Gaming Addiction and Academic Success

Olivene McIntosh

Ditmas Jr. High School

The Introduction

Can you imagine your parents buying you a pack of cigarettes? How about them rushing out, standing in line for hours to buy you the latest video games? What you might not know is that the effects on your child are almost the same. A single cigarette will not immediately cause lung cancer, but weeks, months, and years of smoking cigarettes can increase your risk for this deadly disease. Research has shown that it is the same with playing video games. When we think of addiction and the associated diminished health associated with it, we either think drugs or alcohol. We never think about that latest video purchase. Video game addiction is fast becoming one of the leading causes of serious health issues in adolescents. This comes at a time when adolescents are experiencing significant physical and psychosocial changes and lack self-regulation.

According to researchers http://citation.allacademic.com/meta/p_mla_ apa_research_ citation /5/7/4/3/8/p574381_index.html video game addiction may present itself as compulsive game-playing; social isolation; mood swings; diminished imagination; and hyper-focus on in-game achievements, to the exclusion of other events in life.

The Scientific World Journal, Volume 2014 (2014), Article ID 874648, 9 pages states “An overwhelming majority of the subjects (94%) reported using video or internet games, with one in six (15.6%) identified as having a gaming addiction. The risk for gaming addiction was significantly higher amongst boys with poor academic performance.

When we think about declining test scores, quite often, blame spread around. The curriculum was not rigorous, the teachers are ineffective, the leadership is poor, and the list doesn’t stop there. We never equate lower test scores to an addiction. Yes, an addiction! Internet and video gaming addiction is causing a crisis amongst adolescences in America.

The Task

Your task requires your group to use the Public Policy Analyst (PPA) model outlined below to create a PowerPoint and an oral presentation examining too much internet gaming and its effect on students’ achievement. You must prepare a note card for each slide of your PowerPoint. You must also include at least four (4) credible resources.

The Process

Public Policy Analyst (PPA) is a six step process. You will use the resources, the information you gathered from magazines, journals, internet, and surveys, along with the worksheets below. Allow these resources and worksheets to guide you with your policy paper, power point, and public awareness project. All steps of the PPA MUST be included in your final products.

Step 1

Define the specific problems that too much internet gaming might have on a students’ academic success

Define the problem

Define the Problem: Worksheet#1

Step 2

Use the resources provided, as well as those that you find on the Internet, magazines, journals, etc. to examine the problems associated with too much texting and students’ academic success

Gathering Evidence

Gather the Evidence: Worksheet #2

Step 3

Survey students at Ditmas Jr. High School and neighborhood friends that do not attend Ditmas.

Identifying Causes of the problem

Identify the Causes: Worksheet #3

Step 4

Analyze the source of the problem: The effects of too much internet gaming on students’ academic achievement

Evaluate the Existing Policy

Evaluate an Existing Policy: Worksheet #4

Step 5

Think of and propose three solutions that you believe will help to lessen the amount of problems associated with too much internet gaming and student achievement.

Develop a Solution to the problem

Develop Solutions: Worksheet #5

Step 6

Use the PPA Model to develop a PowerPoint presentation, and conduct an oral presentation on your groups’ finding of the effects that too much internet gaming have on students’ academic performance.

Selecting the Best Solution

Select the Best Solution: Worksheet#6

Resources

Useful Websites:

· http://www.video-game-addiction.org/what-is-computer-internet-addiction.html

· http://futureofchildren.org/publications/journals/article/index.xml?journalid

· http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0087943

· http://www.sciencedaily.com/releases/2014/10/141006094456.htm

· http://www.parentingscience.com/Effects-of-video-games-on-school.html

· http://www.psypost.org/2010/04/academic-performance-the-internet-and-computer-games-among-adolescents-519

· http://www.nydailynews.com/life-style/health/kids-addicted-video-games-violent-experts-article-1.1298338

Book: Cyber Junkie: Escape the Gaming and Internet Trap Paperback – August 2, 2010 by Kevin Roberts

You may also use the following general search engines to assist you in gathering your research.

The Evaluation

Your work will be access on the following rubrics:

Rubric #1

PowerPoint Presentation

ELEMENT	Exceeding Standards 4	Meeting Standards 3	Approaching Standards 2	Below Standards 1
Research and Note taking	Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.	Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.	Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.
Pre Production Planning - Storyboard	The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.	The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.	The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.	There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.
Introduction	The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	The introduction is clear and coherent and relates to the topic.	The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.
Content	The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from * primary sources.	The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources.	The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable.	The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.
Text	The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
Layout	The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.	The layout uses horizontal and vertical white space appropriately.	The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.
Citations	Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format.	Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information.	Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format.	No way to check validity of information.
Graphics, Sound and/or Animation	The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.	Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
Writing Mechanics	The text is written with no errors in grammar, capitalization, punctuation, and spelling.	The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)

Rubric #2

Oral Presentation Rubric

	Exceeding Standards 4	Meeting Standards 3	Approaching Standards 2	Below Standards 1
Content	The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence. The speaker adapts the content in a specific way to the listener and situation.	The speaker focuses primarily on relevant content. The speaker sticks to the topic. The speaker adapts the content in a general way to the listener and the situation.	The speaker includes some irrelevant content. The speaker wanders off the topic. The speaker uses words and concepts which are inappropriate for the knowledge and experiences of the listener (e.g., slang, jargon, technical language).	The speaker says practically nothing. The speaker focuses primarily on irrelevant content. The speaker appears to ignore the listener and the situation.
Delivery	The speaker delivers the message in a confident, poised, enthusiastic fashion. The volume and rate varies to add emphasis and interest. Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."	The volume is not too low or too loud and the rate is not too fast or too slow. The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as "ahs," "uhms," or "you knows.	The volume is too low or too loud and the rate is too fast or too slow. The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as "ahs," "uhms," or "you knows." The listener is distracted by problems in the delivery of the message and has difficulty understanding the words in the message.	The volume is so low and the rate is so fast that you cannot understand most of the message. The pronunciation and enunciation are very unclear. The speaker appears uninterested.
Organization	The message is overtly organized. The speaker helps the listener understand the sequence and relationships of ideas by using organizational aids such as announcing the topic, previewing the organization, using transitions, and summarizing.	The message is organized. The listener has no difficulty understanding the sequence and relationships among the ideas in the message. The ideas in the message can outlined easily.	The organization of the message is mixed up and random. The listener must make some assumptions about the sequence and relationship of ideas.	The message is so disorganized you cannot understand most of the message.
Creativity	Very original presentation of material; captures the audience’s attention.	Some originality apparent; good variety and blending of materials / media.	Little or no variation; material presented with little originality or interpretation.	Repetitive with little or no variety; insufficient use of materials / media.

The Conclusion

Based upon the research conducted internet gaming and its effect on students’ academic performance, students will be able to utilize the TIPS PPA to analyze causes for the social problems affecting society. They will also be able to create and analyze their own policies that might help the various issues that society is faced with today.

Common Core State Standards - English

E1c Reads, understands and produces written and oral work.

E3b The student participates in group meetings.

E4b The student analyzes and revises the work to make it suitable for the audience.

S5f Students work individually and in teams to collect and share information and ideas.

S7b The student argues from evidence.

S7e Students communicates in a form suited for the audience.

A2a Student makes an oral presentation of project plan.

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