Chapter II
Review of Related Literature
The paper entitled "Online gaming and its effect on academic performance of
Bangladeshi university students: A cross‐sectional study" The aim of this study is to control the
prevalence of, and factors that contribute to online gaming addiction and its effects on academic
performance in Bangladeshi university students. Convenient sampling was adopted to collect
primary data from 399 Bangladeshi University students utilizing a pre structured questionnaire.
Descriptive statistics, binary logistic regression, and multinomial logistic regression were also
used to accomplish the study's objective. The study showed that 62.7% of students play online
games over 30 hours every week. The findings also show that male students are more inclined
than female students to show signs of addiction. Also, regular online gaming can result in long‐
term problems, and that factor including age, internet access, educational background, and
frequency of play can influence the likelihood of these problems. The findings shows that a
lower cumulative grade point average (CGPA), less physical activity, and less study time are
associated with playing online games for at least 30 hours per week. Moreover, the study found
that playing online games, playing for long time, and skipping class can all have an adverse
effect on a student's academic performance. The study recommends that the authorities set up a
good entertainment environment and take into account the findings of this article to discourage
students from playing online games. Furthermore, encouragement of extracurricular activities
such as sports or other pursuits is also essential in assisting Bangladeshi students in overcoming
their addiction to mobile games. (Mahmud et al., 2023)
The paper entitled "Gaming for Grades: Gaming as a Pastime, School Performance and
Self-efficacy" The goal of this study was to examine a potential relationship between playing
video games as a pastime and school performance, to examine differences between types of
games and the relationships with the various language skills, and to examine a potential
mediating effect of self-efficacy on the relationship between gaming and school performance.
This study investigated gaming behavior among 154 children in Netherlands secondary school
aged approximately fifteen years old. Their school grades were compared to their gaming
behavior, as well as their self-efficacy, which were based on self-report via a questionnaire, in
relation to English class and tasks. Group comparisons showed that gamers outperformed non-
gamers in mean English grade, listening tests and reading tests. Also, a significant mediating
effect of self-efficacy was found on the relationship between gaming and school performance.
Additionally, it was found that playing video games and scores for listening tests significantly
correlate. Finally, both voiced as well as written communication online seem to have a
significant positive correlation with mean grades for English. Further studies may examine the
nature of these relationships and determine potential causal relationships. In the end, positive
relationships and/or effects may show a potential role for implementing video games as a means
to learning a language. (Smits, 2019)
The paper entitled "Causes and Effects of Online Video Game Playing among Junior-
Senior High School Students in Malang East Java". Online video games are now popular among
children especially to junior-senior high school students in many town in Indonesia. In Malang
East Java, in the afternoon, after students getting back from school, up to late night a lot of
junior-senior high school students playing online video games in internet cafes. On Sundays or
other holidays, internet cafes are also usually full of students who play online video game and
this situation sometime makes adult customers difficult to rent a computer. The popularity of
online video games makes students prefer to spend their time playing online video game. This
research is conducted in Malang City, East Java Province. Interviews are done using Junior and
senior high school student. Based on the research findings Playing online video game is positive
when it is used only as a form of entertainment, relaxation, and to drive out boredom from school
exhaustion. Playing online video games becomes negative when students are addicted and play it
excessively. This is indicated by students who spend a lot of money, time and energy to play it.
Unfortunately, students feel regretful of online video games excessive consumption after
experiencing money lavishness, physical fatigue and decline in school academic performance as
a result of experiencing difficulty to study in school or to do homework. (Ekasasnanda, 2017)
The paper entitled "The effects of online game addiction on reduced academic
achievement motivation among Chinese college students: the mediating role of online
engagement". This study aimed to examine the effects of online game addiction on reduced
academic achievement motivation, and the mediating role of learning engagement among
Chinese college students to investigate the relationships between the three variables. The study
used convenience sampling to recruit Chinese university students to participate voluntarily. A
total of 443 valid questionnaires were collected through the Questionnaire Star application. The
average age of the participants was 18 years old, with 157 males and 286 females. Statistical
analysis was conducted using SPSS (Statistical Package for Social Sciences) and AMOS
(Analysis of Moment Structures). The study shows that Chinese college students’ online game
addiction negatively affected their behavioral, emotional, and cognitive engagement (the three
dimensions of learning engagement); (2) behavioral, emotional, and cognitive engagement
negatively affected their reduced academic achievement motivation; (3) learning engagement
mediated the relationship between online game addiction and reduced academic achievement
motivation. The researchers suggest requires family support to enhance students academic
achievement motivation. (Sun et al., 2023)
The paper entitled "The Effects of Electronic Games on Students Academic Achievement
in the United Arab Emirates from a Parental Perspective". The study aims to examine the effects
of electronic games on students' academic achievement. The study was conducted on a sample of
parents in the city of Al Ain, United Arab Emirates. A questionnaire was used for data
collection, with a sample of 76 parents randomly chosen, comprising 64 females (84.2%) and 12
males (15.8%). The study findings revealed that most students who preferred adventure games
used electronic games on weekends for entertainment. However, excessive usage of these games
had a negative impact on their academic achievement. Games tend to consume students' time,
which in turn, affects their achievement. Based on the study results, the researchers
recommended raising awareness among families regarding the risks of electronic games for
children and their effects on their academic achievement through workshops, lectures, and
seminars. Further research studies should be conducted to highlight the effects of electronic
games on students' academic achievement from the perspectives of students themselves and their
teachers. (Rehim et al., 2023)
The paper entitled “Association of internet gaming disorder to depression, anxiety and
stress among Filipino adolescents in selected public high schools in Pasay City”. This paper aims
to provide information on the association of Internet Gaming Disorder (IGD) with depression,
anxiety, stress and both depression and anxiety among adolescent gamers. The study utilized an
analytic cross-sectional study among 560 14-18-year-old adolescents from two public high
schools in Pasay City. The study found that the prevalence of Internet Gaming Disorder (IGD)
was low at 1.1%, while moderate depression was observed in 67%, stress in 46.8%, both
depression and anxiety in 64.8%, and high anxiety in 89.3% among adolescents. The study also
revealed that using multiple logistic regression to control the effects of possible confounders, the
association of IGD with depression, anxiety, stress, and both depression and anxiety were not
statistically significant. The study recommends further validation of the new IGD definition in
the local setting and longitudinal studies with a larger population to determine other factors
associated with mental disorders. (Calvario, 2023)
The paper entitled "Internet Gaming Experience among Adolescents in Metro Manila: A
Case Study". This study explored the experience of Internet Gaming Disorder (IGD) among
adolescents in a high school in Metro Manila. This study aimed to understand the antecedents,
symptoms and consequences of IGD. The respondents of the study consisted of 8 adolescents
with IGD and 8 highly engaged adolescent gamers. This paper used multiple case study research
design. The results of this study show that most of the gamers of the disorder group experienced
cognitive, affective, physiological and behavioral changes resulting from their excessive and
compulsive internet gaming. Half of the highly engaged gamers also experienced cognitive
changes. (Palackal, 2015)
The paper entitled "Examining the Relationship between Online Game Habits and the
Academic Achievements of High School Students" The purpose of the study is to determine the
students' online game habits and the relationship between online games and the students'
academic achievements among 98 students in the Paramount School of Arts, Languages,
Management, and Sciences. This quantitative study used descriptive research as the research
design and data analysis method. The results of the study revealed that the students' attitude
toward being exposed to online games in terms of entertainment was moderately practiced, and
the addiction was fairly practiced among the respondents. For the effects of online games on the
academic achievements of the students, two dimensions were fairly well practiced, namely,
retention and recall and participation and conscientiousness. Only the dimension of reasoning
was moderately practiced among the science education students. The study recommends that
enhancing the setup in class is one of the keys to promoting a positive attitude and improving the
performance of the students in their schoolwork and activities. With that being said, it would
help divert high school students’ minds from playing online games frequently; instead, they
would be more focused on their academic achievements. (Alarcon et al., 2013)
The paper entitled "Examining the Effects of Online Games on The Academic
Performance of BPEd Students of Sultan Kudarat State University, Philippines". This study
aimed to find out the relationship between the level of online learning and the academic
performance of BPEd students. It is in this light of this study to assess the level of impact of
online games to the: (1) health aspect, (2) social aspect, (3) intellectual aspect, and (4) academic
performance of chosen BPED students at Sultan Kudarat State University Access Campus. The
researchers used a descriptive-evaluative research approach since the study's findings would
analyze students' engagement in online gaming applications, and the researchers used Google
Forms to collect the data they required. With a total of thirty respondents, the set questionnaires
employed will act as a data collection tool. According to the survey, the majority of the
respondents are in the 20-year-old age group, with 40% of the respondents coming from the
second-year level. It also revealed that the majority of respondents who played online games are
men, accounting for 80 percent of the study's respondents. Based on the findings of this study, it
can be concluded that playing online games has no substantial association with the respondents'
academic success, as evidenced by their Probability-value. (Cabrillos et al., 2022)
The paper entitled "Online Gaming Addiction among BSIT Students of Leyte Normal
University Philippines its Implication towards Academic Performance". This study determines
the associations between playing online games and academic performance. The study used the
descriptive survey method which involved a questionnaire, interviews, and observations were
employed. The respondents of the study consisted of One hundred thirty-nine (139) students
currently enrolled during the first semester of the school year 2017-2018. The study showed that
the majority of the students expressed that playing online games has adverse effects on their
academic performance such as “I cannot focus on my studies” (49.61%). Based on the findings
and conclusion drawn, The study recommends that Parents or Guardians of students currently
studying should be oriented on the dark side of playing online games and should regulate their
children’s time on it. They must discipline their children so that students can perform
satisfactorily in their studies. (Verecio, 2018)