The data was gathered and tallied by the researchers to produce the needed results. The results show that all of the respondents, who play for more than 3 hours, from Grade 7 to the Third Year, receive average grades on their card. Moreover, it is interesting that majority of the Grade 7 and 8 find that video games do make them better persons while the results of the Third Year students state that video games do not make them better persons.
Even though the research was a success, it is recommended that another research be undertaken to address the new and upcoming educational system or the K-12 which might yield different results. Chapter 1: Introduction The effects of video game on the study habit and behavior of Don Bosco’s High School Students. Is playing video games good or bad for Bosconians? It can be both. Video games are frowned upon by our parents as time-wasters, and worse, some education experts think that these games corrupt the brain.
The media and some experts easily blame violent video games as the reason why some young people become violent or commit extreme anti-social behavior. But many scientists and psychologists find that video games can actually have many benefits – the main one is making the young smart. Video games may actually teach bosconians high-level thinking skills that we may need in the future. “Video games change your brain,” according to University of Wisconsin psychologist C. Shawn Green.
Playing video games change the brain’s physical structure the same way as we are learning to read, playing the piano, or navigating using a map. Much like exercise, it can build brain muscles, the powerful combination of concentration and rewarding surges of neurotransmitters like dopamine strengthen neural circuitps that can build the brain. Some positive effect includes that it gives the brain a real workout. It is a common notion to us bosconians that in most video games, the skills that require us to win the game involve abstract and high level thinking.
These skills are not even taught at Don Bosco schools. We made several brief interviews and forum with my fellow bosconians about the issue and Some of the mental skills enhanced by video games include: Following instructions, Problem solving and logic, Hand-eye coordination, fine motor and spatial skills, Planning, Resource management and Logistics – The player learns to manage resources that are limited, and decide the best use of resources, the same way as in real life. This skill is honed such as Multitasking, Simultaneous tracking of many shifting variables and Managing multiple objectives.
Likewise in strategy games, Quick thinking, Making Fast analysis and Decisions, Accuracy, Strategy and Anticipation. Video Games for us bosconians, also initiates Situational awareness, Developing Reading and Math skills, Perseverance, Pattern recognition, Estimating skills, Inductive reasoning and Hypothesis testing, Mapping, Memory, Concentration, Improved ability to rapidly and Accurately Recognize Visual information, Reasoned judgments, Taking risks, How to respond to challenges, How to respond to frustrations, How to explore and rethink goals, Teamwork and cooperation when played with others, Management, Simulation, real world skills.
Bosconian Gamers are not necessarily drawn to video games because of their violence. The attraction lies in their being rewarded by awesome displays of explosions, fireworks, and yes, blood splattering. Also, violent games have the most emotional appeal for some, But these factors are only secondary to what we actually enjoy in these games – the opportunity to develop and master skills and have the freedom to make choices in the game universe. On the other hand, Most of the bad effects of video games are blamed on the violence they contain.
Some others who play excessive violent video games are more likely to have increased aggressive thoughts, feelings, and behaviors, and decreased prosocial helping, according to a scientific study (Anderson & Bushman, 2001). Too much video game playing makes some socially isolated. Also, Some bosconian may tend to spend less time in other activities such as doing homework, reading, sports, and interacting with the family and friends. Also, Some video games teach kids the wrong values. Violent behavior, vengeance and aggression are rewarded. Negotiating and other nonviolent solutions are often not options.
Women are often portrayed as weaker characters that are helpless or sexually provocative. Some say Games can confuse reality and fantasy. Academic achievement may be negatively related to over-all time spent playing video games. Video games may also have bad effects on some bosconian’s health, including obesity, video-induced eye illness. and postural, muscular and skeletal disorders, such as tendonitis, nerve compression, carpal tunnel syndrome. As Bosconians, we recommend that parents can contribute to help monitor video game play schedule the same way they need to monitor television and other media for those game addicts.
We support family and socialization between our co-bosconians thru sports and other non-technology based recreation. But Parents and relatives need to provide quality time. We need a Loving, Attentive parent who discipline every teen well. An aggressive teen may be more a product of dysfunctional parenting than anything else, including violent games and TV. Our Parents and Guardians may Limit the amount of time we could play and also use the video game ratings to limit the content of the games have children who do better in school and also get into fewer fights.
Monitor the effect of video games on your child. Introduce more helpful ways to make each free hour productive to us bosconians. Activities that can consistently indulge our curiosity through sports, artistic creativity, music, other skills that can hone us to be a better person and be an example to fellow bosconians. Activities that are competitive and may incur rewards as equal to rewards in video games. A real Bosconian knows how to differ Good from Bad. We know in our hearts that we may be judged by the choices we make. So why should anyone be a game addict anyway? Research Question
What are the effects of video games on the study habits and behavior of the High School Students in Don Bosco Technical Instittute – Makati? Significance of the Study This study will be made so that we may identify the effects of video games on the students of Don Bosco Makati. This research may help inform or educate people on the effects of video games. Review of Related Literature In their research paper, “The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance”, Gentile, Lynch, Linder, and Walsh(2011) studied effects through mediational pathways and observation.
Six hundred and seven 8th- and 9th-grade students from four schools participated. Adolescents who expose themselves to greater amounts of video game violence were more hostile, reported getting into arguments with teachers more frequently, were more likely to be in volved in physical fights, and performed more poorly in school. The researchers usedmediational pathways and found suct that hostility mediated the relationship between violent video game exposure and outcomes. Results are interpreted within and support the framework of the General Aggression Model.
In their general article for Psychological Science, Effects of Violent Video Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature, Anderson and Bushman(2010) analysed that exposure to television and movie violence suggests that playing violent video games will increase aggressive behavior. A meta-analytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults.
Experimental and non-experimental studies with males and females in laboratory and field settings support this conclusion. Analyses also reveal that exposure to violent video games increases physiological arousal and aggression related thoughts and feelings. Playing violent video games also decreases prosocial behavior. In his research article, “Effects of Video Games on the Behavior of Male Children”, Oaks(2000-2009) stated from all his studies, he proves that video games do have both positive and negative behavioral effects on male children, as well as causing neurological behavior changes.
Video games have a positive behavior effects one of them being building self-esteem. Children who have psychological problems have low self-confidence. Results show that male children who play video games for a prolonged time do not have problems being able to socialize with other children. But the results also show that male children who play video games for a prolonged period of time have problems with being patient, and also show signs of aggression Synthesis:
The related literature have proven that Video Games both have positive and negative effects on the academic performance and behavior of children and adolescents. Gentile, Lynch, Linder, Walsh (2011), Anderson and Bushman (2010), and Oaks (2000-2009), concluded that prolonged or overexposure to video games will result to increased aggression and hostility, and poorer academic performance. Although, Oaks (2000-2009)also conclude studies show that Video Games increase the social ability of children who play video games.
His studies show that children who played longer than others, showed more self-confidence and more self-esteem than the latter. Thus, further studies on the effects of Video Games on the behavior and study habits should be conducted to show the effects of theses Video Games in the average student of Philippines Chapter 2: Methodology Design The study used a qualitative descriptive research to know the effects of video games to study habits and behavior of High School students of DBTI – Makati. Selected students were given a questionnaire for the research.
Participants One hundred thirty six students participated in this study. This was conducted in DBTI – Makati High School Department. Students from grade 7, 8 and 3rd Year students participated in this study. There were 6 participants in every classroom of the said level. Materials A questionnaire containing 6 questions were distributed for this research. Procedures The Participants were given a questionnaire to be answered, then all the data was gathered. After that, all gathered data was statistically analyzed by frequency, mean and percentage