Thesis Statement About Online Games

Online gaming is due today latest technology. The people can easy to access on this Online World because of the modern gadgets that invented by the new generation. We have now the internet café, personal computer and other gadgets that we can use any time in our life. We have known that today the problem of the students, parents, teachers that we need to solution is the problem in the addiction of the Online Gaming.

As games become more visually enticing and the recession leaves people at home in front of computer screens, therapists are encountering more cases of people obsessed with being online. In extreme circumstances game players can, they warn, become detached from normal existence and forget to eat or sleep as they interact with screen characters such as wizards and monsters. Youngsters can also develop posture problems.

The present study contributes to the argue on video game addiction by applying a unusual approach. It seeks to supply experimental, data-driven verification for the assumed subgroup of addicted online video gamers. Results provide a source for data-based scale confirmation and cut-off scores. Identification of this group will be conducted throughout a combination of two indirect measures: game addiction severity and time spent on online gaming.

Computer game addiction is a worrying aspect of the modern-day technologically able youth. Many children spend hours a day on computers, so much so that computers have become a primary source of entertainment for them , as well as a convenient baby-sitter for parents. Throughout this guide, the details of computer game addiction will be discussed, such as addiction signs, solutions to the problems and alternatives to computers for entertainment.

The online gaming is the addictive hobby that can affect the performance of the students in the school. We say that if we play online games we feel “It feels so good even you want to quit playing the game. You just can’t stop because it’s very addictive ones you start there’s no turning back “. Other people may play continuously that cause to forget they needs like food .And this may affect the social life and the behavior of the addictive gamer. Based on our own experience we play online games to entertain ourselves and kill our boredom. The other “techi” or the technology-inclined they spend several hours in playing instead doing more important things. Online role-playing games, the site adds, “encourages interaction amongst other people and development of groups, allowing people to flourish socially online, providing an escape for their struggling social life”; however the games could also ruin a “successful social life”.

The most played games by boys was the DOTA (Defense Of The Ancient) and the LOL (League Of Legends).The girls most played games was help by the social media sites like Facebook one of them is the Candy Crush , Dragon City , Pet Society and Farmville and other Online games. These are the several reasons of the addiction to the online games. According to online gamer they start playing Online games when they are elementary and High School. And continuously playing online games until now. When a person is obsessed to online games, he/she wants and makes more time in playing online games. Statement of the Problem

Our mission in making this research is to answer the main problem regarding the addiction of the teenager on online gaming.

1. What are the effects of social sites on the addiction in online gaming?

2. What are the things they skip when they are playing online games?

3. How many hours did they spend in playing online gaming?

4. What are the possible effects on the performance of the students when they play online games?

5. How to prevent the addiction of the online player?

We hypothesize that:
1. Those addicted to computer games will have symptoms of addiction, such as tolerance, Emotional dependence, and withdrawal.
2. The computer addicted group will demonstrate an emotional attachment to computer Games. If they are having a bad day, they will be more likely to play more hours of Computer games.
3. The computer addicted and social player groups will be more likely to play MMORPGs.
4. Computer addicted group will have lower GPAs.
Theoretical/Conceptual Framework

The Significance of the Study
Awareness is what we are trying to aim so that our study will be useful to students, parents, and teachers. Our study also aim to give an idea for the parents or the guardian of the children regarding to the addiction of the online games. We want to alarm those students that are addicted on online games to the harmful effects of online gaming to the health of the students but also to their performance in the school. We want to help and also contribute the knowledge for the readers regarding to the said topic. Scope and Limitations

This study was conducted during the first semester of the school year 2014-2015 to identify the factors that affect the involvement to computer game addiction of the LWAD students and to determine how it would affect their study habits. Respondents of the study are limited to the High school students of the School namely: Legacy of Wisdom Academy of Dasmarinas Inc. There are twenty randomly selected respondents of each of the High school students. We will do some survey to proven this research. Definition of Terms

The following word are used in this chapter. It greatly contribute to your vocabulary and to our study. Addiction-an addiction do not have control over what they are doing, taking or using. Their addiction may reach a point at which it is harmful. Addictions do not only include physical things we consume, such as drugs or alcohol, but may include virtually anything, such abstract things as gambling to seemingly harmless products, such as chocolate – in other words, addiction may refer to a substance dependence (e.g. drug addiction) or behavioral addiction (e.g. gambling addiction).

and technology to make informed decisions about critical social scientific issues, ranging from global warming to personal medical treatments. Adults in the United States have a naïve understanding of science concepts and the nature of science (National Research Council, 2007; Pew Research Center and American Association for the Advancement of Science, 2009), and the uneven science achievement of current K-12 students threatens to perpetuate this problem.

U.S. students’ limited science knowledge results partly from a lack of interest in science and motivation to persist in mastering difficult science concepts, and this lack of interest in, in turn, is related to current approaches to science education (National Research Council, 2005b, 2007). Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. In elementary and secondary science classrooms, students often spend time memorizing discrete science facts, rather than developing deep conceptual understanding. Partly because of a focus on improving student performance on high-stakes accountability tests, science classes typically provide students with few opportunities to conduct investigations, directly observe natural phenomena, or work to formulate scientific explanations for these phenomena (Banilower et al., 2008; National Research Council, 2005b).

Over time, students no longer see science as connected to the real world and lose interest in the subject, especially as they move from elementary to middle school (Cavallo and Laubach, 2001; Cohen-Scali, 2003; Gibson and Chase, 2002; Ma and Wilkins, 2002). Within this overall pattern, girls, minorities, students from single-parent homes, and students living in poor socioeconomic conditions generally have more negative perceptions of science than do boys, whites, students from two-parent families, and students with high socioeconomic status (Barman, 1999; Blosser, 1990; Ma and Ma, 2004; Ma and Wilkins, 2002). Among middle and high school students responding to a recent national survey, only half viewed science as important for success in high school and college, and only about 20 percent expressed interest in a science career (Project Tomorrow and PASCO Scientific, 2008).


To explore the potential of computer simulations and games to address these critical science education challenges, the National Science Foundation and the William and Flora Hewlett Foundation charged the National Research Council as follows (see Box 1-1).

To carry out the charge, the board convened the Committee on Science Learning: Computer Games, Simulations, and Education, with representation from science education and learning in science, pedagogy, the design of games and simulations, the design of online learning environments, the


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