AN INVESTIGATION OF THE IMPACTS OF VIDEO AND ONLINE GAMES ON ADOLESCENTS

Aug. 21. Vol., No. ISSN 23-193 212-21 IJSK & K.A.J. All rights reserved AN INVESTIGATION OF THE IMPACTS OF VIDEO AND ONLINE GAMES ON ADOLESCENTS 1 AMOS O OLAGUNJU, 2 NHIA YANG 1 Professor, Computer Science and Information Technology, St. Cloud State University, USA 2 Researcher, Advanced Program in Science and Technology, St. Cloud State University, USA Email: aoolagunju@stcloudstate.edu ABSTRACT Adolescents today play too many. Adolescents are usually affected by. The influence begins from childhood until adolescent age when become a normal part of life. This is a confounded problem given that both have positive and negative effects on youths. What drive adolescents to play? What do parents think about the adolescents playing? Why do video games seem to be always bad? Perhaps have educational values. Perhaps video and online games have social consequences. This research tapped the perceptions of high school students on the positive and negative impacts of on adolescents. Keywords: video games, online games, Internet games, adolescent perception, educational values. 1. INTRODUCTION Researchers are divided in their opinions on the impacts of on adolescents; some claim that games have negative effects while others promote the positive impacts of games. Video and online games make adolescents aggressive [3], learn new skills [1], explore leisure and neuroticism [], become creative [2], and help find new friends to alter their social-lives []. Adolescents play for different reasons, but how do online games influence their behaviors and academic motivation to learn? Dickey investigated the extent to which the curiosity of video games players depends on the game designs [2]. Ninety percent of the students tested completed the games of an acclaimed curiosity. Eighteen students continuously played the mystery game for about three hours. Some of the students solved problems while other students did not complete any problem. Two students did not really bother to solve any problem but they just focused on the game. Dickey observed the student game players to see if they focused on the design rather than solving problems, in efforts to identify flaws students make in problem-solving and to explore areas of video games that need improvement. According to Dickey, students are inquisitive about playing and exploring video games [2]. Williams tested the effects of an online game for three weeks to see if it could attract students to form friendship from all over the world to jointly play the game []. Williams also investigated the effects of online game playing on the social life of students []. Some of the students were social while the others are anti-social. Social students were observed to have friends online and antisocial students do not have any friends online. Moreover, social students in real-life sometimes visit their friends online and still maintain a good relationship with their family members. Anti-social students only play online games by themselves. The students claimed that they play online games for about five hours a week as a normal routine without missing breakfast, lunch and dinner with their families. Perhaps online game playing has no effects on the time students spend with their families. This issue was investigated in this research. Teng and others [3] investigated the aggressive effects of violent game playing on students. Within three weeks 372 students played a game called the Grand Theft Auto IV (GTA IV). The students were tested for aggressive behaviors, but the violent game playing had only a small effect on the students [3]. However, the male students had a higher chance of becoming more aggressive than the females. This observation is not surprising because male students tend to be more curious about playing violent games, and consequently becoming more aggressive than 3

Aug. 21. Vol., No. ISSN 23-193 212-21 IJSK & K.A.J. All rights reserved females. But in Denworth s research investigation, females were able to acquire skills a little faster than males [1]. So, are female students not capable of becoming aggressive too? Tu et al. investigated the effects of video game playing on the emotion and leisureliness of five-hundred students. The emotions of the students changed after playing games [3]. However, only the leisureliness of male students changed. The neuroticism of the males also slightly changed [3]. Yoo and Peña [6] investigated the effects of violent and nonviolent video games on student attention, to see if students pay attention to an ad in the background or if they just enjoy playing the violent games. Water was used in the background of the nonviolent game, to examine if the students were either observant or distracted. In the nonviolent video games students noticed the ad in the background. Blood and guns were used in the background design of the violent game. Students failed to observe the ad in the violent video game [6]. Thus, violent video games can distract the player from noticing certain entities in the game such as, the curiosity of exploring parts of the game design [2]. Violent video games can distract the player from observing the game design [6]. Denworth investigated the benefits of the different types of video games for students. The video games included the Call of Duty, Halo, Tetris, and so on. In various experiments the effects of video games on the hand and eye coordination and other skills on over one-hundred students were investigated. The results revealed that video games have more rapidly positive impacts of improving skills on female than on male students [1]. Video games were found beneficial to students in practicing for a driving test [1]. It is not easy to ascertain all reasons why adolescents play video or online games. What kinds of games do adolescents play and why? How do affect adolescents? Do have positive reinforcements on adolescents? What do adolescents think about different types of games today? Should time limit be imposed on? What are the technological solutions to help prevent adolescents from playing at homes and schools? This research investigated these questions. 2. METHODOLOGY This research reviewed a few literatures to identify the issues and benefits of video and online game playing to adolescents. A survey was administered to students who participated in the summer Scientific Discovery Program (SDP) and Advance Program in Technology and Science (APTS) at St Cloud State University, to tap their opinions about the issues and solutions to playing video and online games. The survey was designed to examine the perceptions of high school students about the positive and negative impacts of. The survey contained eighteen questions designed to tap the opinions of students on. Unfortunately, only thirty-eight students participated in the focus study survey. This makes it difficult to generalize the results. The percentages, frequency distributions and graphs were generated to provide the interpretation of the survey items. 3. RESULTS AND INTERPRETATION For the purpose of the survey results and interpretation, students refer to the 213 summer participants in the SDP and APTS at St Cloud State University. Only thirty-eight students completed the survey instruments. Thus, we only provide the descriptive and not the inferential statistics. 3.1 Student Profiles Figure 1 displays the number of students in each grade. Three percent (3%) were in grade 9, twenty-six percent (26%) were in, forty-five percent (%) were in grade 11, and twenty-six percent (26%) were in 12 grade. Most of the students were in grade 11. Figure 2 displays the number of males and females in the survey. Fifty-five percent (%) of the survey who responded were males and forty-five percent (%) were females. The respondents contained slightly more males than females. 3.2 Student Access to Video and Online Games Figure 3 illustrates the number of students who indicated opinions on access to at school. Sixty-six percent (66%) of the students said yes, thirteen percent (13%) of the students said no, and twenty- one percent (21%) of the students did not know. Majority of the students had access to at school. Figure illustrates the number of students who expressed opinions on whether or not their schools blocked access to. Thirty-one percent (37%) said yes, fifty percent (%) said no, and thirteen percent (13%) did 31

Aug. 21. Vol., No. ISSN 23-193 212-21 IJSK & K.A.J. All rights reserved not know. Majority of the schools the students attended did not block access to. Figure displays the number of hours the adolescents spent playing at schools. Seventy-one percent (71%) said that they did not play video and online games at all, thirteen percent (13%) played about one to three hours, and sixteen percent (16%) played four or more hours of. Majority of the students did not play games at schools. Figure 6 illuminates the number of students who indicated that their schools allow adolescents to play video and online games for learning. Twenty-one percent (21%) said yes, fifty-eight percent (%) said no, and twenty-one percent (21%) said they don t know. Majority of the schools the students attended did not allow adolescents to play for learning. Figure 7 illustrates the number of adolescents who indicated they had access to online and video games at home. Ninety-seven percent (97%) of the students had access to online and video games at home and three percent (3%) of the students do not have access. This result is not surprising because the SDP and APTS students are not the typical high school adolescents. Figure shows the number of students who specified the hours they spent on playing at home. Twenty-nine percent (29%) said they don t play games at home, thirty-seven percent (37%) played about one to three hours of, and thirtyfour percent (3%) played more than hours of video and online games at home. Majority of the students played at home for at least one hour. Figure 9 illustrates the number of adolescents who wished they did not play too many. Fiftythree percent (3%) of the students were neutral, twentyone percent (21%) strongly disagreed, fifteen percent (%) disagreed, eight percent (%) agreed, and three percent (3%) strongly agreed. This result is inconclusive. Figure displays the number of adolescents who expressed opinions on being better off playing video and online games. Fifty-three percent (3%) were neutral, fifteen percent (%) agreed, fifteen percent (%) strongly disagreed, thirteen percent (13%) disagreed, and four percent (%) strongly agreed. This result is indecisive. Figure 11 illuminates the number of students who indicated that when the adolescent play it bother other people that they know. Twenty-nine percent (29%) disagreed, Twenty-nine percent (29%) strongly disagreed, twenty-six percent (26%) were neutral, eight percent (%) agreed, and eight percent (%) strongly agreed. Majority of the students at least disagreed. Figure 12 shows the number of students who expressed that if they played less, they would be healthier. Thirty-eight percent (3%) were neutral, twentyone (21%) agreed, eighteen percent (1%) strongly disagreed, ten percent (%) disagreed, ten percent (%) strongly agreed, and three percent (3%) were unknown. This result is unsettled. Figure 13 illustrates the number of students who indicated that they knew other people who were addicted to video and online games. Forty percent (%) agreed, twenty-six (26%) strongly agreed, eighteen percent (1%) were neutral, eight percent (%) disagreed, and eight percent (%) strongly disagreed. Majority of the students knew people who were hooked by. Figure 1 displays the number of students who expressed that they were addicted to. Ten percent (%) strongly agreed, three percent (3%) agreed, sixteen percent (16%) were neutral, twenty-one percent (21%) disagreed, and fifty percent (%) strongly disagreed. This result is not surprising because the SDP and APTS students are not the typical high school adolescents. 3.3 Game Impact on Academic Achievement Figure shows the number of students who indicated that had a positive impact on them. Forty-five percent (%) were neutral, twenty-nine percent (29%) disagreed, ten percent (%) strongly disagreed, eight percent (%) agreed, and eight percent (%) strongly agreed. Majority of the students were neutral of at least disagreed. Figure 16 illuminates the number of students who expressed that they would achieve more in school if they played less. Ten percent (%) strongly agreed, twenty-one percent (21%) agreed, fortyfive percent (%) were neutral, sixteen percent (16%) disagreed, and eight percent (%) strongly disagreed. Majority of the students were neutral of at least agreed. 3. Adults Monitoring Adolescents Figure 17 shows the numbers of students who indicated that parents should monitor adolescents who play video and online games. Twenty-nine percent (29%) were neutral, twenty-six percent (26%) agreed, sixteen percent (16%) disagreed, sixteen percent (16%) strongly disagreed, and 32

Aug. 21. Vol., No. ISSN 23-193 212-21 IJSK & K.A.J. All rights reserved thirteen percent (13%) strongly agreed. The students were split in their opinions. Figure 1 illustrates the number of students who expressed that school teachers should monitor the adolescents who play. Thirty-two percent (32%) were neutral, twenty-one percent (21%) disagreed, eighteen percent (1%) agreed, eighteen percent (1%) strongly agreed, and ten percent (%) strongly disagreed. The students were divided in their views.. CONCLUSIONS This research investigated the impacts of video and online games on adolescents. The survey results show many of the students indicated that have no negative impacts on them. The students did not perceive much issue with. Most of the students spent few hours playing. The results in this research are not surprising given that the APTS and SDP students are probably not the typical adolescents in many high schools. Ideally, one would expect that adolescents ought to agree that parents and school teachers should be able to monitor their video and online games playing activities. Today, there are educational available via the Internet. Teachers and parents should become more aware of the available educational entertainment videos and games, particularly in the areas of science, technology, engineering and mathematics. Creative and educational are valuable tools for motivating and boosting the academic achievements of students.. REFERENCES 9. [] Tu, H. H. J.; Chen, L. S.; Wang, M, C. H,; Lin, J, Y. C. The impact of neuroticism on leisure satisfaction: Online game application. Social Behavior & Personality: An International Journal, 27, 3(), 1399-1.. [] Williams, D. Groups and goblins: The social and civic impact of an online game. Journal of Broadcasting & Electronic Media, 26, (), 61-67. 11. [6] Yoo, S. C.; Peña, J. Do violent video games impair the effectiveness of in-game advertisements? The impact of gaming environment on brand recall, brand attitude, and purchase intention. Cyber Psychology, Behavior & Social Networking, 211, 1(7), 39-6. Figure 1 Distribution of Students Grades Students per grade 26% % 3% 26% Figure 2 Distribution of Gender Grade Red - 9th Blue- th Purple- 11th Green- 12th 6. [1] Denworth, L. Brain-changing games. Scientific American Mind, 213, 23(6), 2-3. 7. [2] Dickey, M. D. (211). Murder on grimm isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 211, 2(3), 6-69. Males 21 Gender Females 17. [3] Teng, S. K. Z., Chong, G. Y. M., Siew, A. S. C., Skoric, M. M. Grand theft auto IV comes to singapore: Effects of repeated exposure to violent video games on aggression. Cyber Psychology, Behavior & Social Networking, 211, 1(), 97-62. 1 2 33

Aug. 21. Vol., No. ISSN 23-193 212-21 IJSK & K.A.J. All rights reserved Figure 3 Internet Use for Games at School 3 2 Use Internet for video and online games at school Yes No Don't know Figure School Block Access to Games School block access to 1 19 Figure 6 Use Games for Learning Figure 7 Access to Games at Home No 3% School allows video and online games for learning 22 Yes No Don't know Internet Access to online and video games at home Yes No Don't know Yes 97% Figure Hours Spent Playing Games at School 3 2 2 Hours of playing video and online games 1 to 3 or more Figure Hours Spent Playing Games at Home Hours spent on playing games at home 1 13 11 1 to 3 or more 3

Aug. 21. Vol., No. ISSN 23-193 212-21 IJSK & K.A.J. All rights reserved Figure 9 Regret Too Much Game Wish they didn't play too much online and video games 1 Figure Better Off Not Playing Games 2 2 3 2 Better off not playing 6 Figure 12 Effects of Games on Health 2 1 U Figure 13 Other People Addictions to Games Healthier if I played fewer 1 SD- Strongly U- Unknown Other people are addicted to 7 2 3 Figure 11 Game Playing Bother People 12 6 2 Video and online games bother other people I know Figure 1 Personal Addictions to Games 2 Addicted to online and video games SA- Strongly SD- 3

Aug. 21. Vol., No. ISSN 23-193 212-21 IJSK & K.A.J. All rights reserved Figure Games Effects on Academic Video and online games have positive impacts on my academic 3 3 17 11 Figure 1 Monitoring Adolescent Games 6 Schools and teachers should monitor adolescents video and online games playing 7 13 Figure 16 Games Effects on Achievement 2 Achievement in school would increase less video and online games are played Figure 17 Parents Monitoring Games Playing Parents should monitor adolescents video and online games playing 36