CHAPTER II
RELATED REVIEW OF LITERATURE
Lee and Park (2021) found that participation in multiplayer
online games can significantly improve students’ teamwork,
communication, and collaborative problem-solving skills, which
indirectly support academic learning by enhancing social
interaction and cooperative thinking.
Dela Cruz et al. (2021) emphasized that students who develop
effective time management strategies are better able to balance
their gaming activities with academic responsibilities, which
leads to fewer negative effects on school performance and
overall learning outcomes.
Cruz et al. (2021) reported that peer influence plays a
significant role in determining gaming habits, as students often
extend their gaming sessions due to social pressure, which
consequently reduces the time available for studying and
completing academic tasks.
Hernandez and Cruz (2021) found that students who
frequently participate in competitive online games often
experience heightened stress levels after prolonged gameplay,
which may negatively affect their concentration and ability to
retain academic information.
Morales et al. (2021) reported that adolescents who engage in
online gaming during school nights tend to experience difficulty
waking up early, leading to increased tardiness and reduced
classroom participation.
Reyes et al. (2022) observed that excessive engagement in
online gaming reduces students’ motivation and focus on
academic tasks, resulting in lower academic achievement and
decreased performance in school-related activities.
Smith et al. (2022) highlighted that engaging in online gaming
in moderation can serve as an effective form of stress relief,
allowing students to relax and refresh their minds without
causing significant interference with their academic
responsibilities.
Nguyen and Patel (2022) noted that students who prioritize
gaming over schoolwork often exhibit reduced intrinsic
motivation to complete assignments and participate in learning
activities, which may negatively affect their academic success.
Reyes and Cruz (2022) emphasized that the type of online
game matters in influencing learning outcomes; strategy-based
games can enhance critical thinking and problem-solving skills,
whereas competitive or highly immersive games tend to distract
students from their academic responsibilities.
Yu and Martinez (2022) discovered that online gaming can
enhance students’ visual-spatial skills and decision-making
abilities, which may benefit subjects requiring analytical
thinking when gameplay remains moderate.
Salazar and Wong (2022) revealed that students who play
online games socially tend to develop stronger peer
relationships, improving classroom cooperation but sometimes
causing distraction if gaming becomes excessive.
Tan and Chua (2023) reported that students who engage
heavily in online gaming may experience emotional instability,
social withdrawal, and decreased participation in classroom
activities, which can ultimately disrupt learning engagement and
academic performance.
Johnson et al. (2023) found that students with well-developed
time management skills can enjoy online gaming while still
maintaining academic performance, showing that self-regulation
is crucial.
Garcia and Lopez (2023) observed that male students generally
spend more hours playing online games than female students,
which may contribute to academic performance differences
between genders.
Lorenzo, Sarmiento, and Esteban (2023) highlighted that
excessive gaming negatively affects students’ emotional
engagement and social interaction, resulting in higher levels of
stress and distraction from classroom participation.
Kim and Alejandro (2023) noted that students who use games
for relaxation show improved emotional stability, but those who
rely on gaming as an escape develop unhealthy habits that harm
academic success.
Dizon and Manalo (2023) reported that students with weak
study habits often use online gaming to procrastinate, leading to
incomplete schoolwork and academic decline.
Cruz and Atienza (2024) found that Filipino Senior High
School students who spend extended hours playing online games
often demonstrate lower grades and struggle to complete school
requirements, stressing the need for gaming moderation.
Anderson and Kim (2024) highlighted that differences in
gaming behavior between male and female students may explain
variations in academic performance, as male students typically
engage in longer gaming sessions.
Lopez and Smith (2024) reported that students’ cognitive
engagement decreases when online gaming is prioritized over
study-related tasks, reducing their ability to process and retain
academic information.
Fernandez and Cruz (2024) emphasized that students who
limit gaming to weekends show better academic performance
compared to those who play excessively on school days.
Torres et al. (2024) found that heavy online gaming increases
emotional exhaustion in students, reducing their motivation to
engage academically.
Mendoza and Santos (2025) emphasized that moderate online
gaming can improve cognitive skills such as problem-solving,
multitasking, and strategic thinking, which may support
academic learning when not overdone.
Villanueva and Torres (2025) noted that prolonged online
gaming negatively affects sleep patterns, leading to fatigue,
lower attention, and decreased cognitive performance, directly
impacting academic achievement.
Santos and Villanueva (2025) observed that late-night gaming
significantly reduces sleep quality, which affects students’
attention span and ability to perform academic tasks effectively.
Lorenzo et al. (2025) reported that students with strong self-
regulation skills manage gaming habits better and maintain
satisfactory academic performance.
Hashimoto and Reyes (2025) highlighted that students who
monitor and limit gaming time effectively are less likely to
suffer academic decline, showing the importance of self-
awareness in gaming habits.
Bautista and Lee (2025) reported that excessive online gaming
can interfere with long-term memory retention, especially when
gaming immediately follows studying.