Effects of Computer Games to the Academic Studies of Students

Introduction
Computer addiction is a relatively new term used to describe a dependency on one's computer. Computer addiction is not limited to personal computers (PC). It covers video games and the Internet and has already been given a label by psychologists, namely Internet addiction disorder (IAD). People can grow addicted to a variety of substances, and there is usually a substantial amount of help available to treat them. Alcohol, drugs and sex have all been known to bring out the addictive personality trait in some people, but other forms of addictive behaviour, such as exercise, watching television or spending too much time on a computer, have only recently been recognized. Computer addiction, like any addiction, can creep up on a person without one being aware of it. Talk shows are full of people whose relationships have been torn apart by one partner's computer addiction. Spending hours chatting online, surfing the web or playing computer games can cause relationships to deteriorate as other parts ofa persons life are neglected. The researchers found out that according to Funk (1993) identified computer game playing as a relatively high frequency activity among adolescents. Study has indicated gender differences in computer game playing habits, with males playing more frequently than females (Kaplan, 1983). Morlock, Nigolean and Yanto (1985) found reasons for this include: the game content, in that games tend to contain more masculine than feminine characters. There are many reasons why the researchers are conducting this research but the main goal is to find out the effects of computer games to the academic performance of the students, and to know the perception of the respondents and the way they interact with to their problem and gain knowledge about the problem that the researchers may face someday. As a student the researcher are also concerned to its fellow students to help them and give them ideas. In modern society, it is very common playing computer games. Even though computer games are common in our life, they have not only good effects, but also bad effects, especially to teenagers. Moreover, even though parents know that teenagers play computer games too much, they do not know that why teenagers are widely excited at computer games, and what the bad effects of computer games are.

Background of the Study

The proponents of this study would like to prove the value of online games as a tool that pertains to social interaction. These days many children, young adults, and adults play online games. These online games have effects on the way they (the children, young adults, and adults) interact or socialize with others. They may unconsciously act in the real world as if they are still in the game they are playing. With the way they act in school, outside of school, in the office or when they are with friends. The proponents of this study would like to prove that online games can actually help or is actually helping in the cultivation of ones social interaction. The behavior of the person playing online games is affected by the game played. This study will examine the ways in which both the content of games and activity of gaming can be seen to the extent beyond the traditional boundaries of play. Each of these papers, from different perspectives, will provide illustration of the ways in which the reach of games has been extended into the classroom, into management, into offices and into government.

In these venues, online games can be seen to exemplify, often times with the added benefits of time compression, many of the real world dynamics for that affect and influence They are, behavior in essence, and social and interaction. In that sense, online games are serving an educational function social interaction. first foremost, learning environments. The argument that the proponents of this study will want to advance is online gaming can be used as a tool for the development of

social interaction. The proponents of this study accept both of these premises as foundational. However, the proponents of this study want to examine the ways in which current games themselves, particularly online games, already contain valuable and transferable dynamics which have applications within the spheres of education, management (especially pertaining to not-for-profits), and government. The primary interest is to detail the manner in which games are already the essentials pertaining the cultivation of one`s social interaction and to identify both how and what people are learning concerning social interaction within various game worlds. Accordingly, the proponents of this study believe that by extending the reach of games, they can find uses for these games dynamics with the classroom, with situated learning, and within government, especially in the realm of public diplomacy. To that end, each of this study explores a case study or

illustration of the basic functions operating within game-space that provide valuable insights into education, social and group dynamics, and conflict and resolution. Moreover, the proponents of this study will examine the ways that games create action points and boundary objects that tend to ground conversation around the edge of the game. In such cases, it is not just the game play but the social life around the edge of the game that in general carries much of the richness in terms of the games meaning, its value, and its social and cultural impact. Examining how games function within a broader socio-cultural economy of meaning, identity, and action, the proponents of this study will demonstrate the value of gaming both by looking inward to detail how the dynamics of play mirror real-life social interaction, as well as by projecting outward toward the possibilities of using games to solve real-world social interaction difficulties and problems.

Statement of the Problem

The researchers of this study generally would seek to find out the following: 1. What is the impact of online games to ones readiness in having or meeting new friends in the real world? 2. What is the impact of online games to ones openness with his/her friends and to others? 3. What is the impact of online games to ones communication with family or friends? 4. How do online games contribute for one`s social interaction`s development?

Scope and Limitations

The scope of the study is the interaction of online gamers in computer shops and at home in Manila. This study used MMORPG or Massively Online Role Playing Games as basis for the study of the social interaction and behavior of online gamers. This will only explain the behavior that they have towards other people in the online games that they are playing and how these affect their interaction with the people around them at their homes, in school and in the office that they are in. The proponents of the study only conducted surveys in computer shops that are in the university belt area. They also be interviewed a psychologist to get more information on the behavior towards social interaction of online gamers.

Review on Related Literature (RRL) This particular part of chapter two of the study will illustrate and discuss about the types and the factors that lead to the development of one`s social interaction, and the social interaction itself. It will also discuss about online gaming, the types of online gaming, and the nature of online gaming. The primary purpose of this discussion is to seek out all the essentials about social interaction and online gaming to have an in-depth understanding if online gaming is helpful in the cultivation of one`s social interaction and how it is helpful. Any intention, aim, plan, purpose, and so on which encompasses or surrounds another self is called social action. These may be affecting another's emotions, intentions, or beliefs; or anticipating another's acts, actions, or practices. Examples of social acts will be courtship, helping another run for a political office, and teaching, buying a gift, or trying to embarrass an enemy. Social actions then are directed towards accomplishing a social act. So long as their purpose is a social act, actions are social whether involving other selves or not, whether anticipating another's acts, actions, or practices. Social interactions are the acts, actions, or practices of two or more people mutually oriented, familiar, or acquainted towards each other's selves, that is, any behavior that tries to affect or take account of each other's subjective or personal experiences or intentions. This means that the parties to the social interaction must be aware of each other and have each other's self in mind. This does not mean being in sight of or directly behaving towards each other. Friends writing letters are socially interacting, as are army enemy generals defined distance. physical preparing by type It is of a is opposing physical matter war of plans. or a as Social interaction or by or is not relation behavior, physical personal

mutual with

subjective two rivals

orientation and familiarity towards each other. Thus even when no behavior involved, deliberately

ignoring each other's professional work, there is social interaction. Moreover, social interaction requires a mutual orientation. The spying of one on another is not social interaction if the other is unaware. Nor do the if behaviors the of rapist is and victim as a constitute social nor interaction victim treated physical object;

behavior between guard and prisoner, torturer and tortured, machine gunner and enemy soldier. Indeed, wherever people treat each other as object, things, or animals, or consider each other as reflex machines or only cause-effect phenomena, there is not social interaction. Such interaction may comprise a system; it may be organized or controlled. Social interaction has types. Exchange, competition, conflict, cooperation, and compromise are some of the examples of types of social interaction. Exchange means that interaction of people in an effort to receive a reward or a return for their actions. Competition occurs when two or more people or groups oppose each other to achieve a goal that only one can attain. Conflict is the deliberate attempt to control a person by force, to oppose someone, or to harm another person. Cooperation occurs when two or more people or groups work together to achieve a goal that will benefit more than one person. Compromise occurs when the two parties at odds each give up something to come to a mutual agreement. By knowing the meaning and the types of social interaction, it is then right to to say and or conclude cultivate that social it interaction is present is in very every important develop because

aspect of every individual. Starting from home to school, office or work place, social interaction is present to every individual. From families to peers, is groups, by organizations, person. All and institutions, are social of interaction needed each people dreaming

success, enjoyment, happiness, and the like. However, all of these will never be achieved and experienced if someone is alone or there are no other people whom he/she could talk to or interact with. In fact, there is a saying that says, No man is an island. This saying simply means that no man can live alone in this world. Each individual

needs someone to interact with. Nevertheless, having interaction alone is not enough to ensure of experiencing or achieving success, happiness, and enjoyment in this life. Successful social interaction

to other people therefore is one of the requirements to achieve in this life. However, how can one individual develop his/her social interaction to other people? To answer this question, it is important now to deal with and discuss about the factors that will lead to the development of one`s social interaction to other people. Before proceedings to the discussion of the factors that lead to the cultivation of social interaction, the proponents of the study will like first so to that give the the elements being that are present will in be social easily interaction. The reason for this is to understand more about social interaction factors mentioned understood. The elements being referred to by the proponents of this study are, person, person`s senses, language whether verbal or nonverbal, actions, symbols, and signs. The proponents of this study included the person as one of the elements of social interaction because it is the person that will communicate or interact to other people. Person`s senses like sense of touch, smell, taste, hearing, and seeing, are important in social interaction. conflict that or Language is a very essential the can two use element or more for social interaction because this will play as a tool for mutual understanding, cooperation already have. between Learners interacting to know and individuals. Language opens the door for learner to acquire knowledge others language understand the world and solve problems. Language serves a social function but it also has individual function (Maria Rita D. Lucas and Brenda B. Corpus, Facilitating learning: A metacognitive process,2007,p.57). Likewise, actions, symbols, signs, and the likes are useful for understanding and giving meaning in every interaction in the absence of language.

Now that the elements that are present in social interaction have been discussed, it is not hard to understand the factors that will lead to the development of one`s social interaction to other people because these elements are the medium that will be utilizing in interaction of every individual. The proponents of the study included family, culture, peer, group, and organization as external factors leading toward the improvement of social contact to other people. Internal factors for social interaction maturity are willingness, meaning, and value. Willingness is a person`s readiness to do or act something. Meaning gives reason for a person to act. Value gives an importance or significance of an action or event. These three factors are correlated to each other. Through meaning, a person can value things and actions and through value, a person can have willingness or readiness to perform an action or do things. These three factors serve as a driving force for an individual to act. External factors on the other hand, are the things outside one`s self that influence him/her, leading to his/her social interaction maturity. Childrens development of social skills is affected by the nature of their family and early educational experiences. Whether in a nuclear, blended, or extended family; a communal arrangement; or a single-parent family, the child learns social patterns and skills within this context. Parents who are social themselves serve as models for their children. Children may be able to use the image of their parents interacting with others in their own attempts to make and be friends with other children or to cooperate and share. Socially competent parents may affect their childrens social skill development in another way. Parents who are secure and competent offer children a model of security from which to build their own social skills. The characteristics of culture also affect childrens developing social skills. Teachers who take the time to observe and know the culture and community in which children live are better able to build on its strengths or work to mediate its potential negative effects on childrens social development. (Studies for the Preschool/Primary Child, by C. Seefeldt, 2005 edition, p. 132-136) Peers, groups, and organizations are also useful in the

improvement of one`s social interactions because they are the ones, like parents, to serve as model for and will guide an individual, in

order

for

him/her

to

develop

or

mature

his

skills

in

social

interaction. After discussing the meaning of social interaction, it`s types, and the factors towards the development of interaction, the proponents of the study will like to discuss the meaning of online gaming, it`s types, and it`s nature. Online gaming can refer to any type of game that someone can play through the Internet or over a computer network. Most of the time, online gaming refers to video games played over the Internet, where multiple players are in different locations across the world. Online gaming also can refer to the idea of gambling over the Internet, through an online casino or an online poker room. Having an optimal online gaming experience typically requires a high-speed Internet connection. Proper hardware will also be required, whether it's a computer or a gaming console, such as Xbox or PlayStation, that's connected to the Internet. Some online games require a specific piece of controlling hardware, such as a joystick or a game controller. Gaming software, which could be a CD or DVD that contains the gaming software or which could be available as a simple download through the Internet, will also be a necessity. With some games, the latest Flash software and Web browser versions will be needed. In terms of video games, online gaming is growing in popularity for a variety of reasons. Gamers can easily find opponents of a similar skill level when playing a head-to-head game over the Internet. Players also can compete in massively multiplayer games, where dozens of players play an ongoing game in a virtual world. Often times, participants can communicate with other gamers through text chat sessions during online gaming or, sometimes, players can actually speak to other players, using special audio hardware. ([Link] The types of online games are; [1]Action and adventure Games: The games which come in this genre are the ones, which involve fighting games, space adventure games, situational games where the player is required to achieve some objectives, etc. Most of the games in this genre are rich in animation and may also come with a story line. [2]Arcade Games: Gaming arcades earlier used to be the place in the neighborhood, where gaming machines were installed. To play a game, one must put some coins into the machine. Online arcade games are just another term.

[3]Board Games: These are some of the most popular games. Board games played online are the same, which we play in our real life. They are animated versions of traditional and favorite board games. [4]Card Games: These need no explanation. Card games are ever popular with the gaming population. There are a lot of games designed with playing cards. [5]Casino Games: Now again, these are fairly addictive. They simulate the games available in real casinos. When you play with virtual money, there is nothing to lose. So you get a lot of people playing online casino games. You may believe it or not, but a lot of online casino games may even involve real money transactions. [6]Strategy Games: These are the games, which take considerable time to play and complete. The player has to apply his mind totally to devise strategies to play and win. Some people may not like strategy games, but others like these. These games may take some time to master. [7]Sports Games: People like to play sports games on the Internet. One does not need much time to understand sports games, if one already understands the real sport. One can have many levels of play. And there may be the option of competing against a second player or the computer itself. [8]Shooting Games: These are great stress busters. People can play these games and let out their anger on shooting enemies and objects in virtual games. There can be a lot of variety in shooting games. This can also be included in the action and adventure genre of games, but are kept separate due to their popularity. [9]Puzzle Games: These games are again very popular for people who don't like too much action or violence. These can actually help you sharpen your mind. Puzzle games are loved by all ages. In fact there is no age group for puzzle games. ([Link] The nature of online games is discussed below. An online game is a game played over a computer network, whether using a PC over the internet, via an internet-connected games console or on a handheld device such as a mobile phone or smart phone. Aside from being an enjoyable leisure activity for children, young people and adults alike, gaming can offer many important social and educational benefits too (as discussed further below).

The nature of online games can vary greatly, from casual singleplayer games, to multi-player games, to community-based games in social networking sites (known as social gaming), or massively multiplayer online games (MMOGs) and massively multiplayer online role-playing game (MMORPGs), where potentially millions of players are involved in the game at any one time. Some games are free, whereas others are subscription based, or require credits to acquire virtual goods or possessions to proceed through the game. Online gaming has become big business in recent years, and many games have a huge following the world over. To give some examples, Farmville a popular social game on Facebook, claimed 11.5 million active users within two months of launch. Likewise, World of Warcraft (WoW) one of the best-known MMORPGs reported over 12 million subscribers in October 2010. WoW is currently available in eight languages and is played in North America, Europe, mainland China, Korea, Australia, New Zealand, Singapore, Thailand, Malaysia, Indonesia, the Philippines, Chile, Argentina, and the regions of Taiwan, Hong Kong, and Macau, demonstrating the truly global nature of online gaming. ([Link] Based on all the data and information being stated and discussed, online games may be a tool for the cultivation of social interaction to other people because often times, participants can communicate with other gamers through text chat sessions during online gaming or, sometimes, players can actually speak to other players, using special audio hardware. It is an accepted fact that learning and development is best achieved through experience. Online games offer such experience. Social contact or interaction amongst the players will be experience during the game. Online games then may become a tool for the maturity of one`s social interaction to other people. The types of online games offer different types of situation wherein a player or gamer will be getting into. Through the types of online games, an individual will improve more his/her senses and language used. Because games have rules that needs to be followed in order to win the game, an individual will learn to guard and be aware of all his/her actions and making it appoint that his/her actions are in accordance with the rules of the game. It is also true in the real life situation. In reality, people need to be aware of all his/her actions and people must take responsible of them. The natures of online games such as casual single-player games, multi-player games, community-based games

in social networking sites (known as social gaming), or massively multiplayer role-playing online game games (MMOGs) and massively give multiplayer online and (MMORPGs), will optimal experience

opportunity to an individual concerning social interaction or contact. Through these natures, an individual may learn exchange, competition, conflict, cooperation, and compromise. Online games then may let an individual experience a situation wherein he/she needs cooperation with others, compete with others, and be compromised. It will serve as a simulation for an individual in facing experiencing different types of situation games in are the real world. play This that simulation teaches us will help an individual to be prepared in facing the reality of life in this world. Online interactive goals, rules, adaptation, problem solving, and interaction, all represented as a story. They give us the fundamental needs of learning by providing enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion.

The proponents also included those topics and issues, which are related to this study, that have been already written in books, magazines, articles, and other materials whether published or not. Foreign Literature According learning. Game to is a a book new entitled form of British journal of educational worthy of

technology, computers and games could be used as cognitive tools for interactive context exploration. This means that games will be a useful instrument for education or learning. Even though game has a potential aspect that could be used as a tool for learning yet it is not fully discovered. Here is what is quoted from that particular book, Many of us have grown up playing games, and in primary education games have a high presence in nonformal and informal segments of our learning. Unfortunately, in formal education, games are still often seem just as an unserious activity and the potentials of

games for learning often stay undiscovered. Digital game-based learning is a novel approach in the area of universities in the changing setting of education: gaming is becoming a new form of interactive context, worthy of exploration. (British Journal Of Education Technology, Volume 38 no.3 2007, pp. 387-393) Technology through is being is looked upon by today`s people students if not as an are to

integral part of life and a tool and one of the products being produce technology that online be games. used to Many all, and excited and always waiting in looking forward for a new innovations or technologies could increase productivity experience more enjoyment. This is true as we have notice in reality today. Many scientists stated that computers, and later, hypermedia could be used as a cognitive tool for learning. Some suggested that learning comes as the result of the framework or environment that fosters learning rather than as a result of teaching. Some maintained that today`s students look upon technology as an integral part of life and a tool that they take for granted. For many of them, computing has been part of their learning since early childhood. Hence there is a need to offer a variety of different knowledge presentations and to create opportunities to apply this knowledge within a virtual world. Thus supporting such and as facilitating object, the learning process. or To achieve that, it is necessary to provide a complex level of interactivity concepts linear, construct hyperlinked interactivity and non-immersive contextual interactivity as well as immersive virtual interactivity. There is still a kind of disbelief amongst educators concerning the positive effects of latest technology to learners. to Some John educators Suler in embraced his book the cognitive The learning that of actual teaching can provide rather than the video games can offer. According entitled, Psychology Cyberspace, there are many effects or impacts on people who make internet including online games as part of their everyday life. These effects or impacts are disinhibition effects, dissociative anonymity, invisibility, asynchronicity, solipsistic introjections, dissociative authority, minimizing authority, personality variables, true self,

self constellations across media, and altering self boundary. Here`s what is written in the book authored by John Suler. It's well known that people say and do things in cyberspace that they willn't ordinarily say or do in the face-to-face world. They loosen up, feel more uninhibited, and express themselves more openly. Researchers call this the "disinhibition effect." It's a double-edged sword. Sometimes people share very personal things about themselves. They reveal secret emotions, fears, wishes. Or they show unusual acts of kindness and generosity. We may call this benign disinhibition. On the other hand, the disinhibition effect may not be so benign, out spills rude language and harsh criticisms, anger, hatred, even threats. Or people explore the dark underworld of the internet, places of pornography and violence, places they will never visit in the real world. We might call this toxic disinhibition. On the benign side, the disinhibition indicates an attempt to understand and explore oneself, to work through problems and find new ways of being. And sometimes, in toxic disinhibition, it is simply a blind catharsis, acting out of unsavory needs and wishes without any personal growth. What causes this online disinhibition? What is it about cyberspace that loosens the psychological barriers that block the release of these inner feelings and needs? Several factors are at play. For some people, one or two of them produces the lion's share of the disinhibition effect. In most cases, though, these factors interact with each other, supplement each other, resulting in a more complex, amplified effect. (The Psychology of Cyberspace, John Suler, pp.321-326) Based on this explanation, disinhibition effects simply means that people say and do things in cyberspace or internet that they willn`t ordinarily say or do in the face-to-face world. According simulations for to Wortham in and Reifel, games for are being used as and humans preparation facing different

multifarious tasks that will be encountered in the real life or in reality sooner or later. These simulations for humans will help them finish the task accordingly that they will be facing in reality. Here is what they say, Games and games-based learning have been a part of education for decades. However, with new technological advances, digital games

have recently emerged as a new teaching tool. Neuroscience has proven that "Games are tailor made to fit the very different tasks animals and humans will face. (Frost, Wortham, and Reifel, p. 66) According to Prensky, games as far as online games are concerned, are giving humans the fundamental needs or tools of learning or education. Games help humans learn social interactions and emotions. Here is what he said, An educational game is a game designed to teach humans about a specific subject and to teach them a skill. As educators, governments, and parents realize the psychological need and benefits of gaming have on learning, this educational tool has become [Link] are interactive play that teaches us goals, rules, adaptation, problem solving, interaction, all represented as a story. They give us the fundamental needs of learning by providing - enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion. "Play has a deep biological, evolutionarily important, function, which has to do specifically with learning. (Prensky, p. 6) Based their on Global in life, Conflicts think, Press Kit, games and are not mere roles

entertainment alone. Games are letting people whoever they are and status and talk, act, inhabit otherwise inaccessible to them. Here is what is quoted, The first step towards understanding how computer games can transform learning and education is changing the widely shared perspective that games are mere entertainment. It is more than just a multi-billion dollar industry and more than a compelling toy for both children and adults, computer games are important because they let people participate in new worlds. They let players, think, talk and act - they let players inhabit - roles otherwise inaccessible to them. These virtual worlds are what makes games such powerful contexts for learning. In virtual worlds, learners experience the concrete realities that words and symbols only describe. (Global Conflicts Press Kit) From the 2007 and 2010 Harizon Report, there are some efforts that are currently being done to make games including online games a revolutionary form of education. Games will be a way for students to experience struggles, defeats, or success that they may encounter in reality. Through experiencing such events in a game, students will learn how to respond properly in such situations in reality. Here is

what is quoted, Interactive gaming on a single level is currently in use social networking with educational gaming will become a revolutionary form of education (Harizon Report, 2007). Games are a way for students to experience the struggles and successes of collaboratively working towards a solution to a complex problem set within an interesting storyline. It also points out that although games have been a staple in classrooms for years, they are single-player or turn-based rather than truly collaborative." The report defines three types of educational gaming - "games that are not digital; games that are digital, but that are not collaborative; and collaborative digital games." The primary focus of this discussion is digital games that are not collaborative and some collaborative digital games. Not collaborative games are single player type games and collaborative digital games are multiplayer games requiring players to interact with each other. Some Examples of digital games that are not collaborative are Typing Instructor, Cell Craft, and SimCity. An Example of collaborative digital games are World of Warcraft, Moonbase Alpha, and Americas Army. Collaborative digital games allow students to work with others and develop deep thinking and problem-solving skills rather than just memorization of a topic. One example of these types of games are massively multiplayer online games. Rather than a single dimension of play, Massively Multiplayer Online Games (MMOG) include a number of sub-games or paths of engagement that are available to players. The various levels of engagement require students to work both on their own and within a group to accomplish a pre-determined goal within a storyline. The games are challenging and often force students to research the topic further outside of the game in order to understand and succeed. (2010 Harizon Report) With regards to Clark Quinn, he stated that games create a handson, minds-on opportunity that allows players to actively focus, create and change a scenario while simultaneously learning about consequences of choice in the situation. Games create a hands-on, minds-on opportunity that allows players to actively focus, create and change a scenario while simultaneously learning about consequences of choice in the situation. As students become more engaged and committed to succeeding in the game, they become more willing to learn about the scenario the situation is taking place in. They begin to care about learning more about the topic and how to solve the problem. As the article points outs, Its the difference between watching a nature documentary and going backpacking in the wilderness. (Quinn) Rather than just memorizing new material like you will watching a documentary, serious games allow students to become

active participants in discovering new ideas, information and solutions to problems while also allowing them to feel the tension and suspense of the crisis. This development of real interest through digital games can already be already seen in several businesses. (Serious Games for Serious Topics by Clark Quinn) The new generation of students or individual spends a great

amount of time online every day. These students or individuals handle their lives differently. They are heavy users of technology such as computers, Internet, cell phones, and computer games or online games. One type of these technologies is Collaborative Virtual Environment (CVE) where people interact with each other for hours through their avatars or character can be representatives. as a platform The to Collaborative implement virtual environment used multi-players

serious games or MPSGs. Millions of users around the world spend on average 22 hours a week interacting with each other through playing the multi-players games. Most of educators believe that the best way to teach students about history and literature is to introduce the assigned topics in their real environment. Since the real environments are not available all the time, the virtual environments can be effective alternative. In such virtual environments, students will be forced and encouraged to behave, speak, think and write in the same way of such era of time. examining students for how the use social In the current work, we were concerned with of MPSGs with as educational tool can enhance this be an their classmates. Through can

interaction with

information and new technology, online games will be useful instrument providing students virtual environments that effective alternative for real environments` absence. Through this

virtual environment through the use of online games, students will be best taught about history and literature. However, Even though online games may have positive impact

concerning education especially social interaction, there may be also a negative impact or we can call it as a disadvantage of online gaming to individuals or students. For instance, games dont fit well on a time table. Its hard to determine how long it will take a student or

certain individual to accomplish sub-goals and ultimately finish a game, which can pose a problem for teachers wanting to outline how long classroom units should take. While teachers or parents could set a deadline for when students must end the game and move onto a new unit, we also run into the problem of students or individuals feeling discouraged from not successfully finishing a game. If teachers and parents allow students or individuals to stay on a game until they finish, they run the risk of some students falling behind others. It also creates much more for the teacher to keep track of. Because each group plays their own game, theyre likely to encounter a completely different experience from someone playing the same game, but making different decisions two seats down. This difference in experiences also mucks up the traditional teaching method of each student learning from the same material with the same experiences. It also leads into another problem that each student is learning and experiencing something different, teachers will have a much more difficult time keeping track of who has learned what. These are issues that can be solved, but schools need to be informed of them before introducing games to the curriculum. Another disadvantage of using online games is the chance of over-use. When students and teachers begin to rely too heavily on the use of video games to learn or review material, they risk losing the skills that allow them to function outside of a digital source. These skills have been in decline since many children

and adults are becoming addicted to video or online games. "Video gaming problems are often defined like problem gambling or alcoholism. Social Interaction must be physical as well as mental and this is one of the shortfalls of Educational Gaming without classroom interaction.

II - REVIEW OF RELATED STUDIES (RRS) Online games enable the formation of lasting relationships. They typically encourage interaction between players and some go even as far as demanding them. Collaboration with other players may be a prerequisite for making progress in a game, or a game may be based on competition between players. Typical online games can be played fairly independently, without seeking closer contact with other gamers. However, social interaction is a strong motive not only for playing multiplayer games, but also for forming lasting social relationships with other gamers. Online games are based on the possibilities of computer networks. This shows in the scope of modes of communication that typical multiplayer games offer. A single game can support communication based on text, image, and sound. In addition, a game may provide tools for interaction between two people, as well as enable communication between whole groups and communities. In addition to using the modes of communication may keep in offered touch by face games, to members over of the multiplayer communities face,

phone, via email, and the like. Long-term community. interaction lays the foundation for a feeling of

Social

interaction

between

members

of

multiplayer

communities shares similarities to interaction in face-to-face groups. Shared values and goals are the basis on which a shared understanding and a sense of community are built on. Negotiating values and goals is an ongoing process that takes place throughout the existence of a community. They are reflected for example by how new members are accepted in the community and by how the roles that are significant to the operation of the community are cast. Disagreement concerning these issues may lead to conflicts within communities, yet solving these conflicts can serve the purpose of strengthening or changing the communitys foundations. The traditional building blocks of identity, such as appearance or age, are often insignificant in multiplayer gaming communities. Young and adults can all be members of the same community even if they are far from each other. While the members never meet face to face, they form perceptions of each other based on

for example how active or reliable they think the others are. Forming images of the other members can be quick in a technologically mediated environment. Still, reputation based on long-term social interaction does have real significance are in online in multiplayer communities. mediated are Activity positions and in motivation the emphasized Online technologically

communication, and the most active members often hold the leading communities. multiplayer communities susceptible to changes. Old communities perish and new ones are born constantly, and gamers frequently shift between communities. However, the social networks and personal relationships that form the base of these communities may survive even though the disbandment of a community. It is possible that a new multiplayer community rises out of the old ones ashes. Online games can be a tool for education and can be a tool for developing social interaction of every individual. It is an accepted belief that there are people who have social interaction problem. These people give reasons for having such problem when it comes to social interaction. However the most common reasons for having that particular problem is the fear of being rejected by other, no self-confidence, and the previous experiences that result to such problem in social interaction. Educators, psychologists, students, researchers, and other concern citizens are trying to find ways in solving such problem to individuals. Until recent years, they become in harmony with each other that online games could be another tool for education and social interaction. In this particular part of the project, part of the studies and researches being done by educators, psychologists, students and other concern citizens will be quoted. First studies or researches that will be quoted is the point that online gaming is an educational tool and the next that will be given emphasis is the point that online gaming is a tool for social interaction. Combining these two points, conclusion may be made that online gaming is an educational tool for social interaction. The reason for quoting the studies and researches being done by others is to gain more information and to make the

proponents

of

the

study

more

well-informed

and

have

an

in-depth

understanding about the topic. Foreign Studies/Researches Kingdom of Bahrain. A study called Contemporary approaches to research in learning innovations, by Myint Swe Khine (Ed.) stated these information or statements, Educators around the world acknowledge the fact that we live in the knowledge society and ability to think systematically is one of the necessary skills in order to function effectively in the 21st century. In the past two decades, popular culture introduced digital games as part of leisure activities for children and adults. Today playing computer games is routine activity for children of all ages. Many have agreed that interactive computer games enhance concentration, promote thinking, increase motivation and encourage socialization. Educators found their way in introducing game-based learning in science education to entice the students in teaching difficult concepts. Simulation games provide authentic learning experience and virtual world excites the students to learn new phenomena and enliven their inquisitive mind. This book presents recent studies in game-based learning and reports continuing attempts to use games as new tool in the classroom. (Contemporary approaches to research in learning innovations, by Myint Swe Khine (Ed.)) According increase computer to the and be study of Khine, many have These agreed that

interactive computer games enhance concentration, promote thinking, motivation games will encourage used to socialization. entice the interactive in teaching students

difficult concepts. Simulation games provide learning experience and virtual world that will excite the students to learn new phenomena and cheering up their inquisitive mind. Computer games have the potential to provide an engaging and pedagogically-sound alternative to traditional teaching. They can support exploration, interaction and provide an immersive experience in which learners can collaborate with others to solve problems and learn from their mistakes. However, a major limitation on their use is the ability for educators to obtain or create games that meet the desired learning outcomes for a particular context and are appropriate for their learners. Commercial off-the-shelf (COTS) games have the advantage of being professionally produced but are designed primarily for entertainment so even if an appropriate game can be found there

are still the challenges of steep learning curves, time-consuming play, and expense to overcome before they could be deployed in an educational context. Designing games from scratch requires expertise in game design, graphics and programming and, while games produced in this way may meet their educational objectives, the limited time, know-how and budgets available mean that the look-and feel of the game is less likely to be professionally executed than a commercial game. An understanding of the importance of this visual design quality, on the acceptability of computer games for educational use and the learning that takes place during play, can help to determine game development priorities and the feasibility of different production options. This chapter explores the ways in which visual design influences or limits the use of games for learning and provides an overview of the ways in which visual design quality can affect the use of different types of games. Factors that may contribute to a players perception of visual design quality are also considered in relation to both entertainment and educational games. There is a general lack of academic research into the visual design of games and how this influences player perceptions, therefore some of the arguments presented in this chapter cite material from other sources such as articles for online game developer journals and market research material. Drawing on less formal research has a number of advantages. First, much of this material is up-todate and refers to current tools and techniques used in commercial game development, which is important in such a quickly moving industry. Secondly, many of the articles were written by those actively involved in developing games for the commercial entertainment market and can offer unique insights which are perhaps missing in more academic work. (Contemporary approaches to research in learning innovations, by Myint Swe Khine (Ed.)) Based on the statement above, games can support collaborate with others to solve problems and learn exploration, from their

interaction and provide an immersive experience in which learners can mistakes. However, the author made mention about the limitations of the use of computer games. Educators may have the right intention of letting the learner use or play games for their learning development but the outcome of playing may differ from the intention of the educators. One problem being mention by the author is that, games are design for entertainment and not for learning. Hence, it is proper to design games not only for entertainment but also for education and learning.

The result of the research by the above author is being included in this project because as the title of the project of the proponents, Online games as educational tool for social interaction, suggests that online games are not merely for enjoyment or entertainment but also for educational purposes also and one of which is learning social interaction. Online games provide learning to players, provide insights about the real world, and many more that will help people prepare in facing reality. What is being suggested by the study of this particular subject by the author mentioned above is in accordance with the message that is being suggested by the topic of this particular project. In this part, readers should notice that online games can be used as an educational tool for social interaction. Another study or research stated that games are described as the new model of e-learning and are perceived as an integrated tool within the teaching and learning process. Malaysia. Nowadays, online digital educational games are described as the new model of e-learning (Squire, 2005) and have attracted researchers attention from around the world and perceived as an integrated tool within the teaching and learning process (Prensky, 2001; Pivec, Koubek & Dondi, 2004; Whitton, 2010; Roslina et. al., 2011). The term game-based learning or GBL describes the teaching and learning process via computer games similar to terms such as digital game-based learning (Prensky, 2001), edutainment and serious games (Tsai F.H., et. al, 2008). Serious games, however, differ from edutainment games in terms of more advanced design consideration, latest hardware and software and rules of simulation (Michael & Chen, 2006). The differences between games and simulations are also viewed as fulfilling a particular psychological situation for the player in games and participants in simulations (Gredler, 1992). Simulations are also found potentially helpful in assisting the students to learn by construction in a simulated embodied experience and problem solving skills (Liu, Chen & Huang, 2011) and is also capable of evoking flow experiences and positive effects (Chiang, et. al., 2011). The computer games characteristics are also among the main factors that differentiate them from any other instructional media and technology. Malone and Lepper (1987), for instance, identify motivational factors in games such as challenge, fantasy, curiosity and control. Other researchers have expanded the potential characteristics of games in designing game-based

learning framework in terms of fun, entertainment, constraints, TOJET: The Turkish Online Journal of Educational Technology Journal of Educational Technology 109 goals achieving, acquiring knowledge and skills (Gredler, 1992), experiential learning and challenging (Gredler, 2004), competitiveness, enjoyable, creativity (Akilli, 2007), played on various platforms or game consoles (Roslina & Azizah, 2008), motivating (Tuzun, 2004; Alessi & Trollips, 2001) and experienced-based storyline (Zarina & Hanafizan, 2005). (Employing design and development research (ddr) approaches in the design and development of online Arabic vocabulary learning games prototype, by Muhammad Sabri Sahrir) We can learn from the information being stated above that there are efforts being done around the globe in making games as a tool for learning and as a prototype for learning environment. In fact, the study shows that there has been an effort in making games as a tool for learning Arabic amongst students. Hon Kong. With a growing trend for education moving towards an Information Communication Technology (ICT) teaching and learning environment, the use of computer-assisted language learning systems (CALL) has become increasingly prominent and popular. It is getting easier to obtain a handful of multimedia materials for English teaching and learning. Among all these multimedia materials, interactive online games are commonly used as an alternative way of teaching and learning English. It is undeniable that the use of interactive online games is altering the mode of learning and indeed worth looking into. Many researchers have started to turn their attention to the matter. Coincided by Krasilovsky (1996:20), it was claimed that language learners tend to favour edutainment applications-academicsoriented games. A study conducted by Wood (2001) was an example of investigating the importance of the use of online learning games as an effective learning tool. Wood (2001) has brought our attention to the potential benefits of learning games for vocabulary learning. After studying as many as 16 well-reviewed software products, she has drawn the conclusion that game-like formats can be more effective at capturing attention than traditional media such as textbooks. Is her study applicable to Hong Kong students? Similar appeal to students in Hong Kong is revealed in Youth in Hong Kong: A Statistical Profile, 2002 (2002). It indicated that a lot of local students had a strong preference for computer games when Page 1 of 111 compared with other pastimes. It seems that if computer games are designed and used appropriately in education, its value can be beyond our imagination. Thus, the potential benefits and interests of local students have driven us to examine if online vocabulary game sites can facilitate English vocabulary teaching and learning.

This paper aims to find out if it is really worth it for undergraduate Engineering students to spend time surfing vocabulary sites with online games to learn vocabulary. It is hoped that the paper will shed light on the extent to which online vocabulary games can help tertiary students to learn vocabulary, and the impact on teachers. More importantly, it attempts to compare the effectiveness of the online leaning mode and the face-to-face learning lessons. (Online vocabulary games as a tool for teaching and learning English vocabulary by Yip, Wai-man,& Florence, 2003) URL [Link] Learning thus has meanings What and forms alone, as commented vocabulary by many

educationalists, is not sufficient for learning new words. risen: constitutes effective

A question learning?

Generally speaking, senses are believed to be important stimulants in a learning process. Like what Allen (1983) mentioned, there will be a In other words, the more Carter (1992) also pointed by that to a imagination they will be and other greater opportunity for a learner to learn a word if (s)he is allowed to touch, hear and see the word. the chance for them to learn successfully. words are analyzed the of or are likely as an enriched it is senses of a learner are exposed to in a learning process, the higher out that, the clear principle which emerges is that the more that associations, Forming facilitate more images of retained will a

(Carter 1992:155). appeal learners (1990) senses added, recording vocabulary. Taylor

combination if stimuli is desirable, with written consolidation for adults, in order to facilitate transfer from short-term to long-term memory. (Taylor 1990:17) Then how can we ensure the effectiveness of visual stimulation added to educational sites? According to Heidemann (1995), there are in general three main sections guiding the design of the visual materials on learning web pages. They are learner oriented principles, pictures features and picture functions. Typical principles suggested are maintain learner motivation, present vocabulary items in semantically related groups, present key items in the picture, and pictures are remembered better than words. Heidermanns point of view is in fact an echo with vocabulary experts like Allen and (1983) Carter (1992) who agreed that one of the most effective ways to learn vocabulary is to motivate learners through visual stimulation.

Visual elements like pictures help learners to remember and recall the words they have seen and therefore are good mediator for new knowledge. What is worth noting is to enhance the impact of pictures, we can group chunks of words under different categories and this is regarded as one of the most crucial factors which facilitate learners to learn vocabulary. (Online vocabulary games as a tool for teaching and learning English vocabulary, Yip, Wai-man, 2003) Here, we can clearly notice that teaching alone inside the four corner of the room and is not enough to ensure students in-depth in learning, world. understanding, remembering amongst today`s

People now a days are very kin to visual learning, means that learning is best attained through the use of visual aids. These visual aids for learning and retaining such learning in the minds of the students can be best offered only through the use of gaming and computer. North-Eastern University. Millennial Generation students bring significant learning and teaching challenges to the classroom, because of their unique learning styles, breadth of interests related to social and environmental issues, and intimate experiences with technology. As a result, there has been an increased willingness at many universities to experiment with pedagogical strategies that depart from a traditional learning by listening model, and move toward more innovative methods involving active learning through computer games. In particular, current students typically express a strong interest in sustainability in which economic concerns must be weighed relative to environmental and social responsibilities. A gamebased setting could prove very effective for fostering an operational understanding of these tradeoffs, and especially the social dimension which remains largely underdeveloped relative to the economic and environmental aspects. Through an examination of the educational potential of computer games, this study hypothesizes that to acquire the skills necessary to manage and understand the complexities of sustainability, Millennial Generation students must be engaged in active learning exercises that present dynamic problems and foster a high level of social interaction. This has led to the development of an educational computer game, entitled Shortfall, which simulates a business milieu for testing alternative paths regarding the principles of sustainability. This study examines the evolution of Shortfall from an educational board game that teaches the principles of environmentally benign manufacturing, to a completely networked computer game, entitled Shortfall Online that teaches the principles of sustainability. A capital based theory of sustainability is adopted to more accurately convey the tradeoffs

and opportunity costs among economic prosperity, environmental preservation, and societal responsibilities. While the economic and environmental aspects of sustainability have received considerable attention in traditional pedagogical approaches, specific focus is provided for the social dimension of sustainability, as it had remained largely underdeveloped. To measure social sustainability and provide students with an understanding of its significance, a prospective metric utilizing a social capital peer-evaluation survey, unique to Shortfall, is developed. (The development of an educational computer game for teaching sustainable engineering to millennial generation students, Andrew Gennettt) Based on Zachary Andrew Gennett, there has been an increased willingness strategies model, and learning at that move through many universities from more a to experiment with by in pedagogical listening active quoting, depart toward traditional innovative As we learning methods go along

involving

computer

games.

summarizing, and emphasizing important points that must be understand, readers of this project should notice that there is a strong and massive English, effort in applying online gaming as and effective many other tool for learning and education in any subjects such as mathematics, physics, language vocabulary, chemistry, subjects including engineering. Mara. The business of video games has become a billion dollar industry. For the past 3 decade, education games have become a vital part of our culture. Playing computer and video game can immerse people fantasy. Playing computer and games can build the mind of people from all sorts of ages. This is why educational game is important in our daily life. It can help the children to learn something new and to gain more knowledge. The main focus of this research is to find the fundamental of an education game. In addition, this research also focuses on finding the all the criteria in an education game. This research also will test all the criteria of education game with the online education game web. (Education Game, Azree Bin Ramli) The proponents of the study included the research being quoted above because it is related to the project. The research shows that social interaction among the players takes on an important role in creating an online community in the game environment. However, most of the past research has been conducted on combat type MMOGs such as Ever Quest and Ultima

Online, and not on non-combat MMOGs. The combat type games are a type of Dungeons and Dragons game, which contains clear missions in the game system such as fighting with monsters and raising the strength level of the character. Even though the game players construct online communities in such environments, the game system and game contexts are not analogous to the learning communities in educational settings. Detailed research, focused on social interaction in the non-combat environment is necessary to clarify why and how social interaction works for online game players in terms of engagement and motivation. The research has to be designed to provide a clear understanding of what engages players and what does not in the game environment. Detailed data on player behaviors and thoughts need to be collected, as well. (Social Interactions Experienced in the Massively Multiplayer Online Game Environment: Implications in the Design of Online Learning Courses Toru Fujimoto, p.3) The statement above focused on the social interaction in the games. Social interaction among the players takes an important role in creating online community. The research being quoted focused on the social interaction that is happening in the game environment. Local Studies/Researches To state it another way, not all learners like playing games either for learning or entertainment. Not all learners like the same type of games. A single game cannot possibly afford all the learning action that will satisfy all learning objectives of a course (meaning predetermined by other than the learner) or the learner. There may be a need to combine different genres of games. These variations are what I have learned from the educational games literature. The first focuses on the learner, the second on the The latter insight is grounded afforded learning actions of the game. on Affordance Theory. Not all learners like to play games Kurt Squire declares games are not good for all learners (2004, p. 411). Squire's dissertation provides a rich description of how students interact with a video game that teaches history. Some of the students actually dropped out of his class because they did not find the game engaging or they found it too hard. Simon Egenfeldt-Nielsen

had a similar experience. A group of students gave-up on his course within the first two weeks of the experiment. All these students had little experience with computer games and found the activity irrelevant to their studies (2005, p. 180). Do learners learn from games? The answer to this question is mixed and needs to be qualified by what they learn from games. If what they have to learn is how to play the game successfully then I think the literature is in agreement that games with the right design can teach a learner to successfully complete a game. In fact it was this perspective that Katrin Becker (2008) used in order to claim that good games embody good pedagogy. She said, I'm pretending that what needs to be learned in the game is something that we care about and I'm going to identify how that game supports the player/learner so they can learn what they need to. Learners learn a lot from games. The question is whether what they are learning is valuable or not. Corollary to this question is valuable to whom? play a rather James Paul Gee (2003) called this the problem of game for hours. The child's grandfather content. He illustrated this view with a six year old child who can complex remarked, While it may be good for his hand-eye coordination, its a waste of time, because there isnt any content hes learning. (Gee, 2003, p. 20) Recently, I heard a similar remark on national television from the head of the Philippine Department of Education who was complaining about internet cafes offering games to students, she said that students were wasting their time playing games instead of studying (DepEd , 2010). of meters (it varies In the Philippines, local governments are ordinance to ordinace; from 50 to 500 forbidding computer games in internet cafes that are within a couple from meters) from of a school. I admit that games can teach something good and something bad, but so do printed material, videos, music and everything else we use in school. The problem of content is rooted in the belief that the

only valuable thing to study is what is listed in the nationally mandated curriculum for primary and secondary education, or the facts in the established academic disciplines for higher education (Gee, 2003). Another cause is the belief that learning is an acquisition of facts, embedded in what has been criticized as rote memorization. This is particularly acute in teaching history wherein students are socialized to expect memorization of dates, names, and places as the primary activity in a history course. Squire (2004) and EgenfeldtNielsen (2005) observes this with their participant students who tend to devalue the history they learn from games as being not factual. Squire also noted that the game Civilization III teach many concepts (233 concepts) but fails may to be provide a deep understanding of breadth of those depth. concepts (2003). This problem over

Egenfeldt-Nielsen on the other hand reported that ...the learning outcome of students do not differ in relation to whether computer games are used or not. However, it seems that retention is better when using computer games and students are more intrinsically motivated despite criticism of the actual historical content of the course. (2005, p. 239) In another subject matter, Richard Blunt (2006) found that the academic achievement of students who use games in class was higher than those who did not use games. He operationalized academic achievement as test scores in the course. Unfortunately, Blunt's study is ex-post facto and we don't know how the games were actually used by the students. Becker (2008) seems to shed light on the problem of content when she used the idea of Collateral learning (things that are unintentionally learned) and Things we MUST learn in a game in her Magic Bullet design model of educational games. In relation we may be informed from by the findings which of Thorkild in Hanghj Hanghj (2008). Some of his are participants separated hard outcome, or pure subject matter content soft outcome, debate game's case discussing and arguing. dont know much about One student even said that the end result social studies but are enormously good at

will be a very, very stupid class of social studies students who

arguing (2008, p.281). On the other hand experts in Wagners Delphi panel (2008) appear to be promoting soft-skills as part of the school curriculum. develop They believe that MMORPGs might be able to help students 21st Century skills, as defined by NCREL and the various

Metiri Group.

These skills include (Burkhardt, [Link]. 2003): 1. Digital-Age Literacy 2. Inventive Thinking 3. Effective Communication 4. High Productivity The third item in the above list will be considered soft-skills (Soft skills, 2010). The experts are encouraging schools to adopt a new set of skills in the curriculum rather than using games to teach existing subject-matter content. This change the school or change the game issue is prevalent in the literature. The issue of how ingame and subject matter content may be interacted will be discussed in its own post later. The above local studies are come from Roel Cantada in his work On Learner-Game there are Content people Interactions. who don`t like His work is very useful fact because playing games. This

should also be considered. If games are effective tool for education but learners don`t want online gaming then there is a problem or conflict. Another point to be given an emphasis is that, if learners learn from games or online games, then what do they learn? Readers can notice that many studies and researches have been already done by certain individuals concerning the use of online gaming as an effective tool for learning and education. Now, the next step that will be given emphasis is the point or importance of online gaming as a tool for social interaction. Millions of people play online games around the world, some for forty hours per week or more. positive activity and negative have on how effects those might Speculation abounds about both the such who in a take these popular part and in time In worlds intensive order and to the it.

investigate

participation

virtual

communities surrounding them might affect the player, three general

research

questions

are

posed.

What

factors

contribute

to

players

reporting that gaming has gone beyond being an engaging pass-time and begun to cause problems in their real life? player feels? Does play lead to social isolation or, instead, to an expansion in the social connectedness a Does involvement in online gaming lead to depression or Following a pilot survey can participation reduce depressive affect?

involving 1836 respondents, a revised online survey was used to gather information from avid gamers about their gaming habits, attitudes, and feelings. Employing a longitudinal design, three waves of data were collected over a 14 month period from a sample including 2883 online gamers. Prospective analysis was used to establish causal and temporal linkages among the repeatedly measured factors. influence the development of problematic usage, these While the effects are

data provide some indication that a players reasons for playing do overshadowed by the central importance of self-regulation in managing both the timing and amount of play. An individuals level of selfregulatory activity is shown to be very important in allowing them to avoid negative outcomes like problematic use and, more broadly, in depression. Further, the results indicate that participation

online gaming can lead to decreased isolation and enhanced social integration for those players who use online gaming as a medium in which to spend time and interact with real life friends and relatives. No causal link between online gaming and depression is observed, even in those individuals who report viewing their use as problematic. With social responsible use, and online gaming appears to be a healthy to recreational activity that provides millions of people with hours of entertainment adaptive diversion. However, failure manage play behavior can lead to feelings of dependency. Strategies and tools for addressing these self-regulatory deficits and supporting self-regulatory activity with respect to gaming behavior are discussed. In 2003 it was estimated that 430 million people worldwide or 7% of the world's population, played video games (Zona, 2004). Over one quarter of these individuals did so online and that number as a percentage of total video gamers continues to grow. In the United States, half of all Americans age six and older play video games (ESA,

2004).

In

2003

worldwide

gaming

revenues

reached

$31.37

billion,

including hardware and software, having more than doubled since 1996. This compares to $34.2 billion in revenue for the film industry in 2003 (Kagan, 2004; Zona, 2004). The gaming population continues to The average age revenue expand alongside these impressive financial numbers. (ESA, 2004). As the demographics continue to

of the video game player in 2004 was 29, and 39% of gamers were female diversify, continues to mount, and content becomes more and more adult in nature, there is no sense in which gaming can be defined as kid stuff. The average 13 - 24 year old in the United States watches 13.6 hours of television per week compared to 16.7 hours spent using the internet for activities other than email ([Link], 2003). The average adult spends 4 hours per day (or 28 hours weekly) watching television (A.C. Neilsen, 2001). Average weekly video game play is estimated at 7.6 hours (ESA, 2004). It is reported that people who play massively multiplayer online games do so for an average of 15 hours per week; however, weekly usage of 30 hours or more is not uncommon (Seay, 2004; Yee, 2004). Before death is eternity, after death is eternity There is no death there's only eternity And I be riding on the wings of eternity like HYAH! HYAH! HYAH! Sha-ClackClack Saul Stacey Williams Chapter One. One reason for the popularity of online games is that they meld the fun and challenge of video games with the rewarding social aspects of online community. Participation It and in online communities allows us to stay in touch with old friends, meet new people, learn, and share information (Rheingold, 1993). also enables self-exploration and discovery as users extend

idealize their existing personalities or try out new ways of relating to one another that can positively affect real life relationships (Turkle, 1995; Bessire et al, under review). Relationship players are attracted to the social gaming. out new people. aspects of

They see gaming as an opportunity to meet and interact with These players move beyond debating game mechanics to seek conversations with others in which they discuss

meaningful

personal issues. Relationship players enjoy participating in the lives

of other people, offering and receiving support and advice regarding real life concerns. These players not only regard their online associates as good friends, they value them as real friends. This study is from, The Social and Psychological Impact of

Online Gaming, by A. Fleming Seay.

The Study being done by Fleming

focused on risky impact of online gaming to individuals but fleming`s work is still included in this project because the study shows that there is really an impact of online gaming to individuals especially the term relationships. Relationships are very important for a successful interaction with other people. Relationships are fruits of good social interactions through online gaming. Social Gaming is a term for games that are based on social

interaction. By augmenting the game logic with social aspects players have to deal with each other in various ways to advance throughout the game. While social aspects have been part of massively multiplayer online role playing games (MMORPG) like World of Warcraft for quite a while already, the rise of Facebook and Co created the ground for a new field of games with social interaction as the main focus.52% of the US adult population plays online games whereas 21% of this group is playing on a regular basis. Just recently EA-Games announced the signing of a contract for five year partnership with Facebook, producing online games for the worlds biggest social online platform using the new Facebook Credits system are also sound examples of game development agencies that develop social games and use online social networks (Facebook, MySpace, etc.) as their main distribution channels. While games in 2009 were rough-hewn affairs, with a focus on spammed viral techniques, 2010 has seen rapidly improving production values with the market being taken over by international companies like Disney and games like Farmville are played by millions of people. For 2010 the sales volume of Social Gaming is expected to reach one billion US dollar, still a small number compared to the 19 billion dollar being awaited for the whole global online gaming market. But keeping in mind that last years sales volume only reached 500 million

and in 2008 it only were a mere 100 million the tremendous speed of the growth of the social online gaming market becomes visible. But these numbers also make an underlying problem of the social gaming market visible. Big companies, with the expectations of gaining high exploits, are pumping a lot of capital into this sector. Some analysts already fear that a bubble is being created that sooner or later is going to pop. Research projects aiming at the Social gaming market should keep an eye on dissemination possibilities beside of the usual distribution channels (Facebook and Co.) as well. The statements above are included as a source of idea of the group members of this project in conducting surveys to respondents. This information will give the proponents of the study an overview and necessary things that must be taken into consideration in conducting research. This is the primary reason why the particular study above is included. Through the review of related studies, researchers now have an in-depth idea about the online gaming as an educational tool for social interaction. Based on the studies that are already conducted, online gaming is not just for enjoyment or fun but it is now considered as one tool for education and a tool for developing social interaction.

Definition of Terms Anonymity the quality or state of being anonymous. Asynchronicity - the expectation that students will on their own time work through course material in their own ways Benign - means nice or having a pleasant attitude. Cognitive Learning - A type of learning which mainly uses cognitive processes, such as perception and reasoning, and in which the contribution of the learner is emphasized Cognitive Tool generalized tool that can facilitate cognitive process Disinhibition - is a term in psychology used to describe a lack of restraint in several ways, including disregard for social conventions. Dissociative - An experience where a person may feel disconnected from himself and/or his surroundings Hypermedia - An extension to hypertext providing multimedia facilities, such as those handling sound and video. Immersive - noting or pertaining to digital technology or images that deeply involve one's senses and may create an altered mental state Instructionist - (teacher as transmitter of knowledge) to a constructivist approach (teacher as mediator and facilitator in the construction of meaning. Interactive to obtain data or commands and to give immediate results or update information.

Introjections - To incorporate (characteristics of a person or object) into one's own psyche unconsciously. Milieu - A person's social environment Pedagogical - of, relating to, or befitting a teacher or education Solipsistic - a theory holding that the self can know nothing but its own modifications and that the self is the only existent thing Transmissionist - An adherent of a theory, the brain serves to "transmit," rather than to originate, conclusions, and hence that consciousness may exist independently of the brain. Unsavory - Socially or morally objectionable or offensive

Methodology I. Research Design The proponent of the study used descriptive type of research method in order to form questions for the survey that they used to understand the problems and accomplish concluding on their objectives. The study is related to the data being described and characteristics about a population of selected online gamers. Descriptive research can either be qualitative or quantitative; the proponents of the study will be using quantitative. Research Methodology To find out if online gaming is helpful in the development of social interaction. If it is helpful, when and how does it help individual in developing his/her social interaction with other people. If it is not helpful, when and how does it causes decline to one`s

social interaction. And to find out what are the benefits of healthy social interaction to every individual. The research numbers, agreed to proponents conducted the type is and of of the study used to that quantitative have a data. involves research; the A

researchers

random

survey

Quantitative data.

research

numerical It

method based on testing theory, composed of variables, measured with analyzed of which using results procedure statistical will be which techniques. the utilizes and to questionnaire expressed allowed numerically, researchers

statistical

estimate the events or quantities. The survey was used to find out the kind or the status of social interaction the respondents have by the time they are not using yet online games, to find out the kind or the status of social interaction the respondents have after they started playing online games, to find out how online games affects the respondents attitude toward social interaction with other people, to find out how social interaction develop or went downward through the use of online games, and to find out who are those whom the respondents really talk much especially when it comes to opening up about personal problems or concerns. With this method the researchers have a concrete proof of

evidence that can support their conclusion on their study in Specific Online Games as a tool for social interaction.