Chapter II
Review Related Literature
This chapter presents the related literature of the Mobile Legend. This also includes the study
between the effects of Mobile Legend in terms of academic, cognitive, physical, emotional and
social experiences of the students.
LOCAL LITERATURE
The amount of time spent on playing Mobile games specifically at home and the commonly
played online mobile game at school can affect their academic performance “ (De Los Santos et
al., 2020 ) titled ”Mobile Games and Academic Performance of University Students”. According
to them, by giving serious intervention students may improve/strengthen their
academic performance and also to address the problem. Furthermore, by informing the
guardian of the students about the affects of playing mobile games for them to have proper
guidance.
Academic Performance and Cognitive Aspects There is a negative impact to the gamers who
played Mobile Legend to the student. A potential that they will fail to their studies because of
said phenomenon. The gamers mind attach on the game on their studies was limited (Schmidt
and VANDER water, 2008, page 63 was noted on a study of media and cognitive abilities). The
content that being consumed is positive, then positive result can be expected according to
Miqdat said that also depends on how the players handle of online games.
Research by Gentile et al. (2019) has shown that excessive video game usage, particularly in
adolescents, can lead to reduced academic performance due to distractions and time
mismanagement. This finding underscores the importance of understanding the complex
Relationship between video game habits and academic success. The impact of video game
habits, both positive and harmful, on diverse Behaviors is still hotly debated (Manandhar &
Timalsena, 2023). While some video games may offer cognitive benefits such as Improved
problem-solving skills, they often come at the expense of academic focus when not moderated
(Anderson & Dill, 2020).
This is particularly true in the context of excessive internet gaming which can lead to problems,
including classroom distractions. Students often learn in surprising ways but finding a balance
between gaming and academic pursuits is crucial. Przybylski (2021) suggests that moderate
gaming does not inherently harm academic performance, but excessive gaming, especially In
competitive online environments, can result in sleep disruption and lower academic motivation.
This highlights the need for further Investigation into the specific factors that contribute to the
negative impact of excessive mobile gaming on the academic performance Of students. By
analyzing the specific case of Mobile Legends and its impact, this study will deepen the
understanding of how mobile Gaming culture affects academic achievements among
adolescents. This research will contribute valuable insights and understanding
Into the complex relationship between mobile gaming and academic performance, ultimately
informing strategies for promoting healthy Gaming habits and supporting academic
achievement.
A study by Matias (2022) examined the effects of Mobile Legends gaming on the academic
performance of Grade 6 learners. The Findings indicated that excessive gaming negatively
impacted students’ academic performance, highlighting the importance of Monitoring gaming
habits among young learners. Arif and Aditya (2022) examined the influence of communication
behavior among Mobile Legends players on the in-game chat feature. They employed a
qualitative approach grounded in Computer Mediated Communication (CMC) theory, collecting
data through interviews, observations, and documentation. The participants were students
From the State University of Padang (UNP). The findings indicated both positive and negative
effects: the chat feature enhanced team Cohesion and provided opportunities for players to
meet new people; however, it also facilitated instances of harsh language and hate Speech,
particularly during extended gameplay sessions.Kishimoto et al. (2021) investigated the
playtime and satisfaction levels of Generation Z individuals (born from 1997 onwards) who
Played Mobile Legends: Bang Bang during the COVID-19 lockdown in the Philippines. The study
applied Structural Equation Modelling (SEM) within the framework of Self-Affirmation Theory
(SAT). The researchers gathered data from 257 valid participants, Primarily high school and
college students. Results revealed that the impact of self-worth on playtime had the largest
path coefficient. Interestingly, self-worth showed no significant effect on satisfaction. The
model demonstrated good fit with the data. Also, Putri et Al. (2021) studied the online game
Mobile Legends, which is played over the internet either individually or in groups, and its impact
On the behavior of teenage players. The research focused on the interest of teenagers in playing
Mobile Legends and the behavioral Effects it had on teens in Manguharjo Village, Manguharjo
District, Madiun City. The study aimed to analyze and describe teenage Interest in Mobile
Legends and its impact on their behavior. This descriptive study used a qualitative approach,
conducted inManguharjo Village with data collected through observation, interviews, and
documentation. The results showed that Mobile Legends Significantly impacted the behavior of
teenage players and their surrounding environment. Parental involvement was found to be
crucial In mitigating negative behaviors associated with playing Mobile Legends.
