Title:The Effects of playing on-line computer games in academic performance of students?
Background of the study:
The aim of this paper is to investigate a comparatively untouched area of research into
games and education: whether or not there is a link between the frequency with which
computer and video games are played, and academic achievement, as measured by
traditional examination results, of those who play them.
An online game is a game played over some form of computer network. This almost
always means the Internet or equivalent technology, but games have always used whatever
technology was current: modems before the Internet, and hard wired terminals before
modems. The expansion of online gaming has reflected the overall expansion of computer
networks from small local networks to the Internet and the growth of Internet access itself.
Online games can range from simple text based games to games incorporating complex
graphics and virtual worlds populated by many players simultaneously. Many online
games have associated online communities, making online games a form of social activity
beyond single player games.
The rising popularity of Flash and Java led to an Internet revolution where websites could
utilize streaming video, audio, and a whole new set of user interactivity. When Microsoft
began packaging Flash as a pre-installed component of IE, the Internet began to shift from
a data/information spectrum to also offer on-demand entertainment. This revolution paved
the way for sites to offer games to web surfers. Some online multiplayer games like World
of Warcraft, Final Fantasy XI and Lineage II charge a monthly fee to subscribe to their
services, while games such as Guild Wars offer an alternative no monthly fee scheme.
Many other sites relied on advertising revenues from on-site sponsors, while others, like
RuneScape, or Tibia let people play for free while leaving the players the option of paying,
unlocking new content for the members.
Ever advancing technology and production values related to video game development have
fostered more life-like and complex games which have in turn introduced or enhanced
genre possibilities (e.g., virtual pets), pushed the boundaries of existing video gaming or in
some cases add new possibilities in play (such as that seen with titles specifically designed
for devices like Sonys Eye Toy). Some genres represent combinations of others, such as
massively multiplayer online role-playing games, or, more commonly, MMORPGs. It is
also common to see higher level genre terms that are collective in nature across all other
genres such as with action, music/rhythmorhorror-themedvideogames.(Wikipedia)
In the past, academic performance was often measured more by ear than today. Teachers
observations made up the bulk of the assessment, and todays summation, or numerical,
method of determining how well a student is performing is a fairly recent invention.
The hypothesis is that there may be statistically significant variations between gaming
frequency and performance in examinations for certain academic subjects * for instance,
whether frequent gamers perform better in technical subjects; or whether those who prefer
games of certain genres, such as collaborative role-playing games, perform better in, say,
humanities subjects. It is important to note at the outset that if such relationships do exist,
it would be difficult if not impossible to determine any causal factors. It may be that
students who perform well in certain subjects are already attracted to video games, perhaps
more easily becoming addicted to them than those who perform less well. Only controlled
experiments could uncover the possible fact that frequent game playing improves
performance, or the reverse, and it would be a formidable feat to design an experiment
which would give foolproof results since so many variables, known and unknown, are
likely to have an effect. The aim of this paper is to investigate research into games and
education: whether or not there is a link between the frequency with which online games
are played, the type of online gaming being used, and academic achievement, as measured
by traditional examination results, of those who play them.
Nevertheless, as will be seen, the results of a questionnaire provide an interesting insight
into some commonly held beliefs, such as that time spent playing video games is time
wasted as far as academic achievement is concerned, or * surprisingly, not an uncommon
idea * that the reverse is true, that is, that game playing trains the mind. The following is a
brief overview of prominent issues relating to computer and video games in education,
provided here as background to the results to be presented in this paper.
Rationale of the study:
The computer and video game industry has grown considerably over the past decade. In
2005 a study conducted by the Kaiser Family Foundation: “Generation M: Media in the
Lives of 8-18 year-olds”, showed that over 80 percent of teenagers had a video game
player in their home. The widespread use of video games has led to a series of questions.
The most common question discusses the effects that the video/computer games have on
the academic performance of the gamer. Researchers have found that each situation should
be handled independently because the effects vary from individual to individual.
Many people focus on the negative effects of these games and fail to see the opportunity
for learning and growth. According to Raise Smart Kids: “The Good and Bad Effects of
Video Games” there are several positive effects that come from spending time playing
video games. Most games do not teach kids math, history and other subjects, however,
they do provide students indirect opportunities to learn principles that can help them in
