EFFECTS OF COMPUTER GAMES ON THE BEHAVIORAL DEVELOPMENT OF IT STUDENTS
Susan A. Lopez and Allan Dumalsin

Abstract

This study looked into the effects of computer games to the behavioral development of IT students. Specifically, it looked into the profile of IT students playing computer games, the level of frequency and level of irresistibility of playing computer games as well as the reasons why students play computer games and the effects to their behavioral development.

It made use of the descriptive research design with the questionnaire as the main data gathering tool. However, interviews were also conducted to substantiate the data gathered.

The study found out that (a) IT students playing computer games have varied profile characteristics which don’t necessarily affect how frequent the students play; (b) Computer games frequently played are those which have a realistic gaming environment as well as those which give the players a feeling of satisfaction after finishing a series of games; (c) The irresistibility of the computer games played is due to the length of time it takes to finish a game and the thrill and excitement one gets from playing; (d) IT students are happy playing computer games with their peers, and (e) Computer games have positive and negative effects to the behavioral development of the respondents.

While the findings of this study show that respondents generally don’t play computer games for extended hours and that they mostly disagreed on the negative reasons and effects of playing computer games, the following recommendations are being forwarded: (a) The IT Department should consider making it a policy that no computer games will be installed in the computer laboratory rooms to avoid students playing during class hours. Moreover, security measures can also be in place so that students will not be able to install games they can play inside the laboratory rooms; (b) The IT Departmental organization can organize IT related activities like contests on programming, web design and system development to encourage IT students to develop their creativity and not to spend time playing computer games; (c) It is suggested that the IT Department come up with a monitoring scheme to ensure that the students inside the laboratory rooms are doing what they should be doing instead of playing computer games if given the chance. Faculty members assigned are encouraged to supervise the laboratory activities of their students, and (d) During IT departmental orientations, students can be informed of the effects of computer games and they can also be given alternative extra-curricular and co-curricular activities which they can be involved in to be happy and develop their confidence instead of playing computer games.