifty (50) students from all grade level in Eastern Visayas State University – Secondary Laboratory School Academic Year 2017-2018

GRADE LEVEL

NO. OF STUDENTS

PERCENTAGE

Grade 7

10

20%

Grade 8

10

20%

Grade 9

20

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