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The Relationship of the Number of Hours Playing Video Games Towards
Aggression Among Selected College Students in a Private Catholic University
A Thesis Paper Submitted in Partial Fulfillment of the Requirements for the
Research 1 Psychology
Oronan, Elleunoure Patricia
Ramos, Drashey Mae
Silayen, Cerylle Mae
Simbulan, Angelito III
Tolentino, Linda Marie
December 2021
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Approval Sheet
This thesis entitled “The Relationship of the Number of Hours Playing Video
Games Towards Aggression Among Selected College Students in a Private Catholic
University” was prepared and submitted by Patricia Elleunoure Oronan, Drashey Mae
Ramos, Cerylle Mae Silayen, Angelito Simbulan III, and Linda Marie Tolentino, has
been approved and accepted as partial fulfillment of the requirements for the degree of
Bachelor of Science major in Psychology.
_________________________
JOYCE J. EUGENIO, Ph.D.
Adviser
PANEL OF EXAMINEES
Approved by the Committee on Oral Examination with a grade of PASSED.
_____________________________
MELANIE C. CAMARA, MAE-GC
________________________________
ALEXIS REDEL PANGILINAN, MPsy
Accepted as partial fulfillment of the requirements for the degree in Bachelor of Science
Major in Psychology
_____________________________
OLIVIA P. ALMARIO, Ph.D.
Dean, College of Arts, Sciences and Education
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Acknowledgment
First and foremost, the researchers are thanking and praising God, the Almighty
for His guidance throughout the research work and the strength He provided to the
researchers to complete the study.
The researchers would like to express the deepest gratitude to their research
adviser, Dr. Joyce Eugenio Ph.D., who is the professor in charge and who made this
research possible. She provided her utmost support and guidance throughout the whole
process. Her efforts to give her spare time in her busy days to listen to the concerns of the
researchers, and her wonderful insights and very motivating suggestions made this
research push through. It was a privilege to work with such an amazing and wise
professor. The researchers would like to extend heartfelt gratitude for her patience as she
guided the researchers on how to deal with unexpected dilemmas.
Also, the researchers are thankful to the wonderful and very supportive families
who poured all the love, support, and care through providing the needs to finish this
study. They were great instruments that encouraged the researchers to strive harder to
accomplish the research to prepare for the future.
The researchers are also filled with gratitude and appreciated the help of Professor
Ruth R. Malabiga, RGC, RPm who helped us reach out to a statistician, which is Mr.
Gerald R. Llanes, RPm who lent his helping hand and gave his time to check the most
comprehensive and hardest part of the research, which allowed the researchers to provide
accurate results.
Of course, the researchers will not forget the department heads, for their support
and consent to conduct the study, especially to Dean Dr. Joseph Espino, Dean Dr. Maria
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Corazon D. Segismundo, CPA, FRIAcc, CLSSWB, Dean Dr. Jocelyn Hipona, Ph.D., Rn,
Dean Dr. Fe Corazon C. Villanueva, Ph.D. and the beloved Dean of College of Arts,
Sciences and Education, Dr. Olivia Almario, Ph.D.
Also, the researchers would like to express their gratitude to the department
governors who helped become the bridge to reach out to the students and respondents.
They tirelessly helped the study by being active in updating and answering the concerns
of the researchers.
And lastly, the researchers are also forever grateful to the respondents who
participated in the study. Without them and their cooperation, the study will not be able
to proceed and finally get the results needed for the research. They have given their time
and effort to join the meeting and were able to answer the survey. Thus, because of their
cooperation and sincerity in helping the researchers finish the study, the research
succeeded.
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Abstract
Video Games are exceedingly popular these past few years to adolescence and
young adulthood. The enhancement and rapid growth of technology mean more people
are subjected to video games. Most of the gamers' medium of playing is desktop
computers and mobile phones (Palaus, et. at., 2017). This thesis was conducted to analyze
the relationship of the number of hours playing video games towards aggression among
selected college students in a private Catholic university, particularly the second year and
fourth year college students who play video games, specifically, Valorant and Call of
Duty: Mobile. The study revealed that there are more males than females who play the
above-mentioned games. It also showed that the majority of the respondents play these
games for 3- 4 hours a day. Using the Buss-Perry Aggression Questionnaire, showed that
all the respondents have Low Aggressive Behavior, with a total mean score of 35.32. The
Cronbach’s Alpha value is 0.925 which means that the reliability of the test shows that
the overall score has an excellent internal consistency of every item in the instrument. In
this research, it stated that the analyzed gathered data by the researchers showed no
correlation between the number of hours playing video games and aggression with r=0.068 in a 0.05 significance level. If the gamers who participated in the study are exposed
to violence virtually for a long time, it does not affect the level of aggressive behavior of
the respondents.
Keywords: video games, aggression, violence
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TABLE OF CONTENTS
Page
Acknowledgement ……………………………………………………………
Abstract ………………………………………………………………………
List of Tables …………………………………………………………………
List of Figures ………………………………………………………………...
List of Appendices ……………………………………………………………
III
V
VII
IX
Chapter 1: The Problem and Its Background
Introduction …………………………………………………………...
Review of Related Studies …………………………………………….
Significance of the Study ……………………………………………..
Theoretical/Conceptual Framework ………………….……………….
Statement of the Problem ……………………………………………..
Hypothesis of the Study ………………………………………………
Definition of Terms …………………………………………………...
Scope and Delimitation of the Study………..………….……………...
Chapter 2:
1
2
29
31
33
34
35
37
Methodology of the Study
Methods and Techniques Used ……………………………………….
Locale of the Study ……………………………………………………
Respondents of the Study……………………………………………...
Instruments of the Study……………………………………………….
Data Gathering Procedure………………………………..……………
Data Processing and Statistical Treatment………...…………………..
Ethical Considerations ………………………………………………...
39
41
42
43
44
45
47
Chapter 3: Presentation, Analysis, and Interpretation of Data
Likert Scale Interpretation for Buss-Perry Aggression Questionnaire..
Range and Verbal Interpretation of the Scores for Buss-Perry
Aggression Questionnaire…………………………………………….
Correlation Coefficient Interpretation…………………………………
Demographic Distribution of the Respondents ……………………….
Mean and Interpretation of the Test Scores of the Respondents………
Correlation of the Number of Hours Playing and Aggression ………..
49
50
50
51
52
53
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Chapter 4: Summary of Findings, Conclusions and Recommendations
Summary of Findings …………………………………………………..
Conclusions ……………………………………………………………..
Recommendations ………………………………………………………
References ……………………………………………………………………...
Appendices ……………………….…………………………………………….
Curriculum Vitae ………………………………………………………………
LIST OF TABLES
54
56
57
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Page
I.
Total Number of Population Using Slovin’s Formula……………... 24
II.
Likert Scale Interpretation for McVay’s Revised Readiness for
Online Learning Questionnaire…………………………………...... 29
III.
Likert Scale Interpretation for Academic Procrastination
Questionnaire………………………………………………………. 29
IV.
Mean and Standard Deviation of Readiness for Online Learning…. 32
V.
Mean and Standard Deviation of Academic Procrastination ……… 33
VI.
Correlation Coefficient of Online Learning Readiness and Academic
Procrastination …………………………………………………….. 33
VII.
Mean Scores of the Demographic Profiles of the Respondents……. 60
VIII.
Mean Scores of McVay’s Revised Readiness for Online Learning
Questionnaire ……………………………………………………… 62
IX.
Mean Scores of Lay’s General Procrastination Scale
Questionnaire…………………………………………………...….. 64
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LIST OF FIGURES
Page
I.
Conceptual Model of the Study ……………………….…………... 19
II.
Formula for Mean………………………………………………...... 27
III.
Formula for Weighted Mean………………………………………. 27
IV.
Formula for Standard Deviation ………………………………..…. 27
V.
Formula for Pearson’s Correlation Coefficient……………….…… 28
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LIST OF APPENDICES
Page
I.
Letter of Consent Addressed to the Respondents ….…….………... 49
II.
Letter of Permission to Conduct Research……………………........ 50
III.
Instruments of the Study……………………………...……………. 55
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Chapter 1
The Problem and its Background
Introduction
“Fortunately, most human behavior is learned observationally through modeling others.”
– Albert Bandura
Video Games are exceedingly popular these past few years to adolescence and
young adulthood. The enhancement and rapid growth of technology mean more people
are subjected to video games. Most of the gamers' medium of playing is desktop
computers and mobile phones (Palaus, et. at., 2017). “Some people might say that you
‘are what you eat.’ When it comes to the influences that impact your personality, it would
be more accurate to say that you ‘are what you think.’ according to Keith Miller (2021).
Video games are increasingly famous to gamers nowadays. It is said to increase an
individual’s concentration and focus and desensitize people from their fear of societal
violence. However, some studies have shown that playing video games increases
aggressive behavior.
Albert Bandura’s Social Learning Theory is based on what the individual
observes, and the primary role is modeling in the process. Bandura’s theory goes beyond
behavioral theories that indicate all behaviors are learned through cognitive theories and
conditioning that is affecting the psychological influences such as attention and memory.
Moreover, Bandura’s theory suggests that direct reinforcement could not account for all
types of learning. His theory included a social element, arguing that by watching other
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people can be retrieved as new information, this type of learning can be useful in a vast
variety of behaviors such as those often described by other learning theories (Cherry,
2019).
In 2015, the American Psychological Association (APA) issued a statement that
says, “there is a clear link between aggression and video game violence.” Repeated
exposure in games has shown an increase in aggressive behavior, physiological arousal,
and has decreased in terms of prosocial behavior. On the other hand, the positive effects
of playing video games are slowly being explored by researchers. This study aims to
know the relationship of the number of hours playing video games towards aggression
among selected second-year and fourth-year college students.
Review of Related Literature
This section presents related literature and studies that will provide insights into
the problem. The foreign and local literature and studies that were gathered about this
study give direction on the conduct of the research and it will be presented in the thematic
format for clarity purposes.
Video gaming is an amazingly mainstream recreation time movement within
excess of two billion clients around the world. (Braun, et. al., 2019) Video games are
sports, but the athlete or player does not exert too much physical movement but rather
mentally and this sport takes place on a computer or any gadget that can use the internet.
Some video games depict the rough replications of everyday life including what people
do for a living. In addition, various video games were made unique to experience the
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artistic expression of the virtual world and some categories like video games were made
to experience killing, shooting, sexual assault, and vent out anger.
Aggression refers to a behavior that can result in both physical and psychological
harm to oneself, objects, or things in an environment. This type of behavior involves
harming another person using physical or mental means. (Cherry, 2020).
Friendly fire: Longitudinal effects of exposure to violent video games on
aggressive behavior in adolescent friendship dyads. Previous studies involving the
effects of games mainly focused on adolescence, a stage period where environmental
factors, such as peers, were found to play an important role in an individual. On the other
hand, only a handful of studies were able to explore the degree of the impact of peer
relationships on the effects of violent video games on adolescents. The research aimed to
determine if individuals’ aggression can be assumed or predicted based on their exposure
to violent games. The participants of the study are students in 7th to 10th grade coming
from a school in the Netherlands. The longitudinal research will simultaneously follow
and study the individuals and their friends’ aggression after a year.
The research study had a total number of 705 adolescents that play video games.
Using reciprocated best friend nominations, the researchers were able to determine the
141 dyadic friendships among the participants. The utilization of Actor-Partner
Interdependence Models revealed that violent video games can predict the aggression of
the individual’s best friend a year later, and this particular results from the male
participants. And the effect showed that the effect of violent games is the same for
adolescents who play games alone or with a friend. It was concluded in the study that
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males are more exposed to violent video games and are more likely to manifest
aggressive behaviors than females. (Burk et al., 2018)
From the couch to the sports field: The longitudinal associations between
sports video game play, self-esteem, and involvement in sports. According to Adachi
and Willoughby in 2015, research studies involving video games would often explore the
negative effects it contributes to a person’s life making it hard to see the other side of
playing video games. One of the most researched topics related to video games is
aggression, with countless studies all over the world. Nevertheless, it can be observed in
recent years that researchers are gradually discovering the other side of the coin, the
positive effects of video games. It is undeniable that the positive outcome real-life sports
can provide to athletes could also be applied in the case of gamers playing sports video
game play, especially among adolescents. With the continuous growth of sports attrition
among teenagers, it is a challenge to know the causes or reasons that could push
adolescents to participate and join such activities.
Finding out the potential bidirectional relationship between sports video game
play and involvement in sports was the main aim of the research. A total number of 1492
adolescents participated in the study wherein they were studied for 4 years to achieve
full-blown longitudinal research. Interestingly, it also explored the possibility of selfesteem to be a predictive effect of playing video games. The results revealed that there is
a bidirectional association between the two variables, wherein adolescents who play
sports video games have a high possibility of getting involved in real-life sports activities
in the coming years, and those who play sports often are more likely to play sports video
games compared to those who rarely play real-life sports.
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Finally, through this research, the positive effects of playing sports video games
on self-esteem were backed up with evidence to support the unpopular opinion about the
potential positive effects of sports video game play. It was suggested that despite the
numerous findings against video games, it can still be an instrument to enhance the selfesteem of adolescents and increase their participation in sports. (Adachi & Willoughby,
2015)
Relationships Among Violent and Non-Violent Video Games, Anxiety, SelfEsteem, and Aggression in Female and Male Gamers. Research conducted by Cabras,
Cubadda, and Sechi (2019) highlighted the differences in social behavior such as selfesteem, aggression, and anxiety levels among the gamers of violent and non-violent
games and its relationship to gender and age. 851 gamers aged 18 to 45 years (61% =
men and 39% = women) were utilized for this survey-based research. Rosenberg’s SelfEsteem Scale, State Anxiety Inventory (STAI- S), and Buss Perry Aggression
Questionnaire (BPAQ) was used to assess and measure the social behavior of the gamers.
In addition, the demographic profile of the respondents was also in the questionnaire. The
findings showed substantial differences between men and women. Moreover, considering
the number of studies proving a positive relationship between exposure to violent games
and the level of aggression, the findings indicated that preference for violent games over
non-violent games is not a cause of increased self-esteem, aggression, and anxiety.
Testing Ratings of Violent Video Games: How Well do They Measure Up.
The aim of this cross-sectional and experimental research conducted by Katherine
Elizabeth Center (2015) was to examine, first, the different operationalizations of the
previous researchers and experts in measuring and scoring aggression associated with
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what measures individual personality. Second, to see if age is related to one’s perception
of violent video games. Third, time is to be measured to see if too little and too much
exposure to playing violent video games add up to aggressiveness. It was hypothesized
that in a group of gamers, there would be a significant relationship between the age, time,
and rating towards violence in video games and aggressiveness. 4,746 are the total
participants of the study, ages 8 to 17 (385 = girls and 600 = boys) a total of 1,175
children and ages 18 to 52 (1,729 = women and 1,685 = men) a total of 3,525.
The General Aggression Model was used to demonstrate how the factors in the
current situation affect cognition, feelings, and arousal which influences the decisionmaking and processes that would result in aggressive and nonaggressive behavior. The
research data were extracted from the instruments with the help of the Buss Perry
Aggression Questionnaire, the Narcissistic Personality Inventory, the Attitudes Toward
Violence Scale, the Dissipation Rumination Scale, and the National Youth Survey. The
result of the study showed that self-rating to video game violence is valid as a
measurement technique and it exposed how violent the gamer was. The findings also
show that children and adults have the same perception towards violent video games.
Moreover, the time scale exposure in playing violent video games does not lead to
violence. In addition, personal violence rating is legitimate, in-expensive but a fast way to
measure violence in video games.
Correlation
between
Violent
Games
and
Aggressive
Behaviors
in
Adolescents. The goal is to concentrate any connections between savage PC games, time
spent playing video games, and forceful practices in youths. The group of respondents
utilized for the examination was made of middle school understudies and senior
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secondary school understudies matured 12 to 19. The 400 examples selected for the
examination were the two guys and females.
The instruments utilized in the information assortment were made from the
accompanying: 1) Socio-segment Data Questionnaire and 2) Aggressive conduct
Measurement Scale. Information was broken down utilizing graphic insights. As per the
discoveries, the examples playing brutal games were found to score a higher mean on
forceful conduct and individual forceful practices than the examples who played peaceful
games. Also, vicious games and time spent playing computer games were discovered to
be decidedly connected with forceful practices in teenagers, with factual importance .01
(r = .952, r = .542, p < 0.01 individually).
As of now, PC games are viewed as amusement media that are acquiring
prominence. Also, since the world is venturing into the advanced age, PC games are the
thing teenagers are searching for. Once in contact with PC games, nonetheless, young
people will get dependent and think that it's hard to stop. In addition, some PC games
meet the standards for inappropriateness in territories like game construction, game idea,
a technique for play, or practices of game characters that are communicated as animosity.
All things considered; such games are at present acquiring prominence (Charoenwanit,
2015).
The Association Between Video Gaming and Psychological Functioning.
Video gaming is an amazingly mainstream recreation time movement within excess of
two billion clients around the world. Be that as it may, the media just as experts have
underscored the expected risks of over-the-top video gaming. With the current
exploration, the researchers intended to reveal insight into the connection between video
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gaming and gamers' mental functioning. Surveys on character and mental well-being just
as video gaming propensities were managed to 2,734 people (2,377 male, 357 female,
Mage = 23.06, SDage = 5.91). Results uncovered a medium-sized negative relationship
between dangerous video gaming and mental functioning concerning mental side effects,
affective, adapting, and confidence. In addition, gamers' explanations behind playing and
their favored game kinds were differentially identified with mental functioning with the
most prominent discoveries for interruption persuaded players just as activity game
players. Future investigations are expected to analyze whether these mental well-being
chances mirror the causes or results of video gaming.
Video gaming is a famous recreation movement among grown-ups. The measure
of time spent playing computer games has expanded consistently, from 5.1 h/week in
2011 to 6.5 h/week in 2017. Video gaming is referred to as having a few advantages like
improving center, performing various tasks, and working memory, yet it might likewise
accompany costs when it is utilized vigorously. By spending a prevalent piece of the day
gaming, inordinate video gamers are in danger of showing lower instruction and
professional achievement, issues with companions, and lower social abilities. From one
perspective, computer game use is far-reaching, and it might accompany certain
antecedents just as outcomes. Then again, little is thought about the relations between
different video gaming propensities and mental working. This examination intends to
reveal insight into these significant relations utilizing an enormous example.
A computer game is characterized as a game that gamers play because of a
varying media contraption, and which can be founded on a story. Over the most recent
couple of years, the measure of logical examination committed to video game playing has
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expanded. Most logical investigations around there of exploration have zeroed in on the
degree of video ongoing interaction and its assorted corresponds. While a few analysts
have underlined the advantages of game playing and surprisingly recommended a
remedial utilization of computer games, others have been interested in its likely perils
(Braun, et. al., 2019).
Men's Harassment Behavior in Online Video Games: Personality Traits and
Game Factor. There are various games online nowadays that allow players or gamers to
interact with each other anonymously all over the world. Unwanted behavior is prevalent
when it comes to online gaming, as expected. It is no secret and pretty obvious that it is
rampant nowadays. Online harassment is a huge problem that is widespread in the
community of gamers. In this study, researchers wanted to see if personality
characteristics have a relationship with game-related variables and if they could predict
two forms of online violence in video games: general harassment and sexual harassment.
Moreover, the researcher conducted an anonymous online survey of men who play online
video games.
Higher levels of sexual assault and general harassment in online games were
predicted by social superiority orientation and aggressive sexism. Additional predictors
of general abuse included game participation and weekly gaming hours. The impact of
online social violence and online sexual assault on online gaming are explored. In
computer-mediated communication contexts, we also extend our results to a wider view
of online abuse, cyber violence, cyberbullying, and other types of online hostility. (Fox
and Tang, 2016)
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The Longitudinal Association Between Competitive Video Game Play and
Aggression Among Adolescents and Young Adults. The relationship between
competitive video game play and violence in young adults and adolescents was studied
over time. Data from a four-year longitudinal study of teenagers (N = 1,492; Mage = 13
years) was reanalyzed and young adults (N = 1,132; Mage = 19 years) were assessed
annually for four years about their video game play and violence. The findings revealed a
long-term connection between violent behavior and competitive video game play in both
age groups. Furthermore, competitive video game play predicted higher levels of
aggressive affect over time, which predicted higher levels of aggressive behavior over
time, meaning that aggressive affect was a mechanism underlying this relation. These
results emphasized the importance of looking at competitive aspects of video game play
to see if they can predict violence over time. (Adachi and Willoughby, 2016)
A Cross-Generational Study of Video Gaming: Players’ Cultural Models,
Felt Stigma, and Subjective Well-Being. Video game players are frequently stereotyped
as being lazy, unhealthy, immature, addicts, and other negative characteristics. In this
thesis, the researcher considers how conflicting cultural understandings may influence
such stigmatization, thereby influencing the subjective well-being of video game players
from various age and generational groups. The researcher investigates how cognitive
anthropological theories and methods can inform sociological ideas about how stigma
and labeling may emerge because of generational differences in cultural norms and
values. The concept is based on cognitive anthropological concepts of shared and socially
transmitted models of individuals' perception of reality or, for example, cultural models.
The researcher also investigated cultural consensus to better understand culturally
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accepted thoughts and behaviors, as well as cultural consonance to investigate how low
cultural consensus may manifest itself. The social stigmatization of video game players
has an impact on their sense of well-being. From this vantage point of view, it was
observed that video game players do not behave under culturally accepted norms. Playing
video games can result in a low level of cultural consonance and stigmatization as a
deviant. The researcher discussed how popular media influences cultural models
surrounding video gaming, as well as common misconceptions about video game players
in general. Furthermore, the researcher demonstrates how not being congruent with
mainstream understandings or models of the good life may result in what are typical signs
of addiction. (Smarr-Foster, 2017)
Priming and Negative Priming in Violent Video Games. This is a dissertation
on priming and negative priming in video games. Priming in this context refers to an
effect in which processing one concept facilitates reactions to related concepts. Negative
priming, on the other hand, is an effect in which ignoring one concept makes reactions to
related concepts more difficult. According to the General Aggression Model (GAM), the
depiction of aggression in Violent Video Games results in the priming of aggressionrelated concepts.
According to the General Aggression Model (GAM), the depiction of aggression
in Violent Video Games results in the priming of aggression-related concepts. Numerous
studies appeared to confirm the existence of this relationship. Recent research, however,
suggests that these findings could be the result of confounding. Experiments in the
violent video games literature frequently use various commercially available video games
as different experimental conditions. The observed priming effects may be due to
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uncontrolled variation in gameplay between these games, rather than the presence of
aggression-related content. Furthermore, processing one concept facilitates reactions to
related concepts. Negative priming, on the other hand, is an effect in which ignoring one
concept makes reactions to related concepts more difficult. According to the General
Aggression Model (GAM), the depiction of aggression in Violent Video Games results in
the priming of aggression-related concepts. Numerous studies appeared to confirm the
existence of this relationship. Recent research, however, suggests that these findings
could be the result of confounding. Experiments in the violent video games literature
frequently use various commercially available video games as different experimental
conditions. The observed priming effects may be due to uncontrolled variation in
gameplay between these games, rather than the presence of aggression-related content.
Furthermore, contrary to the notion that players of violent video games must necessarily
process in-game concepts, some theorists argue that players, instead, ignore in-game
concepts. (Zendle and David, 2016)
The research suggests that in Violent Video Games, negative priming rather than
priming may occur. When known confounds are controlled, the first series of experiments
reported in this thesis showed that priming does not occur in video games. These findings
also imply that negative priming may occur in these situations. The games used in these
experiments, however, were not as realistic as many video games on the market today.
This raises the possibility that these findings will not be widely applicable. As a
result, the researcher conducted three additional experiments. Various types of violent
video games realism were manipulated in the experiments, and the effects of this realism
on priming were measured. The experiments suggested that increased realism in violent
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video games does not. The research suggests that in Violent Video Games, negative
priming rather than priming may occur. When known confounds are controlled, the first
series of experiments reported in this thesis showed that priming does not occur in video
games. These findings also imply that negative priming may occur in these situations.
The games used in these experiments, however, were not as realistic as many video
games on the market today.
This raises the possibility that these findings will not be widely applicable. As a
result, the researcher conducted three additional experiments. Various types of violent
video games realism were manipulated in the experiments, and the effects of this realism
on priming were measured. The experiments suggested that increased realism in violent
video games does not result in increased priming of aggression-related concepts, and thus
the effects described should be generalizable to a wide range of games regardless of their
level of realism. (Zendle and David, 2016)
Violent Video Games and Social Behavior. There is widespread public and
scientific concern about violent content in interactive video games. There is some
evidence, based on decades of experimental research, that violent content in the media
can influence people to behave in predictable, anti-social ways. These are examples that
increase hostile attributions, aggressive cognitions, and aggressive behavior. However,
there has been relatively a handful of research on how violent media affects prosocial
behavior for example helping behavior. As a result, the researcher investigated and
hypothesized, to what extent violent video games can promote antisocial behavior and
reduce prosocial behavior in the same way. The study is based on current theories of
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aggression and draws on the literature on social priming, economic games, and
dehumanization.
Recent studies discovered that violent video games do not affect prosocial
behavior. Using a traditional media exposure paradigm, the researcher attempted to
demonstrate a violent video game effect. Recent studies discovered that violent video
games do not affect prosocial behavior. Using a traditional media exposure paradigm, the
researcher attempted to demonstrate a violent video game effect. And report on the role
of context in these paradigms and the impact that context has on behavior evaluations.
Finally, the researcher presented a direct replication attempt of previous research
suggesting that video game content can influence prosocial behavior. The researcher
tested the hypothesis that increasing the level of violence has an incremental effect on
social behavior. In the study, the impact of games with varying levels of violent content
(non- violent, violent, and ultra-violent) on prosocial behavior was investigated. This
experiment was conducted in several ways: (1) the researcher strengthened the violent
content manipulation; (2) the researcher used multiple measures of prosocial behavior;
and (3) the researcher recruited a larger sample. In the experiment, the researcher
investigated whether participants' behavior could be influenced by violent video games if
they were in a hostile cognitive state. The researcher combined violent video game play
with a hostile semantic prime to see if participants were more or less likely to assist
others. (Tear, 2017)
The findings of these experiments suggest that the effect of violent video games
on prosocial behavior is minor and that public concern should be minimal. Unfortunately,
these findings contradict the majority of popular media theories' consequences. However,
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one major issue with prevalent media effects theories is that they assume a content-driven
view of media influence: that is, that media affects users in predictable ways. What
appears to be more likely is that, while media can influence behavior, users can also
influence behavior and are active participants in shaping their media experience. A userdriven view of media influence would investigate motivations for using media (violent or
not), the social benefits of gaming with others (via violent media or not), and the
satisfaction of needs for competence and knowledge. Self-reliance (via skill development
in violent games or not). (Tear, 2017)
Violent Video Games and Aggression: Stimulation or Catharsis or Both.
Research between video games and aggression is continuously controversial according to
Chol, Kim, and Lee (2021). The quantitative research aimed to determine the following:
first, if there is a relationship between Violent Video Games and Aggression, and second,
if playing violent video games continuously would lower both verbal and physical
aggression. The researcher used Dynamic Fixed-Effects and Eight-Wave Panel Data
gathered from 662 South Korean adolescents. The result of the study was that playing
violent video games continuously has lowered both verbal and physical aggression and
violent video game playing did not significantly affect hostility and anger.
Does playing violent video games cause aggression: A longitudinal
intervention study. It is a boundless worry that brutal computer games advance hostility,
diminish support of social conduct, increment impulsivity, and meddle with cognizance
just as a mindset in its players. Past test contemplates have focused on momentary
impacts of vicious video ongoing interaction on hostility, yet there are motivations to
accept that these impacts are generally the aftereffect of preparing. Conversely, the
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current examination is the first to research the impacts of long-haul rough video
interactivity utilizing a huge battery of tests spreading over surveys, conduct proportions
of hostility, misogynist perspectives, compassion, and relational skills, impulsivityrelated builds, (for example, sensation chasing, fatigue inclination, hazard taking, delay
limiting), emotional well-being (depressive, uneasiness) just as chief control capacities,
when 2 months of interactivity.
Our members played the brutal computer game Grand Theft Auto V, the peaceful
computer game The Sims 3, or no game at all for a very long time consistently. No
critical changes were noticed, neither one of them when looking at the gathering playing
a fierce computer game to a gathering playing a peaceful game, nor to an aloof
benchmark group. Likewise, no impacts were seen among pattern and post-test
straightforwardly after the intercession, nor among benchmark and a subsequent
evaluation 2 months after the mediation time frame had finished. The current outcomes
accordingly give solid proof against the much of the time discussed negative impacts of
playing fierce computer games in grown-ups and will in this manner help to impart a
more reasonable logical point of view on the impacts of savage video gaming. (Kuhn, S.,
et. al., 2018)
Aggressive Behavior in Online Games and Cyber victimization of Teenagers
and Adolescents. The effect of online games on children's lives due to imposed violence
and coercion is discussed in this article. The features of online gaming are illustrated, and
figures based on surveys of Russian adolescents who have been victims of online
violence are discussed. The study aims to look at the causes for cyber-victimization as
well as psychological factors to come up with intervention and prevention strategies for
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online abuse. The role of online games in the creation of teen violence is the subject of
research.
For evaluating various forms of aggression, tools study, questionnaires and
surveys, acceptance of self and others scale (W. Fey), and Buss-Durkee inventory were
used. The survey was conducted among 273 young boys and girls between the ages of 14
and 20 (schoolchildren and freshmen), uniformly representing all age ranges of both
sexes and exploring adolescents' actions in the virtual space and network connectivity
features.
Several concepts for action, preventive program growth, and cyber victimization
combating were established based on the review of resources. According to the results of
our study, we can conclude that cyber victimization in online games is an urgent problem
because today's teenagers and adolescents cannot survive without mobile phones, laptops,
and computers, that is the reason they are vulnerable to intimidation, online threats,
manipulation, and other kinds of aggression. (Makarova, 2019)
Do Violent Video Games Lead to Violence? The shooter who killed 22 people
at a Walmart in Texas made a passing reference to video game soldiers. Many politicians
jumped to the conclusion that video games were to blame for this and other mass
shootings. Nonetheless, it appears clear that the El Paso shooter was motivated primarily
by ethnic hatred. Video games have spread widely around the world without causing
other countries to reach the levels of violence that exist in this country. The Supreme
Court has extended First Amendment protections to works of art, films, and video games
that many people find offensive. Justice Samuel Alito wrote a concurring opinion in a
Supreme Court decision issued in 2011. He wrote, obviously disgusted, that victims are
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killed with every imaginable implement. Victims are dismembered, decapitated,
disemboweled, burned, and chopped into small pieces. There are video games that allow
players to re-enact the Columbine High School and Virginia Tech shootings. There is
currently no hard evidence that such games result in mass murders. The late Justice
Antonio Scalia ridiculed the idea that violent video games cause real-world violence.
Most research studies have flaws in their methodology, he wrote. Professional societies
have grappled with the problem. The American Medical Association's Council on
Science and Public Health compared excessive video game use to gambling addiction in
2007. The Council urged the American Medical Association to include internet and video
game addiction in the next edition of the Diagnostic and Statistical Manual of Mental
Disorders. When the recommendations were put to a vote, however, delegates backed
down. Internal schisms occurred within the APA. According to the official position of the
association, the link between violent video game exposure and aggressive behavior is
"one of the most studied." According to the American Psychological Association's
division of media psychology and technology, there is "scant evidence" of a causal link
between video games and violence.
A paper published in a psychological journal investigated whether conflicting
findings were the result of reporting practices. According to the study, violent video
games do increase aggressive behavior in most situations. That conclusion was consistent
with Benedict Carey and Kevin Draper's points of view. The National Center for Health
Research discovered no evidence to support the notion that playing video games causes
more lethal violence. According to the group, such studies are difficult to conduct and
necessitate many children. According to experts, video game exposure is only one of
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many risk factors for aggressive behavior and violence. Racism and ethnic prejudice. The
authors argue that focusing on video games as the cause of mass shootings distracts from
the urgent need to address more fundamental causes. (Boffey, P., 2019)
Do Violent Video Games Trigger Aggression. Many studies have failed to
discover a clear link between violent video game play and belligerent behavior. A new
study published in the Proceedings of the National Academy of Sciences weighs the
findings of more than a dozen studies. A meta-analysis found a link between violent
video games and a small increase in physical aggression among adolescents and preteens.
This new study attempted to navigate a minefield of contradictory research. Many studies
link gaming to increased aggression, while others find no such link. Jay Hull, a social
psychologist, has never been convinced by critics who dismiss alleged links between
gaming and aggression. He and his colleagues created the new meta-analysis in response
to these criticisms.
To avoid some of the criticisms leveled at previous work, Hull and colleagues
pooled data from 24 studies. They only included studies that looked at the relationship
between. The study discovered that children who played violent video games became
more aggressive over time. However, the researchers discovered that the behavioral
changes were minor. Hull's findings are consistent with the American Psychological
Association's 2015 literature review. According to the findings of the study, violent video
games worsen aggressive behavior in older children, adolescents, and young adults.
However, researchers who have been critical of the links between video games and
violence argue that Hull's meta-analysis does not resolve the issue.
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Ferguson claims that Hull's analysis of the extent to which video game use
increases aggression is so small that it is essentially meaningless. The meta-analysis
reported an effect size of 0.08 after statistically controlling for several other factors.
Psychologist: In psychological research, effect sizes of less than 0.1 are "considered
trivial." According to a study, violent video games are associated with a twofold increase
in the likelihood of being sent to the principal's office for fighting. "Their sense of right
and wrong is being warped," writes the study's author. White players appear to be more
vulnerable to the games' alleged effects on behavior than Hispanic and Asian players.
Hull suspects that the varying impact is related to how much children are influenced by
American cultural norms. (Moyer, M., 2018)
Relationship of Video Game Genres to Behaviors of Senior High School
Students of Polytechnic University of the Philippines. The significant relationship
between the preferred video game genres and the behavior of the respondents,
particularly aggression, was analyzed through this research. It was explored whether
aggression could be a predictive effect of playing video games such as those that contain
violent acts like shooting and virtually fighting against other players. The researchers
primarily focused on identifying the different types of video games that are mostly
preferred by the participants, the year or age they started playing, and the overt behavior
manifested by the respondents during and/or after playing video games. The research
design used in this study was a descriptive method to gather the data. On the other hand,
cluster sampling was used to land to the total number of 375 selected student participants
coming from different grade levels and strands. Survey questionnaires were then utilized
as the instrument of the study which was administered to the respondents. All the data
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collected from the participating individuals were presented in a tabular form. The results
of the study showed that there is a significant relationship between playing video games
and behavior, particularly aggression. (Atanque et al., 2018)
Road to Mythic: Conceptualization of Internet Gaming from the Lived
Experiences of Symptomatic Filipino Youth. The researcher aimed to determine and
perceive the lived experiences of Filipino College Students who were overly exposed to
online gaming for a year or more. It was specified that the respondents were those with
five or more symptoms of Internet Gaming Disorder (I.G.D.). The study’s findings
showed the extremities of the effects of I.G.D. which also affects their personal lives.
Through this research study, a well-established representation of the severe effects of
dysregulated internet gaming behavior would be a gateway for future researchers
especially mental health practitioners because they can provide better solutions and
interventions that would help individuals diagnosed with I.G.D.
Also, results showed that gamers get immersed in online gaming without them
realizing the excessive time they give to playing video games. A few of the main reasons
why gamers get engulfed in video gaming was the “achievements”, “rewards”, “inapt
praises” and “recognition” they receive and experience in virtual reality. It was found out
that participants are hooked on online gaming due to the fulfillment and success they are
feeling in the game which they do not often experience or have not experienced yet in the
real world. The respondents’ responses in the research were concluded to mirror their
lack of self-esteem and motivation to participate and engage in actual activities in reallife settings.
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Gamers believe that they are freer to do and become themselves when playing
video games since no one is around to judge them compared to the physical world
wherein there are a lot of possibilities that can happen, and this contributes to their selfesteem. Virtual realities like video games can aid the lack of self-esteem of the
participants and to sustain it and to continue to increase their self-esteem and sense of
belongingness, they tend to play video games for many hours in a day. (Reyes & Lopez,
2020)
Online Gaming Affecting the Academic Responsibility of Bachelor of Science
in Marine Engineering II at Cebu Technological University Daanbantayan Campus
Daanbantayan, Cebu. In 2000, the cyber world emerged, and people began to be
addicted to it, according to Casia, Conde, Cruz, and Gulbe (2016). The rise of the internet
makes people fed with new views to be explored and these past few years the outcome of
it makes every parent and teacher wary. The researchers aim to know if Online Gaming
Affects the Academic Responsibility of Bachelor of Science in Marine Engineering II at
Cebu Technological University Daanbantayan Campus Daanbantayan, Cebu. In addition,
the researcher sought to answer the possible effects of the time spent on online gaming
addiction on their academic performance, behavior, and what’s more addictive between
online or offline games. A printed copy of the questionnaire was distributed to the 149
respondents. The results have shown that playing online games boosts self-esteem and
yet the students are productive in terms of academic performance. In addition, online
games are more addictive than offline games.
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The Level of Aggression among Players of Non-Violent and Violent Video
Games. According to the research study that was conducted by Abella et. at., (2020), The
General Aggression Model (GAM) shows the biological and environmental factors to
develop aggressive behavior and was used to describe by what means violent video
games influence a person’s aggressive behavior. The Frustration Aggression Theory and
the Social Cognitive Theory were included in the model. Buss-Perry Aggression
Questionnaire (BPAQ) was used to assess and measure the aggressive behavior of an
individual gamer, respondent of the study. The findings have shown that the levels of
aggression to the gamers of violent video games compared to non-violent video games
are not significant.
Risk Factors as Predictors of Time Spent in Online Games among Filipino
Females. This exploration figured out which among the danger factors is related to the
time spent playing web-based games among the respondents, and which among the
related danger factors predicts time spent web-based gaming the most. The respondents
that took part in this examination are females, play web-based games throughout the
previous half-year, and live in BF Homes Parañaque City, Philippines. A complete
number of 200 respondents were chosen using purposive examining. The outcomes
showed that the respondents have low degrees of hostility and narcissism and normal
degrees of confidence and life-fulfillment. Of all the four danger factors, narcissism is the
solitary danger factor that altogether connects with time spent playing internet games
among the respondents, having a moderate strength of affiliation, and it is the danger
factor that fundamentally predicts time spent playing web-based games among the
respondents the most. This investigation inferred that narcissism is a dangerous factor
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among the respondents that can influence their time spent playing internet games.
(Talabis, 2017)
Online Gaming: Impact on the Academic Performance and Social Behavior
of the Students in Polytechnic University of the Philippines Laboratory High School.
This examination was directed to evaluate and discover the effect of online gaming on the
scholastic execution and social conduct of the understudies in the Polytechnic University
of the Philippines-Laboratory High School. Besides, this investigation looked for answers
on the critical connection between playing online games and scholarly execution and to
social conduct of the understudies.
The investigation uncovered that young men are to a greater degree a player
contrasted with young ladies who frequently mess around that require at least three
players like League of Legends, Clash of Clans, Crossfire, and a lot more to specify. It is
additionally expressed that the individuals who play web-based games are around 14-15
years of age and are accepted to be in the Grade 8 level. These understudies who
regularly mess around have a normal week after week recompense of 101 pesos to 500
pesos. Playing web-based games doesn't influence their evaluations severely because they
realize how to restrict themselves. They realize that they need to control themselves to
work well in their group. That is the reason they just mess around during get-away and
ends of the week with a great deal of time contrasted with when they have classes.
Although they play internet games; they realize how to mingle well, and they can
perform very well with regards to scholastic execution. Nonetheless, it is unavoidable not
to play in any event, for 30 minutes particularly when they are familiar with it. Along
these lines, it is simply an issue of order. (Castillo and Dumrique, 2017)
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Prevalence of Cyberbullying and Addiction in Mobile Gaming among
Tertiary Students in one University in the Philippines: An Ethical Discussion in the
lens of Consequentialism. The use of mobile gamification has been investigated to see
how it can be used to increase student interest and motivation to learn. However, there is
no doubt that the rising demand for mobile games has resulted in a variety of ethical
concerns. Addiction and cyberbullying are two to the drawbacks of mobile gaming.
Ethical issues such as mobile game addiction and cyberbullying should be addressed, as
they obstruct routine individual activities, particularly among students in academic
institutions.
There have been few if any, studies conducted in the Philippines to determine the
prevalence of ethical issues in mobile gaming, especially in the areas of mobile game
addiction and cyberbullying. This study aims to use a quantitative approach to evaluate
the prevalence of cyberbullying and addiction in the context of mobile gaming among
students at one university in the Philippines. Current studies were used to find out how
prevalent cyberbullying and addiction are. In addition, using a qualitative approach, a
debate on consequentialism regarding the ethical problem in mobile gaming is discussed.
The overall mean of the Game Addiction Test indicated that 36 (36%) of the (88)
respondents are at risk for Mobile Game addiction, with six (6) being identified as mobile
game addicts. The survey also revealed that the respondents use mobile games to alter
their mood (the need to shift from a bad mood to a good mood).
In the case of cyberbullying, there is no definitive proof that most respondents
have experienced or initiated cyberbullying in mobile games. Nonetheless, some of the
respondents have been victims of or perpetrators of cyberbullying. The paper concludes
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with an ethical discussion of Consequentialism as well as guidelines. (Fabito and Yabut,
2018)
Online Game Addiction and the Level of Depression Among Adolescents in
Manila, Philippines. Online game addiction is recognized as a mental health disorder by
the World Health Organization. Excessive online gaming is on the rise in the Philippines,
where 29.9 million gamers have been registered. In addition, the prevalence of depression
is rising in the world. The current correlational study looked at the connection between
online gaming addiction and depression among Filipino teenagers. From August to
November 2018, a paper-and-pencil self-administered questionnaire measuring
depression and video game addiction was distributed. Video Game Addiction Test
(VAT). (Cronbach's =0.91) item number 14 and Questionnaire-9 in the Patient Health
(Cronbach's =0.88) were used to assess levels of online game addiction and depression,
respectively. The relation between depression and online game addiction was
investigated using multiple regression analyses.
A total of 300 adolescents (59 percent males and 41 percent females) took part in
the study. As shown by their high VAT ratings, 53 out of 300 respondents (12.0 percent
males, 5.7 percent females) had high levels of online game addiction. 37 respondents (6.7
percent males, 5.7 percent females) had moderately severe depression, while 6 (2.0
percent) females had severe depression in this sample. In this study, online game
addiction was found to be positively associated with depression (r=0.31; p0.001).
Depression was found to be a predictor of online game addiction in a multiple regression
study (Coefficient=0.0121; 95 percent CI-8.1924 - 0.0242; p=0.05). (Hajisaid, et. at.,
2020)
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Triple Whammy: Violent Games and Violent Controllers: Investigating the
Use of Realistic Gun Controllers on Perceptions of Realism, Immersion, and
Outcome Aggression. Many research studies have proven the relationship between video
games and aggression. Also, a lot of evidence-based articles had opened the topic of the
effects of video game controllers to gamers, because of its potential to increase the
engulfment and perceptions of realism. It means that it familiarizes gamers with the
weapons used in their online games, thus, the tendency to imitate their action virtually
and apply it to the real setting is highly possible. The researchers sought answers to
questions involving the “weapons effect” wherein they used an experiment to test if it
stemmed out from having the experience to use an imitation of guns in a first-person
shooter video game. The results of the research revealed that cognitive aggression is
positively impacted by using realistic gun controllers. The research findings also
presented evidence that shows the harmful effects video games might give on people,
especially those who are immersed in playing online games that involve realistic
firearms. (McGloin et al., 2015)
The purpose of this research review of related literature and studies was to view
the trends and relationship between the number of hours playing video games and
aggression within the past 6 years and see how the researcher’s writing has changed and
is still changing. It is intended to help the reader to understand more about the
relationship between the number of hours playing video games and aggression.
Moreover, it is clear from the research reviewed that most of the studies about the
number of hours playing video games and aggression have shown a significant
relationship toward aggression. On the other hand, some studies showed no relationship
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between the number of hours playing video games and aggression. Therefore, the
researchers will further explore and study if there is a significant relationship between the
number
of
hours
playing
video
games
and
aggression.
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Significance of the Study
This research entitled The Relationship of the Number of Hours Playing Video
Games Towards Aggression Among Selected Second Year and Fourth Year College
Students in a Private Catholic University will be of great significance to the following:
For the Government. This research will help the government, specifically the
Philippine Amusement and Gaming Corporation (PAGCOR), to regulate policies relating
to video games and their possible link to real-world violence. In this way, they may
review and prohibit unrated games.
For the Game Developers. This research will help game developers in reviewing
the games they create before launching them, specifically, involving the relationship of
the number of hours playing video games towards aggression because this study will
become a great guide in evaluating the potential benefits or risks gamers may get from
playing their video games.
For the Mental Health Professional. This research will help mental health
professionals identify factors that have relationships with social behaviors such as
aggression in association with exposure to video games. This study may assist them in
understanding the perspective of video gaming and determining the root cause of one's
behavior.
For the Commission on Higher Education. This research will help the
Commission on Higher Education in strengthening the rules and regulations as well as
creating school policies under their jurisdiction that are necessary for the growing
community of gamers in every university.
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For School Administration. This research will help the school administration to
create a school policy that can help their students minimize their usage of computers or
play online games during school hours.
For Student Affairs and Services. This research will help the student affairs and
services learn another factor of students’ social behavior, particularly, aggression.
For the Guidance and Counseling Office. This study will help the guidance and
counseling in understanding the student’s social behavior as this research will study the
relationship of the number of hours playing video games towards aggression.
For Parents. This study will widen their knowledge about video games which
will equip them well in guiding their children who play video games regularly as this
research will examine the significant relationship between the number of hours playing
video games and aggression.
For Students. This research will be able to help the students learn more about the
relationship between the number of hours playing video games towards aggressive
behavior, which will help them evaluate their behavior and enhance their social skills
For Gamers or Players. This study will help the gamers/players understand the
different behaviors they may acquire in playing video games such as aggression. This
research will help them become aware and responsible for their future actions.
For Future Researchers. The findings of this study will serve as a good source
of useful information for future researchers who are interested in studying the number of
hours playing video games and its relationship to aggression.
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Theoretical and Conceptual Framework
The present study was anchored on the Social Learning Theory of Albert
Bandura. It proposed that learning is not limited to having a direct experience with the
actual situation or environment which was a different perspective from the behaviorists.
He believed that through observation alone, one can learn and perform the behavior that
the individual had watched or listened to. For instance, even if you have never played
baseball in your life, you may know how to swing a baseball bat because of what you
have seen on how other people do it. Bandura explained that “Fortunately, most human
behavior is learned observationally through modeling: from observing others one forms
an idea of how new behaviors are performed, and on later occasions, this coded
information serves as a guide for action."
This postulated three concepts that are believed to be the core of the Social
Learning Theory. The first is observational learning. Second is the belief that the internal
mental state of a person plays a big role in the process. Bandura argued that aside from
external reinforcement that influences the learning and behavior of an individual, intrinsic
reinforcement is also a factor in the process. The latter often provides pride, satisfaction,
and self-accomplishment as a form of internal rewards. People are intrinsically motivated
if they are engaging in activities that they were not forced to do but instead, find
enjoyable, fun, captivating, interesting, etc.
Observational learning was best represented by the Bobo doll experiment, which
is very popular in the field of psychology. In this experiment, Bandura was able to show
the effect of observational learning wherein the children were placed in a room to watch
an adult acting aggressively towards the Bobo doll. After the observation, the children
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were given the time to play with the Bobo doll and it was perceived that the violent
actions they had watched were then manifested in their behavior towards the doll. It was
concluded that aggressive actions can be imitated by an individual after they have
watched, observed, or listened to something that shows violence. With this, many people
started to worry about the effects of the presentation of violence on different kinds of
media such as movies, television programs, online videos, and violent video games.
However, SLT explains that although an individual learned something does not
necessarily mean that it will change or manifest in their behavior.
The researchers correlated the Bobo doll experiment to the present study
involving the relationship of the number of hours playing video games towards
aggression of the second year and fourth year college students in a private Catholic
university.
Independent Variable
Number of Hours Playing Video
games
Dependent Variable
Aggression
Figure 1. Conceptual Paradigm of the Study
This conceptual framework shows the independent and dependent variables of the
study. It was presumed that the more hours a gamer spends playing video games, the
higher would be the expected level of aggression.
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Statement of the Problem
This study aimed to determine and provide relevant answers involving the
Relationship of the Number of Hours Playing Video Games towards Aggression Among
Selected Second Year and Fourth Year College Students in a Private Catholic University.
Specifically, the researchers sought answers to the following questions:
1. What is the profile of the respondents in terms of the following:
1.1. Age
1.2. Sex
1.3. College department
1.4. Video Game Preference
1.5. Number of Hours Playing
2. What is the level of aggression of the respondents?
3. Is there a significant relationship between the number of hours playing video games
and aggression among selected second-year and fourth college students?
4. What are the psychological implications that may be drawn from the results of the
study?
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Hypothesis of the Study
Ho1: There is no significant relationship between the number of hours playing video
games and aggression among selected second-year and fourth-year college students.
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Definition of Terms
For a better understanding of the study, the following terms are hereby
operationally defined.
Aggression - According to Buss (1961), physical aggression is defined as overcoming an
organism or removing a barrier by using body parts or weapons to deliver noxious
stimuli. Verbal aggression is defined as delivering noxious stimuli to another
organism through vocal response, such as rejection and threat.
Call of Duty: Mobile - According to Law in 2020, Call of Duty: Mobile, previously
known as Call of Duty: Legend of Wars and Elite Squad, is a first-person shooter
mobile game that was announced and released first by Alpha which was formerly
available on Android devices only in Australia. The violent video game is rated
by Pan European Gaming Information as PEGI-16 which means it is suitable for
ages 16 and above.
Valorant - Valorant is a free-to-play multiplayer tactical first-person hero shooter
developed and published by Riot Games, for Microsoft Windows. It is a tactical
shooting game involving two teams with 5 players in each team. Every player can
sign in and play remotely from anywhere in the world. Every game has 25 rounds
and the team that wins the first 13 of them wins the game. Players can choose
their in-game characters called agents at the start of the game. Players can buy
abilities and weapons at the start of the game. Valorant is a PEGI-16 FPS game
according to Pan European Game Information, which means it is suitable for ages
16 and above.
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Video Games - According to Newzoo (2017), video gaming is an extremely popular
leisure-time activity with more than two billion users worldwide. According to
Gentile et al., (2017), playing video games may activate the sympathetic nervous
system and the fight-or-flight response, leading to an increase in the cortisol stress
hormone.
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Scope and Delimitation of the Study
The researchers focused on the relationship of the number of hours playing video
games towards aggression among second-year and fourth-year college students in a
private Catholic university. The video games that were used are limited only to Valorant,
and Call of Duty: Mobile. The two aforementioned video games are both first-person
shooter games. These video games are considered violent as players use guns and other
weapons to kill their enemies. It works in a first-person perspective enabling the gamer to
see and experience the action game virtually in the eyes of the protagonist. Both are rated
as PEGI-16 FPS games according to Pan European Game Information, which means it is
suitable for ages 16 and above. A standardized questionnaire was the primary tool that
was utilized in this research, particularly the Buss Perry Aggression Questionnaire
It covered 69 respondents from the selected second-year and fourth-year college
students in a private Catholic university. The researchers conducted the study in a
Catholic university because of its distinctive education. This Catholic university provides
a different learning approach to other universities because of its distinguishing
characteristics. This study provided another perspective about the research topic because
a Catholic university is Catholic in what it commemorates and celebrates, in what it
condemns and criticizes. It is publicly Catholic without embarrassment and apology. Also
one of the reasons why the researchers selected the Catholic university is because most of
the related literature of this study was conducted on other different types of institutions,
such as State Universities. In addition, it was selected to identify if many students from a
Catholic university play video particularly violent games such as Valorant and Call of
Duty: Mobile.
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The researchers focused on studying the relationship between the number of hours
playing video games and the aggressive behavior of the participants. The study only
covered the behavior of the students on Valorant, and Call of Duty: Mobile. The age of
the respondents range from 19-22 years old, 18 respondents from the College of Arts,
Sciences and Education (CASE), 6 from College of Applied Medical Professions
(CAMP), 8 from the College of Business, Entrepreneurship and Accountancy (CBEA),
28 from College of Information Technology and Engineering (CITE), 9 from College of
Tourism and Hospitality Management (CITHM) with a total number of 69 participants
among the second year and fourth year college students in a private Catholic university in
Bulacan.
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Chapter 2
Methodology of the Study
This chapter described the methodology of the research study, respondents,
instruments used, data gathering procedure, and data processing and statistical treatment.
In this study, procedures were used to determine the relationship of the number of hours
playing video games towards aggression among second-year and fourth-year college
students in a private Catholic university.
Methods and Techniques Used
The study utilized a quantitative research approach in studying and
comprehending the relationship between the number of hours playing video games and
aggression among second-year and fourth-year college students. Quantitative research
focuses on collecting numerical data and generalizing it across groups of people or
explaining a particular occurrence. The goal in organizing and carrying out this
quantitative research study was to determine the relationship between the number of
hours playing video games and social behaviors.
Specifically, the descriptive correlational method of research was used in this
study to examine the relationship of the number of hours playing video games towards
aggression among second-year and fourth-year college students in a private Catholic
university. Descriptive correlational studies describe the variables and the relationships
that naturally occur between and among them. Correlational research methodically
assesses a relationship between two variables without the researcher controlling either of
them. It involves testing two variables to determine a statistically corresponding
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relationship between them. The researchers conducted a survey which was the primary
gathering method used in this study.
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Locale of the Study
The study was conducted in a private Catholic University in Bulacan. The private
Catholic university is a co-educational basic and higher institution founded and managed
by the Augustinian Sisters of Our Lady of Consolation (ASOLC). The university is
PAASCU Accredited, ISO Certified, PACUCOA Accredited, Technical Education and
Skills Development Authority, Autonomous by Commission Higher Education, and a
Private Education Assistance Committee. The research was conducted among the second
year and fourth year college students of the university coming from different
departments: College of Arts, Sciences and Education (CASE), College of Applied
Medical Professions (CAMP), College of Business, Entrepreneurship and Accountancy
(CBEA), College of Information Technology and Engineering (CITE) and College of
Tourism and Hospitality Management (CITHM). This study examined the relationship of
the number of hours playing video games towards aggression. The research study was
conducted online to the second-year and fourth-year college students from the
aforementioned departments of the university due to the limitations brought by the
COVID-19 pandemic.
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Respondents of the Study
The respondents of the study were 69 students coming from different college
departments in a private Catholic university in Malolos City, Bulacan. The type of
sampling that was used for the research is Simple Random Sampling, wherein a simple
random sample is chosen in such a way that every set of individuals has an equal chance
to be in the selected sample. The researchers used this sampling to avoid bias and other
unwanted effects. Through the fishbowl method, the researchers randomly selected the
respondents which are the second year and fourth year college student gamers who play
Valorant, and/or Call of Duty: Mobile. The researchers wrote down the numbers 1-84 on
slips of paper and folded them. Then, the researchers placed all the slips of paper in a
bowl and drew random samples from it. The sampling helped the researchers identify the
relationship between the number of hours playing video games towards aggression
among the second year and fourth year college student gamers.
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Instrument of the Study
Self-survey questionnaires were provided to collect the demographic profile of the
respondents such as their age, sex, college department, video game preference, number of
hours playing, and their username on the video games they are engaging with. A
standardized questionnaire was used as the main data gathering tool for the research.
Particularly, the researchers used the Buss-Perry Aggression Questionnaire (BPA), a 29item, a four-factor instrument that assesses physical, verbal, and emotional aggression
(Gallagher & Ashford, 2016). The Cronbach’s Alpha value was 0.925 which means that
the reliability of the test shows that the overall score has an excellent internal consistency
of every item in the instrument. The questionnaires were divided into two main parts, the
personal data or profile part and the survey proper. The data was measured through the
use of the Likert Scale wherein there are 5 choices for the Buss-Perry Aggression
Questionnaire (BPAQ) which indicated how uncharacteristic or characteristic each of the
statements is describing them. In addition, these research instruments allowed the
researchers to carry out the quantitative approach and determine the level of aggression
effectively with the use of statistics for data interpretation.
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Data Gathering Procedure
In performing the online survey, the researchers carried out the following
procedure:
1. Necessary permission was requested from the office of the Dean.
2. A letter of consent was sent to the participants before conducting the online survey.
The researchers also briefed the participants about the study such as what is their
purpose for the research and the benefits of the study to them.
3. The researchers distributed the questionnaires to the participants with the supervision
of a Psychometrician.
4. After the participants finished answering the questionnaires, the researchers gathered
the distributed questionnaires from the participants which were analyzed and
tabulated.
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Data Processing and Statistical Treatment
For the presentation of the findings, analysis, and interpretation of data gathered,
the following statistical treatments were used:
1. The descriptive statistics that were utilized in gathering the data were mean frequency
and percentage distribution.
1.1. The mean was used to measure the central location of the gathered numerical
data from the respondents.
Mean = Sum of the terms/Number of terms
1.2. The frequency and percentage distribution displayed the accumulated data in a
summarized form based on the categorical variable of the research study.
Percentage Formula: 𝑣𝑎𝑙𝑢𝑒/𝑡𝑜𝑡𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 x 100
2. Slovin’s Formula was used to get the sample size from the total population of gamers
coming from the second-year and fourth-year college departments.
Slovin’s Formula: n = N / (1+Ne2)
3. Pearson’s correlation (Pearson’s r) was used for the analysis of the relationship of
the number of hours playing video games towards aggression among second-year and
fourth-year college students in a private Catholic university in Bulacan. Pearson’s r
measured the strength and direction of the linear relationship between the two
quantitative variables of the study. Particularly, the researchers used Jamovi to
statistically process the gathered data.
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Ethical Considerations
In conducting the research, the researchers observed the following ethical
considerations:
Follow Informed Consent Rules. Research respondents provided an appropriate
briefing about the purpose, methods, and intended use of the research, as well as their
participation in the research and the benefit of the research to them. In addition,
respondents participated voluntarily, free from any coercion or undue influence, and as
given the chance to withdraw from the research at any time. Participants were informed
of the contact details of the researchers in case they have further questions or concerns
about the study.
Respect Confidentiality and Privacy. Research participants’ preference regarding
anonymity, their rights, and participation requirements concerning the confidential nature
of information were respected and appropriately protected. The researchers sought to
protect all forms of information with adherence to the Data Privacy Law. The researchers
provided a clear explanation about how the gathered data were utilized for the study.
Appropriate security measures were applied to all the information that was collected from
the participants.
Honesty and Integrity. The researchers wrote all necessary data such as the
methods that were used in the study, and the results after the study were conducted. The
research was designed, carefully reviewed, and undertaken to ensure standards of
integrity were met, and quality and transparency are assured.
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Objectivity. The researchers assured to avoid bias in any aspect of the study,
especially in terms of sex, age, and the college department of the respondents. This was
done by ensuring that no groups were left behind in the study.
Carefulness. The study was scrutinized to deliver the data and findings of the
research with full authenticity and truthfulness. The results were composed of all the
necessary information and records for them to be credible.
Openness. The researchers are always ready to present the data and findings to
show transparency in conducting the study. Also, criticism and new ideas were observed
as this will help to further the knowledge of the researchers.
Respect for Intellectual Property. All the data gathered were properly cited. The
researchers gave correct acknowledgment to the authors or owners of the questionnaire
that was utilized as an instrument of the study. In conducting the standardized
questionnaire, the researchers were supervised by a licensed Psychometrician. A
standardized questionnaire that was utilized in the study was the Buss-Perry Aggression
Questionnaire which is free to use for research purposes without permission from the
authors.
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Chapter 3
Presentation, Analysis, and Interpretation of Data
This chapter presents the analysis and interpretation of data following the
quantitative methodology. The content of this chapter is the responses of the participants
from the distributed survey questionnaire.
The researchers conducted quantitative research, specifically, a descriptive
correlational approach to examine the relationship of the number of hours playing video
games towards aggression among selected college students in a private Catholic
university. The researcher collected the required data by survey forms which aimed at
determining:

The level of aggression using the Buss-Perry Aggression Questionnaire of every
respondent.

If there is a significant relationship between the number of hours playing video
games and aggression among selected second-year and fourth-year college
students.
Table 1. Likert Scale Interpretation for Buss-Perry Aggression Questionnaire
Rate
Abbrev.
Interpretation
5
EC
Extremely Characteristic
4
SC
Somewhat Characteristic
3
NCU
2
SU
Somewhat Uncharacteristic
1
EU
Extremely Uncharacteristic
Neither Characteristic nor Uncharacteristic
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Table 2. Range and Verbal Interpretation of the Scores for Buss-Perry Aggression
Questionnaire
Scale
Range
LAB
MAB
HAB
Physical Aggression (1-9)
9-45
9-21
22-23
34-45
Verbal Aggression (10-14)
5-25
5-12
13-18
19-25
Anger (15-21)
7-35
7-16
17-26
27-35
Hostility (22-29)
8-40
8-19
20-29
30-40
29-145
29-68
69-106
107-145
Total Score
Note. These are the meanings of the abbreviations mentioned above: Low Aggressive Behavior (LAB), Mild
Aggressive Behavior (MAB), High Aggressive Behavior (HAB)
Table 3. Correlation Coefficient Interpretation
Value
+ .70 or higher
Interpretation
Very strong positive relationship
+.40 to +.69
Strong positive relationship
+.30 to +.39
Moderate positive relationship
+.20 to +.29
+.01 to +.19
0
-.01 to -.19
-.20 to -.29
-.30 to -.39
-.40 to -.69
-.70 or higher
Weak positive relationship
No or negligible relationship
No relationship (zero correlation)
No or negligible relationship
Weak negative relationship
Moderate negative relationship
Strong negative relationship
Very strong negative relationship
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Table 4. Demographic Distribution of the Respondents
Variables
Categories
Age
19-20 years old
21 years old and above
Sex
Male
Female
College Department
CITE
CASE
CITHM
CBEA
CAMP
Video Game Preference Valorant
Call of Duty: Mobile
Both
Number of Hours Playing 30 minutes
1hr & 30 mins (90mins)
3hrs & 30 mins (210 mins)
5hrs & 30 mins (330 mins)
7hrs (420 mins)
N
%
18
51
39
30
28
18
9
8
6
24
35
10
6
20
31
9
3
26.09%
73.91%
56.52%
43.48%
40.58%
26.09%
13.04%
11.59%
8.70%
34.78%
50.72%
14.49%
8.7%
28.99%
44.93%
13.00%
4.38%
Note. These are the meanings of the abbreviations mentioned above: College of Information Technology
and Engineering (CITE), College of Arts, Sciences and Education (CASE), College of International
Tourism and Hospitality Management (CITHM), College of Business, Entrepreneurship and Accountancy
(CBEA), College of Applied Medical Professions (CAMP).
The demographic profile of the respondents was presented and organized in a
table that showed the frequency and percentage distribution of the respondents in terms
of their age, sex, college departments, video game preference, and their number of hours
playing. It revealed that 26.09% of the participants are 19-20 years old and above. In
terms of sex, it showed that the most number of participants are male with 56.52% and
43.48% are female. The respondents were randomly selected using the fishbowl method
to avoid bias. The majority of the respondents came from the College of Information
Technology and Engineering with 40.58% and the least number of respondents were
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from the College of Applied Medical Professions with 8.70%. It also showed that a big
part of the respondents plays video games for 3 hours and 30 minutes with 44.38%.
Table 5. Mean and Interpretation of the Test Scores of the Respondents
ITEM
EC
1
5
SC
NC
SU
EU
TOTAL
MEAN VI
68
69
34
11
187
37.4
LAB
2
25
56
20
19
11
131
26.2
LAB
3
50
92
13
16
7
178
35.6
LAB
4
55
116
30
26
6
233
46.6
LAB
5
20
36
57
28
23
164
32.8
LAB
6
10
44
54
36
20
164
32.8
LAB
7
35
52
60
21
8
176
35.2
LAB
8
15
12
54
26
32
139
27.8
LAB
9
4
28
90
56
35
213
42.6
LAB
10
45
48
57
34
12
196
39.2
LAB
11
15
8
42
44
28
137
27.4
LAB
12
10
52
54
36
18
170
34
LAB
13
5
16
42
42
29
134
26.8
LAB
14
15
56
69
34
12
186
37.2
LAB
15
20
56
54
32
17
179
35.8
LAB
16
8
14
48
60
115 245
49
LAB
17
15
36
72
36
15
174
34.8
LAB
18
10
32
48
46
20
156
31.2
LAB
19
20
60
60
44
8
192
38.4
LAB
20
25
92
48
28
11
204
40.8
LAB
21
20
48
69
40
10
187
37.4
LAB
22
10
60
66
36
12
184
36.8
LAB
23
25
36
45
50
15
171
34.2
LAB
24
10
40
84
34
12
180
36
LAB
25
15
48
60
40
14
177
35.4
LAB
26
20
40
60
42
14
176
35.2
LAB
27
5
56
72
48
16
197
39.4
LAB
28
5
20
69
36
22
152
30.4
LAB
29
15
16
48
28
32
139
27.8
LAB
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This table revealed the mean and interpretation of the scores of the participants
from the Buss-Perry Aggression Questionnaire. It showed that all of the respondents have
scores ranging from 29-68, and this interprets that the college student gamers who
participated in the study have Low Aggressive Behavior.
Table 6. Correlation of the Number of Hours Playing and Aggression
Number of Hours Playing
Aggression
Number of hours
Playing
Pearson’s r pvalue
—
—
Aggression
Pearson’s r
-0.068
—
p-value
0.291
—
As Table 6 shows, the result of the correlation between the number of hours
playing video games and aggression indicates that the two quantitative variables have no
correlation or negligible relationship (refer to pg.53), with r = -0.068, which means that
aggression and the number of hours playing video games have no significant relationship.
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Chapter 4
Summary of Findings, Conclusion, and Recommendations
This chapter provided the discussion, summary of findings, conclusions, and
recommendations. The focus of this section was to identify the relationship between the
number of hours playing video games and aggression among selected second-year and
fourth-year college students in a private Catholic university.
Summary of Findings
The primary purpose of this study is to learn the relationship between the number
of hours playing video games and aggression, among selected second-year and fourthyear college students. Albert Bandura's Social Learning Theory is based on what the
individual observes, with modeling playing a primary role in the process (Cherry, 2019).
It proposed that learning is not limited to direct experience with the actual situation or
environment, which differed from the behaviorists' viewpoint. He believed that learning
and performing the behavior that the individual had observed or listened to could be
accomplished solely through observation.
In this study, the researchers aimed to determine the relationship of the number of
hours playing video games towards aggression. All the gathered data from the
respondents were statistically processed using Jamovi. It is a fully functional spreadsheet
that helped the researchers determine the relationship between the two quantitative
variables. Jamovi also provides a streamlined spreadsheet experience, optimized for
statistical data.
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Previous studies about video games, especially those games that are showing
violence towards the other players are mostly conducted in State Universities and the
results were often negative. However, as modern times are slowly becoming open to the
possibility of the positive effects of video games on people, many researchers are getting
interested in studying the relationship of video games towards self-esteem, selfconfidence, motivation, etc. The respondents of this study which came from five different
college departments of a Catholic university in Bulacan were all randomly selected.
The findings revealed that there is no relationship between the number of hours
playing video games and the level of aggression of the respondents. This research study
is evidence that the level of aggressive behavior of college student gamers who
participated in this research has nothing to do with their time spent playing video games.
It means that even if the gamers are exposed to violence virtually for a long time, it does
not manifest in their behavior in real life.
The psychological implication that may be drawn from the results of the study is
that even if the student is exposed to video games for a longer time than the others, it is
not an indication that he/she will have a high level of aggression. Thus, it shows that the
Bobo Doll experiment of Albert Bandura is not correlated to the result of the present
study despite using video games that are PEBI-16 which means that it is considered as
violent games that must be played only by people 16 years old and above. It explains that
the violence and aggression they watch or experience virtually in these video games do
not manifest in their behavior in real life.
In addition, based on the findings, it contradicts Hull’s meta-analysis that there is
a link between aggression and the number of hours playing video games.
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Conclusion
Based on the indicated findings, the following conclusion was drawn:
1. For the correlation of the number of hours playing video games and aggression, the
null hypothesis was accepted. Therefore, there is no significant relationship between
the number of hours playing video games and aggression among second-year and
fourth-year
college
students.
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Recommendations
As the researchers assess the respondents, the study entitled “The Relationship of
the Number of Hours Playing Video Games Towards Aggression Among Selected
College Students in a Private Catholic University” suggests that between second year and
fourth-year college students, there is no substantial association between the number of
hours spent playing video games and aggression. With that being said, the following
recommendations are presented:
1. Government should implement regulations when it comes to the effect of video
games on student gamers. And mental health practitioners should further explore the
possible effects of video games on the social behaviors of the students.
2. Because of the aforementioned result, the Game Developer should be aware of the
possible relationship of the games they are creating to the aggression of their players.
3. Students and Gamers should be mindful of the number of hours playing video games.
They should try not to depend solely on video games and try engaging in other
activities for their physical well-being. They should maintain their self-control and
not project their anger towards the game to other people.
4. For future researchers who will conduct the same study, it is highly suggested to
gather more respondents or players to participate in this kind of research. They should
also expand their study to other Catholic Universities to explore more possible results
using different variables.
5. Since this research may serve as awareness for parents and school professionals, they
should know when to reach out to a guidance counselor to know how they will be
able to properly address it.
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APPENDIX A
Letter of Consent Addressed to the Respondents
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Letter of Permission to Conduct Research
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Instrument of the Study
Buss-Perry Aggression Questionnaire
1. Some of my friends think I am a hothead.
2. If I have to resort to violence to protect my rights, I will.
3. When people are especially nice to me, I wonder what they want.
4. I tell my friends openly when I disagree with them.
5. I have become so mad that I have broken things.
6. I can’t help getting into arguments when people disagree with me.
7. I wonder why sometimes I feel so bitter about things.
8. Once in a while, I can’t control the urge to strike another person.
9. I am an even-tempered person.
10. I am suspicious of overly friendly strangers.
11. I have threatened people I know.
12. I flare up quickly but get over it quickly.
13. Given enough provocation, I may hit another person.
14. When people annoy me, I may tell them what I think of them.
15. I am sometimes eaten up with jealousy.
16. I can think of no good reason for ever hitting a person.
17. At times I feel I have gotten a raw deal out of life.
18. I have trouble controlling my temper.
19. When frustrated, I let my irritation show.
20. I sometimes feel that people are laughing at me behind my back.
21. I often find myself disagreeing with people.
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22. If somebody hits me, I hit back.
23. I sometimes feel like a powder keg ready to explode.
24. Other people always seem to get the breaks.
25. There are people who pushed me so far that we came to blows.
26. I know that "friends" talk about me behind my back.
27. My friends say that I’m somewhat argumentative.
28. Sometimes I fly off the handle for no good reason.
29. I get into fights a little more than the average person.
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Proof of Permission to Use the Instrument
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Curriculum Vitae
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