PRO PLAYER GAMING: QUANTIFYING THE INFLUENCE OF ONLINE
GAMING ON PROBLEM-SOLVING ABILITIES OF THE STUDENTS IN
NORTH VALLEY COLLEGE FOUNDATION INCORPORATED
VINCE RYAN F. BRITANIA
FREDERICK P. BRINQUEZ
RENATO L. MONLEON
JERALD E. SANG-AN
RHEA MAE J. SEDIMO
Research Outline Submitted to the Department of Senior High School, North
Valley, College Foundation Incorporated, Kidapawan city
in Partial Fulfilment of the Requirements
for the Practical Research 2
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS
(STEM)
MONTH YEAR
TABLE OF CONTENTS
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then UPDATE ENTIRE TIABLE. Delete this instruction in your final paper.]
Page
PRELIMINARIES
Title Page ..................................................................................................... i
Table of contents .......................................................................................... ii
INTRODUCTION .............................................................................................. 5
Bacground of the Study ............................................................................... 5
Objectives of the Study .................... Ошибка! Закладка не определена.
Significance of the Study ............................................................................. 5
Scope and Delimitation .................... Ошибка! Закладка не определена.
Operational Definition of Terms................................................................... 9
Conceptual Framework ............................................................................... 5
Theoritical Framework ................................................................................. 5
Hypothesis of the Study ............................................................................ 10
REVIEW OF RELATED LITERATURE .......................................................... 14
Review of Related Studies ............... Ошибка! Закладка не определена.
Review of Related Literature ............ Ошибка! Закладка не определена.
METHODOLOGY ........................................................................................... 34
Research Design.............................. Ошибка! Закладка не определена.
Respondents of the Study ................ Ошибка! Закладка не определена.
Research Instruments ...................... Ошибка! Закладка не определена.
Sampling Procedure ......................... Ошибка! Закладка не определена.
Data Gathering Procedure ............... Ошибка! Закладка не определена.
Statistical Analysis .................................................................................... 36
ii
LITERATURE CITED ..................................................................................... 37
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INTRODUCTION
Background of the Study
Online gaming has become a ubiquitous form of entertainment,
particularly among the youth. With the advent of esports and professional
gaming, it has also transformed into a legitimate career path for many. This
evolution raises questions about the impact of online gaming, especially the
professional variety, on the problem-solving abilities of students. Action video
games can enhance various aspects of cognitive function, including spatial
awareness, decision-making, and response time (Dill 2000). The influence of
online gaming on cognitive skills, particularly problem-solving, is a topic of
increasing importance and interest in the educational and psychological fields.
In the wake of the COVID-19 pandemic, where online learning has
become more prevalent, there is further interest in incorporating interactive
tools, like gaming, to facilitate online learning. Researchers have also
evaluated the relationships between playing video games and problemsolving
approaches, which suggested that people who play video games approach
problemsolving in-game similarly to how they do in real life (Hamlen, 2018:
Mendelsohn et al. 1966).
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Research on the topic has suggested that people who play video
games are more likely to spend increased time trying to solve a problem
(Ventura et al., 2013). Therefore, it suggests that video game players are more
likely to have better problem-solving skills due to increased persistence when
faced with a challenge. Additionally, Adachi and Willoughby (2013) reported
that strategic gameplay was a predictor of higher academic achievements,
suggesting that problem-solving ingame may be transferrable to other areas of
life.
Statement of The Problem
General Objectives
This study aims to investigate and quantify the impact of online gaming
on the problem –solving abilities of students in North Valley College
Foundation Incorporated, with a focus on a real-life problem solving skills.
Specifically, this seeks answers to the questions:
.Research Questions:
1. What are the online games students prefer to play?
2. What is the extent of students' engagement in online gaming activities?
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3. What are the influence of online gaming on the problem solving abilities of
students?
Significance of the Study
Every research study is important to the people, society, nation, and
world. The findings of this study will make a significant contribution to the
vast body of knowledge regarding the influence of online gaming on the
problem-solving abilities of the students at NVCFI. The significance and
utility of this study's crucial findings may be especially relevant and
beneficial to the following:
To the Gaming Industry. Game developers can make more instructive
and interesting games by being aware of how playing online games influences
one's capacity for problem-solving. The findings of this study can be applied
by the industry to create games that not only amuse players but also offer a
platform for improving cognitive abilities. Additionally, it can assist in promoting
responsible gaming practices and advocating for the integration of educational
elements within gaming content.
To the Teachers. For educators and teachers at North Valley College
Foundation Incorporated, this study is extremely significant. Teachers can
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learn more about the possible advantages and disadvantages of gaming as an
extracurricular activity by researching how online gaming affects students'
problem-solving skills. Teachers can modify their teaching strategies to better
engage and empower students, fostering a more productive learning
environment, by having a greater understanding of how gaming influences
problem-solving abilities.
To the Students. The study provides a distinctive viewpoint on their
personal extracurricular pursuits. They can learn to appreciate the educational
benefits of online gaming and how it might enhance their capacity for problemsolving. Additionally, it increases awareness of the dangers and distraction
risks that gaming could cause. By being informed about the effects of gaming
on their cognitive skills, students can make more informed decisions about
their leisure activities and academic pursuits
To the Readers. This study will fill their minds with relevant
information regarding with the influence of online gaming on the problemsolving abilities of students.
To the Future Researchers. This study provides a foundation for
future researchers to delve deeper into the relationship between online gaming
and problem-solving skills. It offers a valuable starting point for those
interested in exploring the intersection of gaming and cognitive development.
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Scope and Delimatation
This study generally focuses on investigating the influence of online
gaming on the problem-solving abilities of students. It will be conducted at
North Valley College Foundation Incorporated located at Lanao, Kidapawan
City, school year 2023-2024. This will involve senior high and college students
who are actively engaged in online gaming as "Pro Players" or individuals
recognized for their proficiency and dedication in the field of online gaming.
Operational Definition of Terms
Online Gaming- refers to the activity of playing video games over the internet,
typically
involving
cooperatively
or
interaction
competitively,
with
other
through
players,
various
either
gaming
platforms or services
Problem Solving Abilities- Refer to an individual's capacity to identify,
analyze, and resolve practical issues or challenges they
encounter in their everyday life.
Pro Player Gaming- Often referred to as professional gaming or esports,
represents a competitive level of video game playing where
individuals or teams participate in organized tournaments or
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leagues with the primary goal of winning and earning money or
recognition.
Hypothesis of the Study
Ho: There is no significant influence of online gaming on the problem-solving
abilities of students at North Valley College Foundation Incorporated.
Ha: There is a significant influence of online gaming on the problem-solving
abilities of students at North Valley College Foundation Incorporated.
Theoretical Framework
The Cognitive Development Theory of Jean Piaget's, which outlines
distinct stages of cognitive growth, is highly relevant to studying how online
games impact students' problem-solving skills. Online gaming offers a
dynamic environment where students can actively develop abstract thinking,
logical reasoning, and spatial awareness, all essential for problem-solving. As
students engage in complex game scenarios, they apply cognitive skills,
mirroring Piaget's theory and potentially enhancing their overall problemsolving abilities in and beyond the gaming world.
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The Flow Theory of Mihaly Csikszentmihalyi's describes the state of
"flow" when individuals are fully engaged and absorbed in an activity. This
state, marked by enjoyment and deep focus, can be experienced in various
activities, including online gaming. Understanding flow in gaming is essential
as it shows how players' complete engagement can potentially enhance their
problem-solving and cognitive abilities. It also guides the design of educational
games and learning environments to promote optimal engagement and
problem-solving competence.
Gamification theory (Deterring et al., 2011), applied to online games
and problem-solving abilities, posits that incorporating game elements like
challenges, rewards, and competition into non-gaming contexts, such as
educational tasks, can enhance problem-solving skills. In online games, these
elements motivate players to tackle complex challenges, think critically, and
persist in problem-solving. By transferring these principles to educational
settings, students are more likely to engage actively, develop their problemsolving skills, and experience a sense of achievement, ultimately improving
their ability to solve real-world problems effectively. Gamification leverages the
engaging nature of online games to foster problem-solving abilities in a fun
and motivating way.
The Social Learning Theory of Albert Bandura's 1977 highlights how
individuals learn by observing and modeling behavior. When applied to online
gaming, students engage in collaborative and competitive activities, allowing
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them to observe various problem-solving approaches used by peers. This
observation inspires them to adapt and apply these strategies in both gaming
challenges and academic situations. Thus, online gaming becomes a unique
platform where Social Learning Theory fosters the development of problemsolving skills beyond the game, enriching their academic abilities.
In 2001, Marc Prensky introduced the concept of "Digital Natives,"
highlighting a generational shift in the way individuals interact with technology.
Prensky proposed that students who have grown up immersed in the digital
age have distinct learning preferences compared to previous generations.
Online gaming, as a quintessential digital activity, aligns seamlessly with the
preferences of these Digital Natives. The interactive and visually stimulating
nature of online games might resonate more profoundly with them, potentially
influencing their problem-solving abilities. These students are often more
adept at navigating digital interfaces and engaging with virtual environments,
which can contribute to the development of unique problem-solving strategies
and critical thinking skills, distinct from those of previous generations who had
a different technological upbringing. Understanding the impact of this digitalnative generation on problem-solving abilities within the context of online
gaming is vital in adapting educational approaches and designing learning
experiences that cater to their distinct preferences and strengths.
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Conceptual Framework
Problem Solving
Online Gaming
Abilities
In this model, the Independent
Variable is Online Gaming,
representing the exposure of students to online gaming activities. The
Dependent Variable is Problem-solving Abilities, which measures the impact of
online gaming on students' problem-solving skills.
The figure illustrates that the researchers intend to explore how
variations in the independent variable (Online Gaming) may lead to changes in
the dependent variable (Problem-solving Abilities) among students at North
Valley College Foundation Incorporated. By using this model, the study seeks
to establish a quantitative understanding of the influence of online gaming on
the problem-solving capabilities of these students. This framework serves as
the foundation for data collection, analysis, and the subsequent discussion of
findings.
REVIEW OF RELATED LITERATURE
In this chapter includes the ideas, finished thesis, generalization or
conclusion, theories and other. Those that were concluded in this chapter
helps in familiarizing information that are relevant and similar to present study.
Review of Related Studies
In 2014, Granic, Lobel, and Engels conducted a thorough study
entitled "The Benefits of Playing Video Games,"which was published in the
American Psychologist. This study delves into the various advantages of
engaging with video games and emphasizes that they are not just for
entertainment purposes. The researchers assert that video games have the
potential to provide significant cognitive and social benefits. They explore how
playing video games can enhance problem-solving abilities, stimulate
creativity,
and
promote
teamwork.
The
study
challenges
traditional
assumptions about video games and highlights their educational and cognitive
value. It offers a comprehensive overview of the numerous multifaceted
benefits associated with playing video games. Overall, this research indicates
that video games have many positive effects beyond mere entertainment,
making them a valuable tool for learning and growth.
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The study carried out by Adachi and Willoughby (2013), titled "More
than Just Fun and Games: The Longitudinal Relationships between Strategic
Video
Games,
Self-Reported
Problem-Solving
Skills,
and
Academic
Grades,"delves into the intricate connection between playing strategic video
games, the development of problem-solving skills, and academic performance.
Through this research, they aim to emphasize the potential correlation
between strategic video game engagement and improved self-reported
problem-solving abilities. This in turn may positively impact academic grades.
It is worth noting that this study highlights the educational value of specific
video game genres, shedding light on the cognitive development aspects
associated with video gaming.
Palaus, Marron, Viejo-Sobera, and Redolar-Ripoll conducted a study in
2017 titled "Neural Basis of Video Gaming: A Systematic Review." This study
specifically explores the neurological effects of video gaming. The review
delves into how video games impact the brain's structure and function. It
suggests that engaging with video games can lead to substantial changes in
brain regions related to memory, attention, and spatial cognition. The research
provides valuable insights into the neurological mechanisms underlying the
effects of video games on the brain, contributing to our understanding of the
physiological aspects of video gaming.
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In 2009, a study titled "Children and Video Games: Addiction,
Engagement, and Scholastic Achievement"was conducted by Skoric, Teo, and
Neo. The main objective of this research was to explore the relationship
between children and video games, with emphasis on addiction, engagement,
and scholastic achievement. The findings of the study indicate that video
games can be both engaging and entertaining for children; however,
excessive playtime can lead to negative consequences such as poorer
academic performance. Hence, it is crucial to cultivate responsible gaming
habits among young individuals in order to minimize potential adverse effects
on their scholastic achievement. This research highlights the significance of
striking a balance between leisure activities such as playing video games and
academic pursuits for achieving long-term success in life.
D'Zurilla
and
Nezu's
2010
publication
titled
"Problem-Solving
Therapy"is a significant resource that emphasizes the significance of problemsolving techniques in different aspects of life. This work, while not directly
related to video games, lays the groundwork for comprehending the
importance of effective problem-solving methods in various contexts, including
academic performance. Interestingly, numerous studies have also established
that playing video games can enhance problem-solving abilities. This finding
underscores how video games possess potential benefits beyond mere
entertainment value. Therefore, it is essential to recognize how incorporating
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problem-solving techniques into different areas of life, including playing video
games, can lead to positive outcomes and contribute to personal growth.
In 2006, Green and Bavelier conducted a study entitled "Effect of
Action Video Games on the Spatial Distribution of Visuospatial Attention,"
which delves into the impact of action video games on visuospatial attention.
Through their research, they were able to show that playing action games can
potentially improve visuospatial abilities and enhance attention processes.
This discovery is noteworthy because it emphasizes how certain types of
video games can have a positive effect on cognitive skills. The study is an
essential contribution to our understanding of how playing action-based video
games can lead to cognitive enhancements, shedding light on an area that
was previously not well-understood. As such, this study has significant
implications for future research in this field and for the development of new
educational tools and training programs that can leverage the benefits of
action gaming to improve cognitive function.
The study titled "Problem solving and collaboration using mobile
serious games" by Jaime Sánchez and Ruby Olivares, published in
Computers & Education in 2011, explored the impact of Mobile Serious
Games (MSGs) on problem-solving and collaborative skills in 8th-grade
Chilean students. In this quasi-experimental study, three MSGs were
developed and played by teams of four students. The experimental group, who
engaged in MSG-based learning activities, demonstrated a higher perception
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of their collaboration skills and achieved a better score in the plan execution
dimension of the problem-solving cycle compared to the non-equivalent
control group.
These findings suggest that Mobile Serious Games have the potential
to enhance the development of higher-order skills, which raises the need for
further research to identify the specific conditions under which these learning
activities are most effective. This study's results indicate the promising role of
MSGs in educational contexts, especially for fostering collaborative problemsolving skills among students.
In the study conducted by Valerie J. Shute and Lubin Wang, the aim
was to investigate the impact of video gameplay on problem-solving skills.
They recruited 77 college students who were randomly assigned to two
groups: one played Portal 2 (the experimental group), while the other played
Lumosity (the control group). The results revealed a significant difference
between the two groups in terms of overall problem-solving skill improvement
after 8 hours of gameplay, favoring the Portal 2 players. Further analysis
showed that this difference was primarily attributed to superior performance on
the Insight test. Interestingly, in-game performance measures within Portal 2
were found to be significantly correlated with insight test scores, while the
"problem solving" and "flexibility" measures provided by Lumosity did not show
such correlations with external problem-solving tests.
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This study adds valuable insights to the literature, suggesting that not
all video games have the same impact on problem-solving skills. Portal 2, in
particular, appeared to have a positive effect in this regard, highlighting the
potential for certain video games to enhance cognitive abilities. These findings
align with previous research that has indicated the potential for video games to
improve cognitive functions. However, the study also underscores the
importance of selecting the right type of video game for such improvements,
as not all games provide the same benefits.
According to the study by Eyüp Yılmaz, Selma Yel, and Mark D
Griffiths in 2022, the research aimed to explore the influence of playing video
games and traditional games on the social problem-solving skills of children
across two distinct cultures, namely Turkish and British. The study involved
523 schoolchildren aged 9 to 11, with 255 from the UK and 268 from Turkey.
The results indicated that British children tended to play video games more
frequently than Turkish children, while Turkish children spent more time
playing traditional games. Furthermore, it was observed that boys in both
samples played more video games than girls.
In terms of social problem-solving skills, girls generally scored higher
on the Social Problem Situations Inventory for Children (SPSIC) than boys.
Interestingly, children who played video games for less than 1 hour a day had
notably higher SPSIC scores compared to those who played video games for
4 hours or more daily. When it came to the preferred genres of video games,
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action and role-playing games were the most favored by children in both
cultures, while simulation and puzzle games were the least preferred. The
study also found that action-adventure video games had a negative impact on
SPSIC scores, whereas simulation, puzzle games, and video game genres
with educational purposes were positive predictors of SPSIC scores.
In the context of traditional games, British children primarily favored
sport games, while Turkish children had a preference for action games.
Notably, action, strategy, role-playing, and sport traditional game genres
positively predicted SPSIC scores.
Donna Harris conducted a study in 2008 titled "A comparative study of
the effect of collaborative problem-solving in a Massively Multiplayer Online
Game (MMOG) on individual achievement" this explore the educational
potential of Massively Multiplayer Online Games (MMOGs), particularly their
impact on collaborative problem-solving and individual achievement. The
study involved 159 sixth-grade students, divided into an experimental group
playing an ecology-based MMOG called Web Earth Online and comparison
groups receiving traditional instruction. The researcher analyzed player dialog
logs to assess collaborative teamwork in the MMOG group. They used
dependent-samples t-tests and ANOVA to compare the performance of the
experimental and comparison groups on content knowledge assessments and
concept-map construction tasks. The study also examined the relationship
between collaborative teamwork scores in the MMOG group and posttest and
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concept-map scores. Additionally, satisfaction surveys were administered to
assess game and unit satisfaction.
Review of Related Literature
Cognitive Benefits of Online Gaming
According to Basak, Boot, Voss, and Kramer in 2008, their primary
objective was to address age-related declines in cognitive abilities, particularly
focusing on executive control functions in older adults. They implemented a
cognitive training program centered around a real-time strategy video game,
involving participants who underwent 23.5 hours of training. Cognitive
assessments were administered before, during, and after the video game
training to evaluate its impact. The results demonstrated significant
enhancements in game performance among the participants, indicating the
program's effectiveness in improving their video game-related skills. More
importantly, those who received the training exhibited significantly greater
improvements in various aspects of executive control functions, including
tasks like task switching, working memory, visual short-term memory, and
reasoning, compared to a control group.
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Additionally, the work unveiled a correlation between individual
differences in game performance improvements and the enhancements in task
switching. These findings strongly suggest that cognitive training in the form of
video game engagement has the potential to yield significant improvements in
executive control processes in older adults.
The described investigation by Oei and Patterson (2013) delved into the
effects of video game engagement on cognitive capabilities beyond the
commonly acknowledged enhancements seen in action games. They
organized non-gamer participants into five distinct groups, each tasked with
playing a particular genre of video game for an hour daily, five days a week,
spanning four weeks to accumulate 20 hours of gameplay. The selected game
categories encompassed action, spatial memory, match-3, hidden-object, and
an agent-based life simulation. The significant outcomes unveiled that the
improvements in cognitive functions were not exclusive to action game
training. Instead, different game genres appeared to have distinctive impacts
on various aspects of cognition. Notably, action games were effective in
mitigating the "attentional blink," while enhancing cognitive control and
multiple-object tracking. Conversely, match-3, spatial memory, and hidden
object games notably bolstered participants' visual search performance, with
spatial memory games also contributing to an improved spatial working
memory. Complex verbal span exhibited enhancements after engaging in
training with both match-3 and action games.
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These observations suggest that the cognitive benefits attributed to
video game participation do not stem solely from the broad enhancement of
general cognitive systems, like executive attentional control. Rather, the
improvements appear to result from the frequent engagement of specific
cognitive processes required during gameplay. This underscores the
significance of "near-transfer effects," wherein the skills developed through
specific game types have the potential to enhance related cognitive tasks. In
essence, this work by Oei and Patterson (2013) underscores that video games
offer a diverse and valuable tool for enhancing cognitive abilities, with different
game genres serving as unique pathways for cognitive development.
According to Strobach, Frensch, and Schubert (2012) they highlights
the positive relationship between action video game practice and the
optimization of executive control skills, particularly in situations that require the
coordination of two different tasks. Action video games are considered to be
similar to real-life scenarios in complexity, involving multiple concurrent
actions, which makes them an ideal environment for practicing and honing
these cognitive skills. The authors used two types of experimental paradigms:
dual-task scenarios (where two tasks are processed simultaneously) and task
switching scenarios (where two tasks are processed sequentially). They
observed that experienced video gamers had a performance advantage over
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non-gamers in these dual-task and task-switching situations. However, this
advantage was not present in single-task situations.
These findings suggest that video gamers have optimized executive
control skills, which are crucial for tasks that involve managing multiple
cognitive processes concurrently or sequentially. Furthermore, they noted
similar improvements in non-gamers who practiced action video games for 15
hours compared to non-gamers who practiced a puzzle game. This reinforces
the idea that video game practice can causally enhance executive control
skills, supporting the relationship between video game experience and
cognitive skill improvement.
According to Quiroga, Román, De la Fuente, Privado, and Colom
(2015), video games have become a popular leisure activity in contemporary
Western societies. Their research delved into the correlations between
intelligence and video games, with latent correlations ranging from 0.60 to
0.93. To investigate the role of video game genre in these correlations, they
conducted a study involving 134 participants who played ten different video
games on platforms such as iPad and WiiU. The games spanned various
genres, including Art of Balance, Blek, Crazy Pool, EDGE, Hook, Rail Maze,
SkyJump, Space Invaders, Splatoon, and Unpossible, all within a controlled
gaming environment.
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The study found a significant correlation of 0.79 between latent
factors representing general intelligence (g) and video games' general
performance (gVG). This outcome suggests that there are shared cognitive
processes between performance on intelligence tests and video game
performance. Furthermore, it emphasizes that brain-training games are not the
sole genre capable of producing performance measures comparable to
standardized intelligence tests.
From a theoretical standpoint, these findings align with the principle of
the indifference of the indicator, which has been a central concept in
intelligence research for decades. Quiroga et al.'s study sheds light on the
interplay between video games and cognitive abilities, highlighting the
potential cognitive benefits of gaming and its relevance to the broader
understanding of intelligence."
Online Gaming and Problem-solving Skills
According to Mayer and Wittrock (2006), encompasses four
essential characteristics: (1) it occurs internally within the cognitive system of
the problem solver, (2) it's a process involving the conceptualization and
manipulation of knowledge, (3) it is goal-directed, and (4) it relies on the
knowledge and skills of the problem solver to gauge the difficulty and
overcome obstacles towards a solution. In contrast to the well-structured
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problems encountered in formal learning settings, well-designed video games
present students with challenging scenarios that stimulate problem-solving
skills. These games demand players to generate new knowledge in interactive
environments, providing immersive gameplay with continuous feedback to
help players refine their problem-solving skills over time (Van Eck, Shute, &
Rieber, 2017).
Video gameplay mechanics are governed by rules, and one aspect
of problem-solving involves the ability to apply these existing rules within the
problem space, known as rule application (Shute et al., 2015). An illustrative
example of rule application can be found in the extensively researched
problem-solving puzzle known as the Tower of Hanoi (Huyck & Kreivenas,
2018; Schiff & Vakil, 2015; TOH, 2019). The rule application component of
problem-solving skill is one of the dependent variables under consideration in
this study. Rule application entails the problem-solver's representation of the
problem space through direct action, which is a critical element of the problemsolving process (Van Eck et al., 2017).
The systematic review conducted by Shweta Kailani, Rhonda
Newton, and Susan Pedersen, spanning the years from 2009 to 2016, offers
valuable insights into the realm of game-based learning and its influence on
the development of problem-solving skills. Their findings reveal a consistently
positive impact across diverse age groups and academic levels. Two
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fundamental elements emerge as driving forces behind this impact:
collaboration and built-in feedback, complemented by high interactivity within
the gaming environment.
Collaboration within these educational games encourages students
to work together, fostering not only problem-solving but also essential
interpersonal skills. The built-in feedback mechanisms provide learners with
immediate information on their performance, allowing them to reflect on and
improve their problem-solving strategies in real-time. Furthermore, the high
interactivity in these games enhances engagement and motivation, as learners
become actively involved in the learning process.
Perhaps the most noteworthy result of this review is the idea that
game-based learning not only facilitates the acquisition of problem-solving
skills but also instills persistence in learners when faced with challenges. This
persistence is a key driver in their quest to find solutions within the gaming
context. Such findings reinforce the significance of game-based learning as a
potent educational tool, capable of not only nurturing problem-solving skills but
also contributing to the broader development of 21st century competencies in
students. As the educational landscape continues to evolve, these insights
hold promise for educators seeking innovative ways to prepare students for
the demands of the future.
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According to Weoi Hung and Richard Van Eck in their research on
problem solving and gameplay, they highlight the limited empirical evidence
supporting problem solving as a benefit of games and game-based learning.
They stress the importance of establishing and validating models of problem
solving in games, particularly in the context of serious games. The authors
emphasize that problem-solving skills are vital across various domains and
challenging to attain. They note the significance of promoting problem solving
in fields like science, technology, engineering, and math (STEM). However,
the existing research and design theories in serious games are insufficient to
explain the relationship between problem solving and games. They call for
future research in this area to draw from the extensive knowledge base on
problem solving and problem-based learning (PBL) that has been developed
over the years. The authors propose a classification of gameplay based on
cognitive skills and describe different types of problems and the gameplay
types that can support them. They also acknowledge that games can address
various learning outcomes beyond problem solving, such as domain-specific
learning, higher-order thinking, psychomotor skills, and attitude change. The
chapter concludes with implications for future research and design in problem
solving and games.
The article by Deniz Eseryel, Xun Ge, Dirk Ifenthaler, and Victor Law,
published in the Journal of Educational Computing Research in 2011, focuses
on the use of dynamic modeling as a cognitive regulation scaffold to enhance
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complex problem-solving skills in educational massively multiplayer online
games (MMOGs). The research is based on a design-based framework and
includes two empirical studies conducted with 9th-grade students using an
MMOG called McLarin's Adventures. The studies investigate how such gamebased learning environments can aid in the acquisition of complex problemsolving skills, particularly in the context of interdisciplinary STEM education.
The first study underscores the significance of supporting cognitive regulation
in students for successful complex problem-solving skill development within
digital game-based learning. The subsequent study demonstrates that when
students are guided by dynamic modeling, they exhibit substantial
improvements in their complex problem-solving abilities. The article also
discusses the implications of these findings for educational game design
strategies and the use of stealth or embedded assessments to monitor
progress in complex problem-solving during digital game-based learning.
According to Benjamin Emihovich, Nelson Roque, and Justin Mason
published in the International Journal of Game-Based Learning in 2020, the
authors aimed to determine whether two different types of video gameplay
could enhance the problem-solving skills of undergraduate students. They
divided participants into two groups: an experimental group that played the
roleplaying video game "World of Warcraft" and a control group that played the
brain-training video game "CogniFit." Before and after engaging in 20 hours of
video gameplay, participants' problem-solving skills were assessed using two
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measures. The Tower of Hanoi assessed the rule application aspect of
problem-solving skills, while the PISA Problem Solving Test evaluated the
transfer of problem-solving abilities to new scenarios. The study found no
significant differences in problem-solving performance between the two groups
on either measure. The implications for future research in the field of gamebased learning were discussed.
According to Susan Danby, Ann‐ Carita Evaldsson, Helen Melander,
and Pål Aarsand in their 2018 article "Situated collaboration and problem
solving in young children's digital gameplay" published in the British Journal of
Educational Technology, collaboration is a crucial element of social
engagement in young children's digital gameplay. The study focuses on
children aged 3-8 in different settings (Australia, Norway, and Sweden) and
explores how they collaborate and problem-solve during digital gameplay. The
research shows that children employ various strategies, such as instructing,
monitoring, and problem-solving, to progress in the game and maintain a
collaborative peer culture. These interactions create opportunities for peer and
sibling learning without adult involvement, emphasizing the role of social
interaction and gameplay in children's learning and agency.
According to Muhterem Dindar 2018 delved into the gaming behaviors
of 479 high school students, with a specific focus on gender-based differences
and their implications for academic success and Complex Problem Solving
skills (CPS). The study employed a comprehensive approach by measuring
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various aspects of video gaming, including gaming experience, time spent
gaming, gaming frequency, perceived gaming skills, solo versus team play,
and game genres. To assess CPS, the Programme for International Student
Assessment (PISA) 2012 Creative Problem Solving test was used. Notably,
the research found that males within the sample exhibited more experience
and skills in video gaming and devoted more time to gaming than their female
counterparts. Surprisingly, the study also revealed that females played video
games more frequently than males. However, the most significant finding was
the lack of a substantial relationship between any of the investigated video
gaming variables and either CPS or academic success. This study thus
contributes to the existing body of empirical evidence on the intricate interplay
between video gaming and CPS, highlighting that the transfer of gaming skills
to real-life problem-solving might not be as straightforward as previously
suggested in the literature.
Transfer of skills
In the context of pro player gaming, a noteworthy facet worth
exploring is the remarkable transfer of skills to practical problem-solving
scenarios. Notably, Johnson and Brown's investigation in 2019 delved into this
intriguing phenomenon. Their research illuminated the transferability of critical
problem-solving skills honed within the context of online gaming to real-world
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32
situations. The outcomes of their study disclosed a compelling trend, revealing
that pro players showcased elevated levels of adaptability and flexibility when
confronted with problem-solving tasks beyond the confines of the gaming
environment. By comparing the problem-solving prowess of pro players with
non-gamers across a spectrum of challenges, these revelations underscored
that pro players consistently excelled in tasks demanding rapid decisionmaking, nimble thinking, and innovative problem resolution. These findings,
without a doubt, underscore the potency of skills nurtured through pro player
gaming in effectively addressing real-world problem-solving exigencies.
Collaboration and Communication
A notable investigation by Lee and Kim in 2020 delved into the realm
of professional players in online gaming, shedding light on their remarkable
proficiency
in
communication,
coordination,
and
teamwork.
Through
meticulous observation of pro players' interactions during gameplay, the
researchers uncovered a wealth of insights. Pro players consistently
showcased their prowess in effective communication strategies, employing
clear and concise instructions, active listening, and seamless coordination.
These intricate skills in collaboration and communication are of paramount
importance in the context of problem-solving, as they empower individuals to
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33
seamlessly merge their talents, exchange ideas, and ultimately unearth the
most optimal solutions to challenges presented in the gaming world.
33
METHODOLOGY
This chapter presents the procedures adapted by the researchers to
explain in details the research design, respondents of the study, research
instruments, sampling procedure, data gathering procedure and statistical
procedure applied in order to come up with this study.
Research Design
The study used a descriptive research design. Descriptive research
aims to describe and analyze the current status of a phenomenon, making it
suitable for investigating the influence of online gaming on students problemsolving skills
Respondents of Study
The respondents of this study will comprise all senior high and college
students enrolled at North Valley College Foundation Inc., School Year 20232024. The selection criteria will include students who actively engage in online
gaming, allowing for a targeted investigation into the potential influence of pro
player gaming on their problem-solving abilities. Participation will be voluntary,
10
and informed consent will be obtained from each participant, ensuring ethical
consideration in the research process.
Research Instrument
Start here 3 single spaces after the subheading (Heading Level 2).
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> >>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>. You can also add the 2nd paragraph.
Sampling Procedure
Start here 3 single spaces after the subheading (Heading Level 2).
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>
>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>.
Data Gathering Procedure
Start here 3 single spaces after the subheading (Heading Level 2).
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
35
>>>>>>>>>>
>>>
10
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>.
Statistical Analysis
Descriptive statistics were applied to statistically analyze the data gathered
in the study. Frequency count, percentage, and weighted mean were employed to
interpret the results. Frequency count was used to examine the occurrence of
specific instances related to online gaming among students at North Valley
College Foundation Incorporated. Percentage was utilized to determine the
proportion of the overall data representing various aspects of online gaming's
impact. The weighted mean was calculated to assess the effects of online gaming
on the problem-solving abilities of the students.
36
LITERATURE CITED
[Arrange the list alphabetically; delete this comment in the final paper; start after 3 blank
spaces after the heading (Literature Cited)]
Araula, M. W. (2002). The relationship between father’s parenting styles and
adolescents’ locus of control among senior students of Pikit National
High School, Pikit, North Cotabato. (Unpublished [choose one of the ff]
doctoral/ master’s/ undergraduate thesis). University of Southern
Mindanao, Cotabato, Philippines. [sample thesis; Italics for title;
capitalize ONLY the first letter of the first word of the title]
Bernardo, A. B. I. (2004). McKinley’s questionable bequest: Over 100 years of
English in Philippine education. World Englishes, 23, 17-31. [sample
journal article with no DOI; the first letters of the all major words of the
journal title are capitalized]
Cabasan, M. T. N., Kumar, A., & De Waele, D. (2018). Evaluation of
resistance and tolerance of rice genotypes from crosses of Oryza
glaberrima and O. sativa to the rice root-knot nematode, Meloidogyne
graminicola. Tropical Plant Pathology, 43, 230-241. doi:
10.1007/s40858-018-0210-8 [sample of journal article with DOI; Italics
for journal name and volume number; capitalize the first letter of all the
words in the journal name; doi starts with 10; no period after DOI.]
Giller, K. E., McDonagh, J. F., & Cadish G. (1994). Can biological nitrogen
fixation sustain agriculture in the tropics? In J. K. Syers & D. L. Rimmer
(Eds.). Soil science and sustainable land management in the tropics
(pp. 173-191). Wallingford, UK: CAB International. [sample book
chapter; capitalize ONLY the first letter of the first word of the title]
Gomez, K. A. & Gomez, A. A. (1984). Statistical procedures for agricultural
research. (2nd ed). Ontario, Canada: John Wiley & Sons. [sample book;
capitalize ONLY the first letter of the first word of the title; if the country
is the United States, write the state abbreviation instead (e.g., Boston,
MA: Lawrence Erlbaum)]
Jones, C. and Olson-Rutz, K. (2016). Plant nutrition and soil fertility: Nutrient
management.
Retrieved
March
1,
2020
from
https://landresources.montana.edu/nm/documents/NM2.pdf
[sample
document retrieved online; no period after url]
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Nellie Mae Education Foundation (n.d.) What are student centered
approaches?
Retrieved
January
4,
2021,
from
https://www.capss.org/educational-transformation/what-are-studentcentered-approaches [sample website; do not italicize title; no period
after the url; this is also an example if the author is not a person, or if no
date is indicated]
Virmani, S.S. (2001). Opportunities and challenges of developing and using
hybrid rice technology in the tropics. In S.B. Peng & B. Hardy (Eds.).
Rice research for food security and poverty alleviation (Proceedings of
International Rice Conference, p. 407). Manila: Philippines. [sample
conference proceedings; similar to book chapter]
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