It is based on a fictional card game of Duel Monsters created by mange artist Suzuki Attacks. It was first launched by Sonoma in 1999. It has become the top selling trading card game in the world by Guinness World Records in 2009. The trading card game continues to gain popularity as it is played around Asia. Hugging cards are released in a variety of forms, including ready-to-play packs, vending machine versions, and limited release versions packaged withdraw boy software, in books, and distributed at trade shows. The most common form of purchase is in five card packs costing 50 in Japan.

These packs are sold at convenience stores, toy stores, bookstores, and stationary stores, often right at the checkout counter. They are sold at a price point and locations that make it an easy purchase for a parent to appease a child while out shopping, or for a child to make on his own with a bit of allowance. ( Mukluk ‘to, 2002) Like most other kinds of anima and game content, Hugging has an avid teenager and adult fans. These fans frequent the specialty hobby and card shops that buy and sell single cards, and which sometimes provide duel spaces for players to gather and play.

With the advent of the Internet, the communication and organization of core gamers has exploded. In a study conducted in 2003, most of the students in North Carolina are obsessed in playing Hugging, Most of them spent most of their allowances in buying Hugging cards, be it single cards or structure deck. (Anne Allison, 2003) Recently, Hugging became famous in Magmata Science High School. Most of the population of players were third year and grade seven students. In this study, the researcher wanted to know the effects of playing Hugging on the Academic performance of the Magmata Science High School Students, be it positive or negative effect.

B. Statement of the Problem This study aims know the effects on the academic performance of Mask’s students who play Hugging. Specifically this study aims to answer the following specific questions: 1. What are the positive and negative effects of playing Hugging on the Academic performance of Magmata Science students who plays Hugging? C. Significance of the Problem High School Students. This study can inform high school students about the effects of playing Hugging in their academic performance Parents. Parents may be able to know other hand, this can help them do necessary actions to discipline their children.

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Future researchers. This study will help future researchers in their upcoming researches similar to this topic. D. Scope and Limitations of the Study The study is focused on the negative and positive effects of playing Hugging on the academic performance of Mask’s students. Interviewees and respondents will be selected students from Grade Seven and Third Year who play Hugging. Other card games would be tackled no more in this study. E. Materials and Methods This research employs a descriptive method. The researcher will make use of surveys and interviews in order to gather data.

Three hundred children (ranging in age from 5 years 9 months to 12 years 3 months with a mean age of 8 years 11 months) participated in he study. Six versions of the game were developed, each with a different combination of player control, game challenge, and game complexity. All the subjects took a pretest on fire safety knowledge before playing one of the versions of the game. In the game, a player was presented with a fire safety situation and given a choice of actions. After making the choice, the player advanced to another situation.

At the end of the game, the players answered posters questions about fire safety. She found that learner involvement was increased the most when the players had control did not increase learner involvement, but together they did. Furthermore, increased learner involvement was shown to increase the improvement of posters scores. This research demonstrates that specific game designs can positively affect learning outcomes. Thus, it is important to design instructional games to increase learner involvement. Stable, De Angel, Rosella, Illumination, and Plantar (2003) also investigated motivation.

However, they did not look at how a game motivated learners. Rather, they investigated the relationship between learner motivation and the effectiveness of the game. They conducted two experiments with an educational footwear product called Logician. It was developed to teach 9-10 year-olds the basic concepts of logic. The product contained Explanation Sections, Logic Games Sections, and Test Sections. The games increased in complexity as the learners successfully completed the simpler exercises. Stable, et al. Marred the performance of learners in a lecture group to that of a group of learners who used Logician. In their first experiment, they found that the lecture group outperformed the game group. However, in their second experiment, they specifically motivated the learners prior to their interactions with the games. They explained that the learners’ performance would be carefully monitored by their teachers and would be considered as part of their class work. This time, the learners who used Logician performed as well as the learners who received lectures.

The researchers concluded that with proper motivation, these types of gaming exercises were as effective as traditional lecture methods in helping children improve their knowledge of logic. The Stable, et al. Study introduces an interesting issue about how to use instructional games. Many people believe that the game itself will motivate learners. However, this research indicates that other sources of motivation may also be necessary if a game is to be instructional effective. Thus, for games, as with other types of instructional activities, how the activity is used is as important as the design of the activity itself.

As discussed earlier, Mammal (1987-1988) investigated whether playing a vocabulary skill game would increase children’s motivation to continue studying the topic. He compared two groups of sixth-, seventh-, and eighth-grade learning disabled students who played either the game or used a computer program without game features. He found that the game and monogamy programs produced equal gains in vocabulary skill. In addition, the learners who played the game demonstrated significantly higher levels of continuing motivation than the learners who used the monogamy program.

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