CHAPTER 2

Review of Related Literature

This chapter exhibits some related literature connect to the research including

mobile games, language variation, register.

Related Literatures

 According to (Griffiths, 2010), This entry uses the term “gaming addiction” to

describe the phenomenon of excessive problematic gaming since there is

demonstrable empirical evidence that such behavior can include all the core

components of addiction including salience, mood modification, tolerance,

withdrawal, conflict, and relapse.

 According to Mehroof, M et al. (2010). Online gaming addiction: The role of

sensation seeking, self-control, neuroticism, and aggression. Cyberpsychology,

behavior, and social networking.

 In the study of Sarath A. Nonis & Gail I. Hudson (2010), it was revealed that “the

amount of time spent studying or at work had no direct influence on academic

performance”. We believe that the result of this study was in one way or another

have something to contribute to our recent study.

 These researches we study about the psychological factor, whether that is factor

to the online game addiction among students. Unlike with substance abuse, the

biological aspect of online game addiction is uncertain. Research suggests

gambling elevates dopamine, but there’s more to addiction than brain chemistry

(Rooij, Online video game addiction: identification of addicted 2010).

  Bruss (2013) who performs qualitative researches on the online games

addiction in some characteristics which were expressed to be negative, it

was stated that the young people played roles in the formation of their

identities.

Related Studies

 As of today most people relate online games to low academic

performance. Through the years, Studies have yielded different result. Some of

they say that they are co - related when some say that they are not.

 According to the USA Today Network (2018), the World Health

Organization says that compulsively playing video games now qualifies as a new

mental health condition; in a move that some critics warn may risk stigmatizing

too many young players.

 Another worthy article by The Guardian (Przybyliski and Orben,2018),

Video games played on smart phones, tablets, computers and consoles have

been a popular form of leisure for some time now. In Europe, recent figures

indicate that games are played by more than two thirds of children and

adolescents, and a substantial number of adults now play games – 38% in the

UK, 64% in France, 56% in Germany and 44% in Spain.

 Also, in the study of Wittek, Finseras, et. al. (2015), Video gaming is one

of the most popular contemporary recreational activities. It has been shown that

59 % of all Americans play video games (Ipsos MediaCT 2014). An average of

 48 % of Europeans has played video games (Ipsos MediaCT 2012), and that 56

% of young adult Norwegians (aged 16–40 years) play video games regularly

(Mentzoni et al. 2011).

 In the Philippines, a study by Rayo (2012), majority of the gamers of the

country are playing DOTA and regarding it as their specialty compared to playing

games like Ragnarok, Tantra, etc. These factors make playing DOTA to become

a ‘booming’ culture here in the country, and it continues to flourish since 2003.

Synthesis

Community colleges face many of the same challenges that 4-year

institutions face, enrollment and continuity of enrollment, high graduation and

matriculation rates and overall success of the student and institution. These are

the things that can dictate whether or not a school is successful. Gaining an

understanding of the impacts or role that will ensure a student’s success is

something the White House is reviewing (Obama, 2010), the AACC (2010) is

following, as well as the colleges themselves. This study will look into the role

serious games may play in this process.