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Essay on Online Games Addiction

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100 Words Essay on Online Games Addiction

Understanding online games addiction.

Online games addiction means playing games on the internet too much. This happens when someone spends more time playing games than doing other important things. This can cause problems like poor grades in school, less time with friends and family, and even health issues.

Reasons for Addiction

There are many reasons why people get addicted to online games. Some people play to escape from real-world problems. Others find the games exciting and challenging. Some people even play to feel a sense of achievement.

Effects of Addiction

Playing games too much can cause many problems. It can lead to poor performance in school or at work. It can also cause health problems like eye strain and lack of sleep. It can even hurt relationships with friends and family.

Overcoming Addiction

Overcoming online games addiction can be tough, but it’s possible. It’s important to set limits on how much time you spend playing games. It can also help to find other hobbies or activities to do instead of playing games. It might also be helpful to talk to a counselor or therapist.

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250 Words Essay on Online Games Addiction

What is online games addiction.

Online games addiction is when a person cannot stop playing games on the internet. They spend too much time playing these games and ignore other important things in life. This can harm their studies, health, and relationships.

Why Do People Get Addicted?

People get addicted to online games for many reasons. Some find these games fun and exciting. They enjoy the challenges and rewards that these games offer. Others use these games to escape from stress or problems in real life.

Effects of Online Games Addiction

Online games addiction can have many bad effects. It can cause poor grades in school because students spend too much time playing games instead of studying. It can also lead to health problems like eye strain and lack of sleep. Moreover, it can harm relationships with family and friends because the person is always busy with the games.

How to Overcome Online Games Addiction

Overcoming online games addiction is not easy, but it is possible. One way is to set a limit on how much time you can spend on games each day. Another way is to find other fun activities to do, like playing sports or reading books. It can also help to talk to a trusted adult about the problem.

500 Words Essay on Online Games Addiction

Online games addiction is when a person spends too much time playing games on the internet and finds it hard to stop. This can lead to problems in other parts of life like school, work, or relationships. It’s a bit like when someone can’t stop eating sweets, even though they know it’s bad for them. They might want to stop, but they find it very hard to do so.

There are many reasons why people get addicted to online games. Some people play games to escape from real-life problems or to feel good about themselves. Games can make people feel like they’re winning or achieving something, which can be very satisfying. Other people might get addicted because the games are so much fun and they lose track of time. Sometimes, people get addicted because they’re trying to be the best at the game and can’t stop until they are.

The Impact of Online Games Addiction

Secondly, addiction can harm relationships. If a person spends too much time playing games, they might not spend enough time with their friends and family. This can make people feel lonely and isolated.

Lastly, spending too much time playing games can also be bad for health. It can lead to problems like poor posture, eye strain, and lack of physical activity.

How to Prevent and Overcome Online Games Addiction

If someone is already addicted to online games, it might be hard for them to stop on their own. In this case, it can be helpful to seek help from a professional, like a counselor or a psychologist. They can provide guidance and support to help the person overcome their addiction.

In conclusion, online games addiction is a serious problem that can affect a person’s school, work, relationships, and health. It’s important to balance time spent on gaming with other activities and seek professional help if needed. Remember, games are meant to be fun, not something that takes over your life.

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Online Gaming Addiction and Basic Psychological Needs Among Adolescents: The Mediating Roles of Meaning in Life and Responsibility

• Original Article
• Open access
• Published: 10 January 2023
• Volume 22 , pages 2413–2437, ( 2024 )

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• Alican Kaya   ORCID: orcid.org/0000-0003-2933-0161 1 ,
• Nuri Türk   ORCID: orcid.org/0000-0002-7059-9528 2 ,
• Hasan Batmaz   ORCID: orcid.org/0000-0002-5979-1586 3 &
• Mark D. Griffiths   ORCID: orcid.org/0000-0001-8880-6524 4  

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Individuals whose basic needs are naturally satisfied are much less dependent on their environment and more autonomous. Basic psychological needs (i.e., the general motivators of human actions) are significant predictors of online gaming addiction. Moreover, it has been posited that meaning and responsibility in life are at the center of life from an existential point of view. Therefore, a hypothetical model was tested to examine the relationships between basic psychological needs (autonomy, competence, relatedness), online gaming addiction, responsibility, and meaning in life. Data were collected from a sample of 546 participants. Mediation analysis was conducted, and the results indicated that basic psychological needs, online gaming addiction, responsibility, and meaning in life had significant negative and positive relationships. The findings indicated that responsibility and meaning in life had a serial mediating effect in the relationship between basic psychological needs and online gaming addiction. The findings also showed that the inverse relationship between online gaming addiction and basic psychological needs was at least partially explained by meaning in life and responsibility. The results of the present study are of great importance and suggest that interventions to satisfy the basic psychological needs of adolescents may help prevent online gaming addiction.

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Introduction

Technological addictions have become an area of increasing research interest and are conceptualized as non-chemical (i.e., behavioral) addictions (Kuss & Billieux, 2017 ). Moreover, they can be engaged in actively or passively (Widyanto & Griffiths, 2006 ). For example, television addiction is a passive technological addiction, whereas smartphone addiction and Internet addiction are active technological addictions (Griffiths, 2017 ). Online addictions have increased rapidly due to the increased use of smartphones, tablets, and laptops. Furthermore, overuse of the Internet has been conceptualized in a number of different ways, including problematic Internet use (Aboujaoude et al., 2006 ; Young, 2009 ), excessive Internet use (Choi et al., 2009 ; Lee et al., 2008 ), and Internet addiction (Griffiths, 2017 ) with some considering it to be an impulsive disorder (Young & Rodgers, 2009 ). In addition, online gaming addiction, which is another addiction associated with the Internet, is defined by the American Psychiatric Association (APA, 2013 ) as the consistent and prolonged use of the Internet to play videogames, frequently with other gamers, that causes disruption and clinically impairs several aspects of a person’s life (e.g., personal relationships, occupation and/or education). Key characteristics of online gaming addiction are individuals obsessively playing online videogames to the point of neglecting everything else in their lives, which leads to social and/or psychological disorders in such individuals (Ates et al., 2018 ; Batmaz & Çelik, 2021 ).

Previous studies have indicated various variables that predict and/or are associated with gaming addiction, including attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), anxiety and depression (Andreassen et al., 2016 ), social anxiety (Karaca et al., 2020 ), low self-esteem (Kim et al., 2022 ), inter-personal competence (Lee et al., 2019 ), relationship problems and relationship problems, and hostile family environment (Sela et al., 2020 ). In addition, social skill deficits (Mun & Lee, 2022 ), social and psychological isolation (Young, 2009 ), perceived stress (Rajab et al., 2020 ), suicidality (Erevik et al., 2022 ), and aggressive behaviors (McInroy & Mishna, 2017 ) have been reported among individuals who develop gaming addiction.

Although online gaming meets the various needs of individuals, when the behavior turns into an addiction, it leads to adverse effects on individuals, especially adolescents, where it can impair their mental health (Batmaz et al., 2020 ; Purwaningsih & Nurmala, 2021 ). Among adolescents, online gaming addiction has been reported to disrupt mental health, increase depression, anxiety, and psychoticism, disrupt family relationships (De Pasquale et al., 2020 ), lower quality of life (Beranuy et al., 2020 ), increase social phobia (Wei et al., 2012 ), lower school performance, and improve sleep deprivation (Chamarro et al., 2020 ; Király et al., 2015 ). In short, online gaming addiction negatively affects adolescents’ lives in different areas (Griffiths, 2022 ; Haberlin & Atkin, 2022 ). Therefore, research is needed to delineate the causes of online gaming addiction, eliminate its adverse effects, and implement necessary treatment.

Although many studies have been conducted examining online game addiction among adolescents (see Rosendo-Rios et al., 2022 ) for a recent review of studies), there are few studies examining the relationship between basic psychological needs and online game addiction (Bekir & Celik, 2019 ). In the present study, it is posited that basic psychological needs could be predictors due to the relationship with gaming disorders and problematic gaming (Allen & Anderson, 2018 ; Liu et al., 2021 ; Yu et al., 2015 ). When basic psychological needs are not met, it pushes individuals to exhibit maladaptive behavioral reactions (i.e., online gaming addiction) (Bekir & Çelik, 2019 ). In addition, few studies have addressed the relationship between responsibility and meaning in life and online game addiction (Arslan, 2021 ; Kaya, 2021 ). Moreover, no study has ever examined the mediating role of responsibility and meaning in life in the relationship between basic psychological needs and online game addiction. For these reasons, the present study examined the mediating roles of responsibility and meaning in life in explaining the relationship between basic psychological needs and online game addiction.

Online Gaming Addiction and Basic Psychological Needs

Self-determination theory is a well-established motivational theory comprising six mini-theories (Ryan & Deci, 2017 ). One of these mini-theories is the Basic Psychological Needs Theory (BPNT), which claims that the satisfaction of basic psychological needs is associated with better health and greater psychological well-being (Ryan & Deci, 2000 ). Basic psychological needs are requirements for psychological development, integrity, and well-being (Deci & Ryan, 2000 ). In contrast to the often-frustrating real world, videogames are designed to satisfy all three psychological needs (i.e., autonomy, competence, and relatedness) (Rigby & Ryan, 2011 ). Satisfaction of the needs for competence, autonomy, and relatedness can explain large amounts of the variance in game enjoyment (Rigby & Ryan, 2011 ; Tamborini et al., 2011 ). Online gaming can fulfill the (i) need for relatedness by directing players to social relationships with real or fictional characters, (ii) need for autonomy by giving them management and control within the game, and (iii) need for competence by making them feel successful in playing challenging videogames (Allen & Anderson, 2018 ).

Individuals addicted to videogames need novelty seeking, socialization, competition, and/or entertainment (Hussain et al., 2012 ; Larrieu et al., 2022 ). Studies have shown that gaming addiction is related to basic needs (Billieux et al., 2015 ) and psychological needs such as success, independence, fun, and respect (Herodotou et al., 2012 ). The increasing demand for playing videogames shows that adolescents try to satisfy some of their psychological needs via the Internet (Shen et al., 2013 ; Turan, 2021 ). One longitudinal study found that problematic online gaming and satisfaction of basic psychological needs were positively associated (Yu et al., 2015 ). It has also been reported that adolescents whose basic psychological needs were not met and whose perceived social support was low had high levels of gaming addiction (Yıldırım & Zeren, 2021 ). In this context, some studies claim that online games are tools for satisfying basic psychological needs (Oliver et al., 2016 ). However, studies have shown that the low level of basic psychological need satisfaction in real life can be met with high need satisfaction in online gaming, which leads to addiction for a small minority (Kardefelt-Winther, 2014 ; Rigby & Ryan, 2017 ; Wu et al., 2013 ). Based on the aforementioned literature, it was expected that there would be a significant negative relationship between basic psychological needs derived from real-life and online gaming addiction.

Online Gaming Addiction and Meaning in Life

The debate about the meaning in life has been ongoing for years (Yalom, 2020 ). Because there are many definitions of meaning in life, making a standard definition of meaning in life has been difficult (King & Hicks, 2021 ; Park, 2010 ). Meaning in life is a multifaceted construct conceptualized in various ways that address the value and purpose of life, meaningful life goals, and sometimes spirituality (Jim et al., 2006 ). According to Ryff ( 1989 ), meaning in life is a sign of a sense of direction, goals, and well-being. Frankl ( 2009 ) states that meaning in life differs from individual to individual, day to day, and hour to hour. Many studies have been conducted regarding meaning in life and concepts in the literature. For instance, some of these studies assert that meaning in life increases happiness (Debats et al., 1993 ) and life satisfaction (Yıkılmaz & Demir Güdül, 2015 ) and that the presence of meaning in life positively affects psychological health (Bailey & Phillips, 2016 ) and has a high level of meaning that can lower the incidence of depression (Mascaro & Rosen, 2005 ).

Similar to the aforementioned studies, adolescents’ having meaning in life can protect them from problematic behaviors such as substance abuse and eating disorders (Brassai et al., 2011 ; Shek et al., 2019 ). Adolescence is a period of seeking identity (Erikson, 1968 ) and decision-making (Marcia, 1980 ). Steger et al., ( 2006 ) pointed out that adolescents’ experience of seeking meaning in life or having a meaning in life may be determinative for successful identity development. However, considering that questioning the meaning in life results from the search for identity, it could be speculated that adolescents who constantly play online videogames will be far from such a search. Although studies have shown that adolescents search for identity in while online gaming (Monacis et al., 2017 ; Subrahmanyam & Šmahel, 2011 ; Tanhan & Özlem, 2015 ), it has been reported that excessive online gaming can also make this exploration more maladaptive, and this may lead to online gaming addiction (King & Delfabbro, 2014 ; Kokkini et al., 2022 ). One study reported that as gaming addiction decreases among adolescents, the level of meaning in life increases (Kaya, 2021 ). In general, it is expected in the present study that the existence of meaning in life in among adolescents will reduce online gaming addiction.

Online Gaming Addiction and Responsibility

One of the characteristic features of online gaming addiction is that individuals spend their time playing online games by procrastinating and/or not doing their daily work (Thatcheret al., 2008 ). According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) criteria, one criterion for Internet gaming disorder is that individuals continue to play online games despite being aware of psychosocial problems (American Psychiatric Association, 2013 ). Here, individuals fail to engage in important day-to-day responsibilities and play online games instead. Similarly, it has been shown that online gaming addicts jeopardize or lose their job, education, and/or career opportunities to play online games (Kardefelt-Winther, 2014 ). Time spent playing games instead of engaging in life’s more important tasks can be viewed as a lack of responsibility by individuals themselves, their families, and/or friends (Wartberg et al., 2017 ; Zhang et al., 2019 ).

Responsibility consists of three elements: accountability, liability, and imputability (Robinson, 2009 ). Imputability refers to individuals being responsible for their actions and decisions, accountability refers to fulfilling contractual expectations, and liability refers to assuming a moral responsibility without a contract (Holdorf & Greenwald, 2018 ). The concept of responsibility therapy is defined as the ability of individuals to meet their own needs while allowing others around them to meet their needs (Corey, 2015 ). Being conscious of responsibility means that individuals are aware of themselves and their feelings, thoughts, and pain (Yalom, 2020 ). Dökmen ( 2019 ) defines it as a responsibility to accept the consequences on others of what an individual does or does not do based on his thoughts.

In addition, it is discussed in the literature under two dimensions: emotion (Berkowitz & Daniels, 1963 ; Özen, 2013 ) and behavior (Glasser, 2005 ; Taylı, 2006 ). Individuals with a sense of responsibility have characteristics such as acting with awareness of their own and others’ rights, respecting others, and attempting to fulfill their responsibilities (Özen, 2011 ; Yough et al., 2022 ). On the other hand, individuals who do not have a sense of responsibility make themselves and others feel worthless while living without a plan or program (Cüceloğlu, 2015 ). Studies have shown that a low sense of responsibility can lead to aggression, lying, and avoidance of responsibility, while a high level of responsibility can trigger perfectionism, leading to anxiety, depression, and obsessive-compulsive disorders (Taylı, 2013 ; Wang et al., 2022 ).

The behavior of responsibility, the second sub-dimension of responsibility (Yalom, 2020 ), means that individuals can take responsibility by bearing the consequences of their behavior without attributing it to someone else (Douglass, 2001 ; Shahzadi et al., 2022 ). It has a function that improves positive activities and prevents harmful activities (Kesici, 2018 ). For example, individuals who act responsibly are respected by society and avoid punishment (Douglass, 2001 ). On the other hand, during adolescence, when serious responsibilities begin to be undertaken, a minority of individuals may move away from social life due to gaming addiction. Because of this situation, other people in the individual’s social life (e.g., family and friends) become unimportant to adolescents with low awareness of responsibility. Recent studies have observed that adolescents who excessively play videogames have difficulty fulfilling their responsibilities (Dinçer & Kolan, 2020 ; Doğan & Pamuk, 2022 ). In the present study, it was expected that adolescents with higher levels of responsibility would be less addicted to online gaming (i.e., an inverse relationship).

Basic Psychological Needs, Meaning in Life, Responsibility, and Online Game Addiction

Basic Psychological Needs Theory (BPNT) focuses on the satisfaction and frustration of psychological needs and argues that these needs significantly impact individuals’ psychological health and well-being (Ryan & Deci, 2000 ). Lack of fulfillment of basic psychological needs leads to negative consequences (e.g., depression, stress, and addiction) (Cantarero et al., 2021 ; Levine et al., 2022 ; Orkibi & Ronen, 2017 ; Xiao & Zheng, 2022 ). However, satisfying these needs is associated with positive outcomes such as general self-efficacy (İhsan et al., 2011 ), mental resilience (Kilinç & Gürer, 2019 ), subjective well-being (Akbağ & Ümmet, 2018 ), and obtaining meaning in life (Çelik & Gazioğlu, 2017 ). Furthermore, Weinstein et al. ( 2012 ) suggested that the search for meaning increased significantly when these needs were satisfied. Individuals whose needs are fulfilled are more prone to seek meaning in their life and, therefore, to experience meaning in their life, whereas individuals whose needs are not fulfilled experience a sense of meaninglessness (Eakman, 2013 ). According to Steger ( 2006 ), although individuals continue to search for meaning in one area of their lives, they may have meaning in a different area of their life. Meaning in life is defined as the purpose and importance of the life that individuals derive from their experiences (Baumeister & Vohs, 2002 ; Steger et al., 2006 ). Frankl ( 1969 ) posited that to achieve the meaning of life, an individual must take responsibility for realizing their potential, even at a young age. Therefore, a meaningful life requires individuals taking responsibility for themselves and others.

Responsibility refers to the individual’s sense of duty toward family, friends, and society (Geçtan, 2006 ), and can be examined in personal and social dimensions (Arslan & Wong, 2022 ). Personal responsibility means that an individual is accountable to themselves and to the needs or well-being of others (Ruyter, 2002 ). It also emphasizes self-responsibility by representing the individual’s behaviors and choices that can affect themselves and others (Mergler & Shield, 2016 ). Social responsibility relates to values that support individuals’ moral and prosocial behavior (Wray-Lake & Syvertsen, 2011 ). It includes decisions and actions that benefit others and society (Martins et al., 2015 ). Moreover, it is an important source of support in strengthening individuals’ mental health and improving their life skills (Martins et al., 2017 ) as well as coping with addictions (Amini et al., 2020 ). Therefore, individuals’ personal and social responsibility can protect them against negative situations such as developing addictions (e.g., online gaming addiction) (Chiou & Wan, 2007 ).

Online games allow individuals to meet other players, have fun, achieve status, and obtain financial benefits (Ballabio et al., 2017 ; Columb et al., 2022 ). In addition, escaping from the problems of real life, even temporarily, and achieving relaxation are among the benefits that individuals gain through gaming (Yee, 2006 ). Consequently, online gaming can lead individuals to play online games frequently and for long periods of time, which in turn can lead to the risk of addiction (Luciana, 2010 ; Sachdeva & Verma, 2015 ). The 11th revision of the International Classification of Diseases (ICD-11) characterized gaming disorder as a repetitive or persistent pattern of gaming behavior (World Health Organization, 2019 ). Individuals that are affected by online gaming addiction have also been reported to experience problems with interpersonal relationships (Wongpakaran et al., 2021 ), occupation (Lelonek-Kuleta et al., 2021 ), and health (Chan et al., 2022 ). As such, online gaming addiction can lead to situations that threaten the lives and functionality of individuals through the process and its consequences.

The Present Study

The present study was framed according to self-determination and existentialist positive psychology theories. Self-determination theory (SDT) suggests that the non-satisfaction or inhibition of basic psychological needs can lead to negative consequences (i.e., online gaming addiction). In addition, it emphasizes that behaviors emerge from the individual’s beliefs, meaning, and value judgments rather than external factors (i.e., social norms and group pressure). According to the SDT, need (autonomy, competence, and relatedness) predicts meaning in life (Eakman, 2013 ). Moreover, in a longitudinal study based on SDT, individuals whose basic psychological needs were fulfilled had increased meaning in life (Zhang et al., 2022 ). In addition, the existentialist theory of positive psychology suggests that the meaning in life, which individuals create themselves, can be sustained through responsibility. Individuals having responsibility can also enable them to lead a meaningful life (Arslan & Yıldırım, 2021 ; Wong, 2019 ). According to Wong ( 2010 ), meaning consists of the components of purpose, understanding, responsibility, and enjoyment (PURE). In addition to responsibility being one of the basic concepts that constitute meaning, the search for meaning in life continues intensely during adolescence (Steger, 2012 ). This is especially the case for adolescents who begin to question people and the world deeply, having a meaningful life can protect them from behavioral addictions (Qiu et al., 2022 ; Zhao et al., 2020 ). Considering the role of responsibility and meaning in the life of adolescents, it is important to examine online game addiction, which may be affected by basic psychological needs. Therefore, a serial mediation model was determined based on the assumptions of self-determination and existential positive psychotherapy theory.

In addition to the aforementioned theoretical framework, studies have shown that unfulfilled basic psychological needs are predictors of online gaming addiction (Allen & Anderson, 2018 ; Liang et al., 2021 ; Mills & Allen, 2020 ; Yu et al., 2015 ). However, studies conducted with adolescents have found a relationship between online gaming addiction and responsibility and meaning in life (Doğan & Pamuk, 2022 ; Kaya, 2021 ). In the present study, which also considers the different dynamics in online gaming addiction, a new model is proposed to examine the relationship between basic psychological needs and online gaming addiction through responsibility and meaning in life. In this context, the present study assessed whether basic psychological needs (i.e., autonomy, relatedness, competence) affect the relationship between online gaming addiction, meaning in life, and responsibility among adolescents. Four research questions were investigated: Do basic psychological needs predict online gaming addiction? (RQ1); Does the level of responsibility have a mediating effect on the relationship between basic psychological needs and online game addiction? (RQ2); Does meaning in life have a mediating effect on the relationship between basic psychological needs and online game addiction? (RQ3); Do responsibility and meaning in life have a serial mediating effect on the relationship between basic psychological needs and online game addiction? (RQ4).

Participants

Power analysis was performed via the G* Power 3.1.9.7 program to determine the sample size required for the present study. For this purpose, at the conventional significance level of 0.05 and power at 0.80, a small effect size is determined as r = 0.20 (Cohen, 2013 ). As a result of the analysis, it was determined that the required sample size was 395. The sample in the present study comprised 546 individuals (393 females and 153 males). The participants ranged from 15 to 18 years old, with a mean age of 16.25 years (SD ± 0.82). Just below half the sample of the participants were in the 9th grade ( n =252; 46.2%), 156 were in the 10th grade (28.6%), 74 were in the 11th grade (13.6%), and 64 were in the 12th grade (11.7%). Over one-third of the sample self-reported their socioeconomic status (SES) as being low ( n =210; 38.5%), 224 reported it as being medium (41.0%), and 112 reported it as being high (20.5%). Participants stated that they played videogames 3.56 h daily on average (SD ± 3.12). The number of devices they used to play online videogames was 2.09 (SD ± 0.96).

Basic Psychological Needs Scale (BPNS)

The 21-item BPNS (Deci & Ryan, 2000 ; Turkish version: Kesici et al., 2003 ) was used to assess basic psychological needs. The scale consists of three subscales: (i) autonomy (AU), (ii) competence (CMP), and (iii) relatedness (RLT). The scale has 21 items that tap into the satisfaction of autonomy (e.g., “I feel free to decide how to live my life”), relatedness (e.g., “There aren’t many people in my life that I feel close to”), and competence (e.g., “The people I know say that I am successful in what I do”) which are rated on five-point Likert scale from 1 ( strongly disagree ) to 5 ( strongly agree ). The higher the score, the greater fulfillment of autonomy, competence, and relatedness. In the present study, the scale’s internal reliabilities for the need for autonomy were α=.76, McDonald’s ω= 76; the need for competence were α =.67, McDonald’s ω= 68; and the need for relatedness were α =.82, McDonald’s ω= 83.

Meaning in Life Questionnaire Scale (MILQS)

The 10-item MILQS (Steger et al., 2006 ; Turkish version: Demirbaş-Çelik and İşmen-Gazioğlu, 2015 ) was used to assess meaning in life. Items (e.g., “I’m always looking for my life’s purpose”) are rated on seven-point Likert scale from 1 ( definitely disagree ) to 7 ( definitely agree ). The total score ranges between 10 and 70. The higher the score, the higher the individual’s level of search for meaning in life. In the present study, the internal reliability for the existence of meaning in life was α=.85 and for seeking meaning in life was α=.82. For the overall scale, Cronbach’s α was .67, and McDonald’s ω was .72.

Sense of Responsibility and Behavior Scale (SRBS)

The 18-item SRBS (Özen, 2013 ) was used to assess responsibility. Items (e.g., “I feel responsible for being a member of charitable organizations”) are rated on four-point scale ranging from 1 ( never ) to 4 ( always ). The total score ranges between 18 and 72. The higher the score, the greater the level of responsibility. The SRBS consists of two subscales and each can be used separately. The sense of responsibility sub-dimension was used in the present study. For this sub-dimension, Cronbach’s α was .86, and McDonald’s ω was .87.

Online Game Addiction Scale (OGAS)

The 21-item OGAS (Başol & Kaya, 2018 ) was used to assess online gaming addiction. Items (e.g., “My friendships were damaged/broken due to online games”) are rated on a five-point Likert scale ranging from 1 ( absolutely disagree ) to 5 ( absolutely agree ). The total score ranges between 21 and 105 points. The higher the score, the greater the risk of online gaming addiction. In the present study, Cronbach’s α was .88, and McDonald’s ω was .89.

Procedure and Ethics

Participants were selected from three different high schools in Turkey in the cities of Ağrı, Karabük, and Siirt. The schools were informed about the purpose and duration of the study. The researchers visited the schools, and informed consent forms were distributed. Written informed consent forms were obtained from the legal guardians or parents of the adolescents who volunteered to participate in the study. The purpose of the study was explained to the participants. The eligibility criteria for participation in the study were being an adolescent and being an individual who played (or used to play) one or more online videogames. An online link to the survey was sent to the participants, and each participant was allowed to complete the survey only once. All data were collected using Google Forms in the classroom. Participants were reminded that they might stop answering at any stage of the survey process if they wanted to. Participants were asked not to provide personal information to ensure anonymity and confidentiality. Ethics committee approval of this research was obtained from Ağrı İbrahim Çeçen University (reference number: 110), and every research stage was carried out in accordance with the Declaration of Helsinki.

Data Analysis

All analyses were carried out using SPSS version 26, Hayes’ ( 2018 ) PROCESS Macro (version 3), and G* Power 3.1.9.7 programs. Before starting the analysis, the necessary assumptions to perform the analysis were tested. The kurtosis and skewness values were examined to understand whether the assumptions required for the prerequisites of parametric tests were met. The skewness and kurtosis values for a normal distribution have acceptable threshold values if they are ±2 (George, 2010 ). There were no assumption violations in the research data. In addition, it was found that the correlation between the study variables was not high. The correlations ranged between .17 and .63 ( p <.001). The research variables were also examined to ensure there were no multicollinearity issues. When the tolerance, variance inflation factor (VIF), and confidence interval (CI) values were examined, these values were all within acceptable limits. It was determined that VIF was between 1.12 and 1.48, the tolerance value was between .67 and .89, and CI was between 7.21 and 17.88. The limit values required to avoid multicollinearity problems are more than 0.20 for the tolerance value, less than 10 for the VIF value, and less than 30 for the CI value (Albayrak, 2005 ; Büyüköztürk, 2016 ; Şata, 2020 ). Consequently, no multicollinearity problems were detected. Mahalanobis distance values were examined to determine whether there were outliers in the sample. A total of 21 outliers were identified in the dataset. These outliers were excluded from the analysis, meaning the final sample size was 546. SPSS PROCESS macro was utilized to conduct mediation analyses (Hayes, 2018 ). The bootstrapping method was employed with 5000 resampling and 95% confidence intervals (CIs) to test the significance of the mediating pathways. An effect is deemed significant if the confidence interval does not contain zero (Preacher & Hayes, 2008 ).

Table 1 shows the correlations between all the main variables in the study (basic psychological needs (autonomy, competence, relatedness), online gaming addiction, responsibility, and meaning in life). Pearson correlations indicated that all variables were significantly (albeit moderately and weakly) related.

Serial Multiple Mediational Analyses—Modeling Data

Table 2 , Table 3 , and Table 4 show the results of the serial mediation analysis. First, there was a direct effect of autonomy on online gaming addiction ( β =−.67, p <.001). Moreover, the relationship between competence and online gaming addiction was examined. There was a direct effect of competence on online gaming addiction ( β =−.63, p < . 001). When the relationship between relatedness, the last of the basic psychological needs, and online gaming addiction was examined, there was a direct effect of relatedness on online gaming addiction ( β =−.48, p < . 001). There was also a significant indirect effect of autonomy on online gaming addiction via responsibility (indirect effect=−.12, SE=.02, 95% CI= [−.20, −.06]). Also, the indirect effect of competence on online gaming addiction via responsibility was significant (indirect effect=−.19, SE=.02, 95% CI= [−.31, −.10]). Lastly, the indirect effect of relatedness on online gaming addiction via responsibility was significant (indirect effect=−.17, SE=.01, 95% CI= [−.26, −.10]).

When indirect effects were examined, there was a significant indirect effect of autonomy on online gaming addiction via meaning in life (indirect effect=−.07, SE=.02, 95% CI= [−.14, −.00]). Also, the indirect effect of competence on online gaming addiction via meaning in life was significant (indirect effect=−.11, SE=.02, 95% CI= [−.22, −.00]). Lastly, the indirect effect of relatedness on online gaming addiction via meaning in life was significant (indirect effect=−.05, SE=.01, 95% CI= [−.10, −.01]).

Moreover, the indirect effects of autonomy on online gaming addiction via meaning in life and responsibility were tested. The effect was significant (testing serial multiple mediation; effect=−.04 SE=.01, 95% CI= [−.07, −.01]). Also, the indirect effects of competence on online gaming addiction via meaning in life and responsibility were tested. The effect was significant (testing serial multiple mediation; effect=−.02 SE=.01, 95% CI= [−.04, −.00]). Moreover, the indirect effects of relatedness on online gaming addiction via meaning in life and responsibility were tested. The effect was significant (testing serial multiple mediation; effect=−.02 SE=.01, 95% CI= [−.06, −.01]). In the relationship between basic psychological needs (autonomy, competence, relatedness) and online gaming addiction, meaning in life and responsibility had serial mediating effects.

The results indicated that autonomy predicted online gaming addiction. When autonomy was entered as the predictor, it significantly predicted online gaming addiction ( β  = −0.67, t = −5.58,  p  < .001), and accounted for 5.4% of the variance in the model. Figure 1  shows the regression coefficients of the mediation model. The indirect path mediated by responsibility ( β =−.12, 95% CI= [−.20, −.06]) produced a higher change in variance than the indirect path mediated by meaning in life ( β =−.07, 95% CI= [−.14, −.00]) in the relationship between relatedness and online gaming addiction (see Table 2 ). Therefore, responsibility appeared to have a higher effect than meaning in life. Autonomy predicted a higher level of meaning in life. It also predicted a higher level of responsibility. Higher meaning in life was associated with a higher level of responsibility. Higher level of responsibility was associated with lower online gaming addiction. Consequently, the results indicated that the relationship between autonomy and online gaming addiction was partially mediated by meaning in life and responsibility (see Fig. 1 ).

The results of the serial multiple mediational models

It was also found that competence predicted online gaming addiction. There was also an indirect relationship between competence and online gaming addiction ( β = −0.64, t = −4.13, p < .001), accounting for 4.7% of the variance in the model. Competence predicted meaning and responsibility in life. The indirect path mediated by responsibility ( β =−.19, 95% CI= [−.31, −.10]) produced a higher change in variance than the indirect path mediated by meaning in life ( β =−.11, 95% CI= [−.22, −.00]) in the relationship between competence and online gaming addiction Furthermore, the relationship between competence and online gaming addiction was mediated by meaning in life and responsibility separately (see Table 3 ). The results also showed that meaning in life and responsibility had serial mediation effects in the relationship between competence and online gaming addiction (see Fig. 2 ).

Lastly, the results indicated that relatedness predicted online gaming addiction ( β = −0.48, t = −4.63, p < .001). When relatedness was included in the model, it was found that it accounted for 3.8% of the variance. Moreover, there was also an indirect relationship between relatedness and online gaming addiction. When the indirect effects are examined, the indirect path mediated by responsibility ( β =−.17, 95% CI= [−.26, −.10]) produced a higher change in variance than the indirect path mediated by meaning in life ( β =−.05, 95% CI= [−.10, −.01]) in the relationship between relatedness and online gaming addiction (see Table 4 ). The results suggested that the relationship between relatedness and online gaming addiction was partially mediated by meaning in life and responsibility (see Fig. 3 ).

In self-determination theory (SDT), basic psychological needs comprise autonomy, competence, and relatedness. In SDT (Deci & Ryan, 2000 ), basic psychological needs are expressed as essential psychological nutrients for psychological development, integrity, and well-being. Negative psychological consequences occur when requirements are not met, neglected, or prevented (Deci & Ryan, 2000 ). If individuals cannot satisfy a basic need, they engage in activities that give pleasure to individuals momentarily, even if they do not satisfy them (Antunes et al., 2020 ; Deci & Ryan, 2011 ). One of these activities is online gaming, which has an incredibly interactive structure. At the same time, online videogames are appreciated because they create an environment where both the need for relatedness and autonomy are met in the virtual world. Individuals naturally seek new challenges to experience a sense of efficacy even when no external rewards (e.g., money) are earned (Dindar, 2018 ; Matsumoto, 2009 ). The fact that online games have a reward mechanism is suitable for activating feelings of competence among individuals. It is thought that adolescents tend to meet their basic psychological needs (need for autonomy, competence, and relatedness) that they cannot fully meet from their parents or close friends through online gaming.

The present study examined the mediating role of meaning in life and the level of responsibility in the relationship between online gaming addiction and basic psychological needs (i.e., autonomy, competence, and relatedness) among adolescents. Findings showed that autonomy predicted online game addiction. In other words, autonomy had significant negative effect on online game addiction. Considering that addiction is related to reduced autonomy (Amatem, 2008 ), it can be said that the finding is compatible with the literature. However, there is a study in which there was a negative relationship between the need for autonomy and digital game addiction among adolescents (Dursun and Çapan, 2018 ), which supports the research finding. On the contrary, there is a study in which autonomy and online game addiction had significant positive relationships (Bekir and Çelik, 2019 ). Similarly, it is known that the need for autonomy has a positive relationship with social media addiction (Young-Ju et al., 2018 ) and a negative relationship with Internet addiction (Piri et al., 2018 ; Zeren & Can, 2019 ). These studies, which have obtained different results, make the relationship between the need for autonomy and digital addictions open to discussion but also show that further research is needed.

According to the present study’s findings, it was found that relatedness and competence, as well as autonomy, predicted online gaming addiction. Studies have shown that competence and relatedness have significant relationships with online gaming addiction (Bekir and Çelik, 2019 ; Dursun and Çapan, 2018 ). In addition, research has shown that relatedness has a negative relationship with short-form video addiction (Yang et al., 2022 ), and relatedness dissatisfaction positively correlates with Internet gaming disorder (Hui et al., 2019 ). Moreover, significant negative relationships have been found between competence and smartphone addiction (Gao et al., 2022 ; Sun et al., 2020 ) and Internet addiction (Zeren & Can, 2019 ; Canoğulları, 2014 ). Based on these results concerning technological addictions, it can be said that the literature findings and the results of the present study are compatible.

The tendency of individuals to play online videogames may be to meet their autonomy, competence, and relatedness needs (Ryan et al., 2006 ). In addition, when basic psychological needs are prevented, technological addictions (gaming addiction, smartphone addiction, social network addiction, and Internet addiction) increase (Gugliandolo et al., 2020 ). This may be the compensation for unmet basic psychological needs through addiction (Kuss et al., 2017 ; Mills et al., 2018 ). Therefore, fulfilling basic psychological needs in real life and eliminating the problems that prevent this satisfaction can be a protective factor against online gaming addiction.

Another finding of the present study was that the level of responsibility hads a mediating effect on the relationship between basic psychological needs and online gaming addiction. However, there was a positive and significant relationship between basic psychological needs and responsibility. In contrast, a significant negative relationship was found between responsibility and online gaming addiction. Considering that the components of responsibility (accountability, liability, and imputability) in Robinson’s ( 2009 ) definition appear less important in online environments, it is assumed that adolescents who are addicted to online gaming experience less sense of responsibility. A recent study found that a higher level of responsibility significantly predicted online gaming addiction, whereas a lower level of responsibility negatively affected online gaming addiction (Kesici, 2020 ).

Research conducted by Arslan ( 2021 ) found that secondary school students’ sense of responsibility and behavior had a crucial predictive role in online gaming addiction. Another study reported a significant negative relationship between the students’ videogame addiction and their personal and social responsibility behavior (Dinçer & Kolan, 2020 ). Based on previous studies and the results of the present study, it is thought that increasing the level of responsibility of secondary and high school students would reduce gaming addiction. Adolescents whose level of responsibility increases are also more likely to engage in responsible behavior. This is supported by studies in the literature that physical education and sports play an essential role in helping adolescents acquire responsible behavior (Bayraktar et al., 2016 ; Bugdayci, 2019 ; Tazegül, 2014 ). These studies’ results are considered necessary regarding online gaming addiction because such behavior leads to a sedentary lifestyle (Cómez-Mármol et al., 2017 ).

Findings indicated that meaning in life had a mediating effect on the relationship between basic psychological needs and online gaming addiction. However, there was a positive and significant relationship between basic psychological needs and meaning in life. In contrast, a significant negative relationship between meaning in life and online gaming addiction was found. These findings demonstrate the importance of meaning in life in preventing online gaming addiction among adolescents. A study by Kaya ( 2021 ) on adolescent online gaming addiction found that as the level of online gaming addiction decreased, the level of meaning in life increased. These results suggest that meaning in life affects online gaming addiction as a cause and consequence. Considering that having a meaningful life increases resilience (Batmaz et al., 2021 ; Doğrusever et al., 2022 ), low resilience increases gaming addiction (Canale et al., 2019 ), and gaming addiction reduces happiness (Kaya, 2021 ; Turan, 2021 ), meaning in life seems to be an essential variable that can affect gaming addiction.

What makes the present study unique to the online gaming addiction literature is that responsibility and meaning in life had a serial mediating effect on the relationship between basic psychological needs and online gaming addiction. In other words, the results indicated that the relationship between relatedness, competence, and autonomy with online gaming addiction was partially mediated by meaning in life and responsibility. This finding suggests that the need for autonomy, competence, and relatedness increases the level of meaning in life, which in turn reduces online game addiction. Similarly, online game addiction can decrease as the need for autonomy, competence, and relatedness increases the level of responsibility. In addition, based on the serial mediation effect, it suggests that meeting the need for autonomy, competence, and relatedness can reduce adolescents’ online game addiction by increasing their meaning in life and their level of responsibility.

To the best of the authors’ knowledge, the present study is the first to examine the mediating role of responsibility and meaning in life between basic psychological needs and online gaming addiction. The associations between these variables provide greater understanding and knowledge concerning online gaming addiction and provide additional insight into the significant causes that underlie playing games online (which may be potential factors in the acquisition, development, and maintenance of online gaming addiction among adolescents). Moreover, fulfilling basic psychological needs appears to increase responsibility and meaning in life and reduce susceptibility to online gaming addiction. The findings enrich the literature because it suggests new protective factors that might prevent adolescents from developing online gaming addiction.

The findings offer relevant practical implications for adolescents, educators, families, private and public health institutions, and mental health professionals to assist them in designing addiction prevention strategies and policies. Results also suggest that basic psychological need satisfaction fulfilment in real life plays an important role in the development and maintenance of online gaming addiction among adolescents. Educators, parents, and adolescents could utilize awareness of the factors contributing to online gaming addiction to help them take preventive measures against it. In addition, if adolescents have high levels of responsibility and meaning in life, it may help reduce online game addiction. Considering the findings, it is recommended that mental health professionals provide training and services that increase the level of responsibility among adolescents and enable them to have meaning in their lives to prevent the onset of online gaming addiction. In addition, private and public health institutions should implement training programs to improve the skills of parents, such as digital parenting, to cope with online gaming addiction. This training should also ensure that parents behave with awareness of the basic psychological needs of adolescents in the family and that they gain thoughts and approaches that can add responsibility and meaning in life.

Limitations

As in all studies, the present study also has some limitations. The first is that the study was cross-sectional. Conducting a cross-sectional study means that causality between the study variables cannot be determined. Second, completing the survey online may have influenced respondents’ responses (with those without home Internet access unable to participate). The online data were also collected during the COVID-19 pandemic. Therefore, adolescents living in isolated environments may have increased their gaming during this period. This unusual situation may have resulted in a lower sense of responsibility and a less meaningful life. This is consistent with the present study’s findings. Another limitation is that the participants were high school students studying in different schools in Turkish provinces, so the findings are not necessarily generalizable to all Turkish schoolchildren. The sample was also limited because it did not include other education levels, such as primary and secondary schools and children from different geographical and cultural regions in Turkey and/or other countries. Future studies are needed with different age groups, such as primary school, secondary school, university students, adults, and various geographical regions in the sample groups (both in and outside Turkey). Such studies are needed to confirm the findings reported here and should include other research designs (e.g., longitudinal studies to determine causality between variables) and other types of data (e.g., qualitative interview data to attain richer data). Another limitation of the present study was that the participant’s responses were self-report and therefore subject to well-established method biases (e.g., social desirability, memory recall).

The study’s findings indicated that adolescents whose basic psychological needs were met exhibited lower levels of online gaming addiction than adolescents whose basic psychological needs were not met. Consequently, the adverse effects of online gaming addiction may be reduced by interventions that meet adolescents’ basic psychological needs. Similarly, a significant negative relationship was found between responsibility and online gaming addiction. Consequently, it appears that adolescents who fulfill the requirements of individual and social responsibilities (studying, spending time with family, going out with friends, etc.) have greater protection from the more negative effects of online gaming. However, when meaning in life and responsibility are included in the relationship between basic psychological needs and online gaming addiction, the effect of basic psychological needs on online game addiction decreases. This suggests that meaning in life and responsibility have a serial mediating role between basic psychological needs and online gaming addiction.

Data Availability

The data that support the findings of this study are available from the first author upon reasonable request.

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Department of Guidance and Psychological Counselling, Ağrı İbrahim Çeçen University, Ağrı, Turkey

Alican Kaya

Department of Guidance and Psychological Counselling, Siirt University, Siirt, Turkey

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Hasan Batmaz

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Contributions

Study conception/design: AK, HB, NT, and MDG. Data collection: AK, HB, and NT. analysis: AK and HB. Drafting of manuscript: AK, HB, NT, and MDG. Editing: MDG. Statistical expertise: AK and HB. Administrative/technical/material support: HB and HYK.

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Kaya, A., Türk, N., Batmaz, H. et al. Online Gaming Addiction and Basic Psychological Needs Among Adolescents: The Mediating Roles of Meaning in Life and Responsibility. Int J Ment Health Addiction 22 , 2413–2437 (2024). https://doi.org/10.1007/s11469-022-00994-9

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Online video games have already become an essential component of popular culture. A variety of technological products is actively used to train pilots and other safety occupations for better professional skills. Until recently, there was no specific knowledge or empirical evidence with regard to the effect video games may produce on users’ skills. It appears, however, that video games can become a relevant source of better practical knowledge and abilities which young users are to use in the practice. Unfortunately, there is no sufficient information that could unilaterally confirm the positive nature of video games when used by users in practical performance, but the results of recent researches suggest that video games provide unlimited opportunities for the development of better practical skills and avoiding major mistakes (Soukup 43). Video games are often linked to problems including bad grades and violent behavior of people. The idea has been accentuated in the ScienCentral News video reports. The study suggests that might make users do a better job. Confidentiality relates to information sought, obtained, or held by an organization, the disclosure of which might be detrimental to that organization or to the third party that supplied it. In many cases, it is difficult to control e-mail communication between employees and protect information security (Aarseth, 99). The paper will try to answer and research the question “Why people are addicted to online video games? How does it affect their life?”

Online video games create a new reality and can be interested as a “second life” of the user. Bad communications lead to conflict. In this situation, employees cannot find a unified and single solution for the project or program competing with one another during meetings and negotiations. Also, e-mail is not an ideal form to solve current business problems, because it takes time to type an e-mail instead of “simply calling someone if the message is short” (Hartt n.d.). In some cases, employees must accept e-mails inflexibilities, and learn how to interpret the information provided to them and how to make correct deci­sions based on written short messages. On the other hand, electronic mail systems store and then deliver to electronic ‘mail boxes’ which enable the recipient to retrieve the message when convenient.. The main problems that affected e-mail communication include lack of mutual understanding, lack of openness in relations, and damaged relations, chaos situations (Bates, 45). Critics admit that:

Despite this growing concern, children still seem to be spending time playing video games. A recent report released by the Kaiser Family Foundation (1999) reveals that a majority of 2- to 18-year-old children in this country have access to video game technology in their homes. (Smith 54).

As such, whatever is happening in the society in According the theory of the social construction of reality, each person is undeniably a perception and interaction with others. As such, this proves that culture is a vital component that affects the formation of one’s identity. In line with this, the concept of cultural identity was formed. Cultural Identity is often described as an individual’s feeling or perception of his or her belongingness to a certain cultural group. It is also described as the extent to which this feeling affects him or her and influences him/her to act in accordance with the actions, beliefs, traditions, and behavior imposed by the cultural group. A cultural group, on the other hand, refers to a set of individuals, which may be or maybe not be bounded by time and place. However, it is given that members of a cultural group carry the same set of symbolic meanings used in the interpretation of actions and communication. Normally, cultural groups exist in a common cultural space and time also (Berger, 98).

Through the sense of belongingness to a certain online video game, one tries to modify his/her behavior and practices in such a way that they are in accordance with the norms that are accepted by the online video game, to which the individual belongs. Thus, the end product will be that of identity. However, if an individual identifies himself/herself as a member of online video games that have cultural practices that oppose each other, he or she will be exposed to the question of which tradition to follow. Thus, his or her online video game identity will be compromised. In this case, the sense of free will, motivated by which cultural group he/she thinks he/she can more identify with, acts. In the analysis of the cultural identity of the interviewee, the act that he only tries to stay in line with norms of the “majority” while strongly not acting against the norms of his Islam community emphasizes that he identifies himself more as a member of the latter one. However, the fact that the interviewee acknowledges the norms of the “majority” also signifies his appreciation of the culture of this group, and therefore the concept of online video game assimilation exists (Faber, 76).

The changes are far-reaching: the definition of online video game; the nature of the information ‘commons’ for the citizen; the right of privacy in communicated expressions; the regulation of information infrastructures (computer operating systems and networks); the definition of information goods; and the nature of government communication with its citizens. These changes mostly revolve around information ownership and yet no consistent framework has yet to emerge as the question has mostly been approached in a piecemeal way. It is argued in conclusion that a new information dispensation must be built which guarantees information ownership, as this is the foundation on which systems of trading, governance, and research can be built. More interesting, though, was the extent to which users of the Internet as a news source said that as a result, they are using traditional news. It seems that using online video sites may have a more negative effect on news viewing than news reading. This might be because Internet users most often go online for the sort of information featured by television news, especially cable. In the early days, online companies did their very best to replicate the printed or media product (Berners-Lee, 33).

These emergent online video game standards now pose a major problem for competition regulators around the world as they span jurisdictions and the market dominance they create is not easily broken up by their nature. Although in some markets the developers may license the ‘standard’ technology to widen participation (the digital cellular phone standard GSM is one example), in others the standard-setter may aggressively protect its control over the standard as it regards it as an asset. At present most of the dominant information standards have been developed by US companies and they can only be regulated effectively by the US Department of Justice. These technological questions will, however, mark out the information infrastructures of the next century. In the emerging technological and commercial environment defined by the digital encoding of information representations ‘ownership’ is coming to mean different things (Aarseth, 33).

The internet and online video websites have become a new sales channel uncontrolled by the state and free for mass consumers. If any element of the channel can be provided in a more cost-effective way, either by another organization or the application of technology, then the producer will have a strong incentive to change their sales strategy. Mainstream media is limited by censorship and regulations, channels of communication, and geographical scope. In other words, this situation creates a channel conflict for mainstream media. Whenever there are a number of different sales channel elements that can address the same customer base, then there is the potential for conflict. The computer industry is renowned for having multiple channels which often find themselves in direct competition. There have been many instances when the computer manufacture, its distributors and resellers are all fighting for the same business (Smith et al 54).

The online video game is an area occupied by online companies. Some direct marketers have long suspected that the reliance of media advertising on attitudinal factors, instead of behavioral ones, has resulted in “much ado about nothing.” Moreover, they consider the Internet an information media and therefore antithetical to media advertising. When these capabilities are combined to address traditional business situations, it is possible to generate tangible benefits. The American media marketplace is not only larger but far more specialized than any other environment worldwide (Smith et al 54). Also, historically, marketing and advertising, in particular television and electronic media, have had a far more significant role in the United States than elsewhere. These abrupt turns can best be seen through annual changes. In the light of the Internet and its direct potential, these targeting options remained narrow and one-sided. Based on a broadcast model, they made real-time interactivity impossible. Having assessed the degree to which the Internet will affect the organization, the challenge is to manage the adoption of the new technology and the changes it will cause to existing processes. Decisions will be required about the advisability and cost implications of running multiple sales channels and the conflicts that can be created (Aarseth, 66).

Constraints on the geographic, industry, or application areas of trading, available to each channel element, can suddenly disappear. Perhaps the most important thing that can be done is to recognize that a problem will exist and to ensure that the existing channel elements have been informed of how the changes will affect them. If possible, these existing channel partners should be involved in the use of technology and encouraged to accept the changes by sharing part of the planned benefits. There are several reasons why it may be necessary to reduce the level of margin on media products that are being sold via the Internet-related sales channel. It may be sensible to offer a pricing advantage to encourage customers to use the channel. This does not necessarily affect the overall net margin since the cost structure of maintaining the channel may be significantly lower than the traditional alternatives (Berners-Lee 5).

In sum, it was found that people are addicted to online video games because they help users to change their own identity and create the ideal personality they cannot reach in real life. Jones writes that: “As in a video game, in which players acquire new weapons and capabilities within its digital geography and learn more and more about how to play from the collective knowledge of gamers online, both Lost’s characters and its audience are acquiring sequentially the “tools” they need to play. (51). Aarseth states that: “virtual environment has penetrated identity unevenly, thus marketers and advertising use this medium to promote their” (61). These quotes agree that online video games create a new reality for users but do not have a positive and educational impact on their personalities. Lack of regulations and censorship help video websites better position themselves against mainstream media companies. Online video sites succeed in moving economic activity closer to users (viewers) proposing low transaction costs, low barriers to entry, and improved access to information for the consumer. Thus, they have a negative and threatening impact on mainstream media, its audiences, and media messages. (Jones 51). Taking this measure helps the people to engage themselves in doing different kinds of exercises. The same thing can be told about the classic game Asteroids. This game has many important characteristics. One of these characteristics is the ability to rotate the wrist moves of a spaceship. The game is often associated with the waste of time. This is especially true when we are talking about the vast majority of people who are engaged in the research.

Works Cited

Aarseth, E. Cybertext: Perspectives on Ergodic Literature Baltimore and London: Johns Hopkins University Press, 1997.

Bates, B. Game Design: the Art and Business of Creating Games Roseville, CA: Prima Tech (Game Development Series), 2001.

Berger, A.A. Narratives in Popular Culture, Media and Everyday Life Thousand Oaks, CA: Sage, 1997.

Berners-Lee, Tim. Weaving the Web. London: Orion Business Books, 1999.

Faber, L. Re: Play Ultimate Games Graphics London: Laurence King Publishing, 1998.

Jones, S. E. Dickens on Lost: Text, Paratext, Fan-Based Media. Wordsworth Circle , 38 (2007), 51.

Smith, S. L. et al. Popular Video Games: Quantifying the Presentation of Violence and Its Context. Journal of Broadcasting & Electronic Media , 47 (2003), 54.

Soukup, Ch. Mastering the Game: Gender and the Entelechial Motivational System of Video Games. Women’s Studies in Communication , 30 (2007), 43.

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Gaming Addiction: Recognizing Signs, Impacts, and Effective Treatment Strategies

When a harmless pastime morphs into an all-consuming obsession, gaming addiction can swiftly erode the fabric of one’s life, leaving a trail of shattered relationships, derailed ambitions, and a profound sense of isolation in its wake. The digital realm, once a sanctuary of entertainment and escapism, transforms into a perilous labyrinth, ensnaring unsuspecting gamers in its addictive grasp. As the lines between reality and virtual worlds blur, individuals find themselves teetering on the precipice of a digital addiction that threatens to consume their very essence.

Gaming addiction, a phenomenon that has garnered increasing attention in recent years, is no longer a fringe concern relegated to the shadows of society. It’s a stark reality that affects millions worldwide, transcending age, gender, and cultural boundaries. But what exactly constitutes gaming addiction, and how did it evolve from a niche concern to a recognized mental health issue?

The Genesis of Gaming Addiction: A Brief History

Picture this: it’s the early 1980s, and arcade machines are the hottest ticket in town. Kids and adults alike flock to dimly lit rooms, pockets jingling with quarters, ready to lose themselves in pixelated worlds. Fast forward to today, and those arcade machines have been replaced by sleek consoles, powerful PCs, and ubiquitous smartphones. The evolution of gaming technology has been nothing short of breathtaking, but with progress comes peril.

The concept of gaming addiction isn’t new, but its recognition as a legitimate disorder has been a long time coming. For years, excessive gaming was dismissed as a harmless hobby or a phase that people would eventually outgrow. However, as the gaming industry exploded and more individuals found themselves unable to tear away from their screens, the medical community began to take notice.

In 2018, the World Health Organization (WHO) made a groundbreaking decision to include “gaming disorder” in the 11th revision of the International Classification of Diseases (ICD-11). This move legitimized what many mental health professionals had long suspected: that gaming, like gambling or substance use, could become a destructive addiction.

Unmasking the Beast: Signs and Symptoms of Gaming Addiction

Identifying gaming addiction can be tricky, as the line between passionate hobby and harmful obsession is often blurry. However, there are tell-tale signs that can help distinguish between healthy gaming habits and problematic behavior.

Behavioral indicators are often the most visible red flags. Does your friend cancel plans at the last minute to squeeze in more gaming time? Have you noticed a loved one neglecting personal hygiene or skipping meals to stay glued to the screen? These could be warning signs of a deeper issue.

Psychologically, gaming addiction can manifest in various ways. Irritability when unable to play, preoccupation with thoughts of gaming even during other activities, and using games as a coping mechanism for stress or negative emotions are all potential indicators. It’s like a siren song, luring the gamer back to their digital haven at every opportunity.

But the impacts of gaming addiction extend beyond the psychological realm. Physical health can take a significant hit, too. Carpal tunnel syndrome, back pain, and eyestrain are common complaints among excessive gamers. Sleep deprivation, a result of marathon gaming sessions, can wreak havoc on overall health and cognitive function.

Perhaps most insidious is the impact on social relationships and daily functioning. As the virtual world becomes increasingly alluring, the real world often fades into the background. Friends and family may feel neglected, work or school performance may suffer, and the simple joys of face-to-face interaction can become foreign concepts.

The Perfect Storm: Causes and Risk Factors

Gaming addiction doesn’t develop in a vacuum. It’s often the result of a complex interplay between psychological, environmental, and even genetic factors. Understanding these elements is crucial in addressing the root causes of addictive gaming behavior.

Psychological factors play a significant role in the development of gaming addiction. Depression, anxiety, and Attention Deficit Hyperactivity Disorder (ADHD) can all increase an individual’s vulnerability to excessive gaming. For some, the virtual world becomes a refuge from real-life struggles, offering a sense of control and achievement that may be lacking in other areas of life.

Environmental influences can’t be overlooked either. A lack of social support, difficult family dynamics, or high-stress environments can push individuals towards the comforting embrace of gaming. It’s like finding solace in a digital cocoon, shielded from the harsh realities of the outside world.

Game design itself plays a crucial role in fostering addictive behavior. Modern games are meticulously crafted to keep players engaged, employing psychological tricks that tap into our brain’s reward systems. Random reward schedules, social elements, and the fear of missing out (FOMO) are just a few of the tools game developers use to keep players coming back for more.

Interestingly, there may also be a genetic component to gaming addiction. Research suggests that individuals with a family history of addictive behaviors may be more susceptible to developing problematic gaming habits. It’s like a perfect storm of nature and nurture, creating the ideal conditions for addiction to take root.

The Ripple Effect: Consequences of Gaming Addiction

The effects of gaming addiction can be far-reaching and devastating, touching every aspect of an individual’s life. It’s like a stone thrown into a pond, creating ripples that extend far beyond the initial impact.

Academic and professional performance often take the first hit. Late-night gaming sessions lead to missed classes or unproductive workdays. The constant mental preoccupation with gaming can make it difficult to focus on studies or job responsibilities. Before long, grades plummet, and career prospects dim.

Mental health implications can be severe. Gaming addiction often coexists with other mental health issues, creating a vicious cycle of escapism and deteriorating psychological well-being. Depression, anxiety, and social isolation can deepen, further entrenching the individual in their addictive behavior.

Physical health doesn’t escape unscathed either. Sedentary lifestyles associated with excessive gaming can lead to obesity, cardiovascular problems, and a host of other health issues. It’s a stark reminder that while our avatars may be invincible, our bodies are not.

Financial consequences can also be significant. From purchasing the latest gaming equipment to spending real money on in-game items, gaming addiction can quickly drain bank accounts. Some individuals even resort to borrowing money or engaging in illegal activities to fund their gaming habits.

Perhaps most heartbreaking is the strain on personal relationships. Spouses feel neglected, children miss out on quality time with parents, and friendships wither away. The digital world becomes a substitute for real-world connections, leaving individuals isolated and emotionally stunted.

Diagnosing the Digital Dilemma: Assessment and Evaluation

Recognizing the need for standardized diagnostic criteria, the WHO has outlined specific parameters for gaming disorder in the ICD-11. These criteria focus on three key areas: impaired control over gaming, increasing priority given to gaming over other activities, and continuation or escalation of gaming despite negative consequences.

But how do mental health professionals assess whether someone meets these criteria? Various screening tools and questionnaires have been developed to help identify problematic gaming behaviors. These assessments often explore factors such as time spent gaming, impact on daily life, and emotional attachment to gaming.

The professional evaluation process typically involves a comprehensive assessment of an individual’s gaming habits, psychological state, and overall life circumstances. It’s crucial to rule out other potential underlying issues and determine whether gaming is truly the root problem or a symptom of deeper concerns.

One of the challenges in diagnosing gaming addiction is differentiating between healthy gaming and problematic behavior. After all, gaming itself isn’t inherently harmful. It’s when gaming begins to interfere with daily life and well-being that it becomes a concern. This nuanced approach is essential in avoiding over-diagnosis while still addressing genuine cases of addiction.

Charting a Path to Recovery: Treatment Strategies

The good news is that gaming addiction, like other behavioral addictions, is treatable. A range of therapeutic approaches and lifestyle changes can help individuals regain control over their gaming habits and rebuild their lives.

Cognitive-behavioral therapy (CBT) has shown promising results in treating gaming addiction. This approach helps individuals identify and change negative thought patterns and behaviors associated with excessive gaming. It’s like rewiring the brain, creating new neural pathways that support healthier habits.

Family therapy and support groups can play a crucial role in recovery. Addiction doesn’t just affect the individual; it impacts the entire family system. Involving loved ones in the treatment process can help repair damaged relationships and create a supportive environment for recovery.

Mindfulness and relaxation techniques can be powerful tools in managing the urges and anxiety often associated with gaming addiction. Learning to be present in the moment and cope with uncomfortable emotions without turning to gaming can be transformative.

For many, a digital detox is an essential step in breaking the cycle of addiction. This might involve a period of complete abstinence from gaming, followed by the gradual reintroduction of controlled, healthy gaming habits. It’s like hitting the reset button, allowing individuals to reassess their relationship with gaming and technology.

In some cases, medication may be prescribed to address co-occurring disorders such as depression or anxiety. However, it’s important to note that there are currently no FDA-approved medications specifically for treating gaming addiction.

Game Over? Not Quite

As we navigate the complex landscape of gaming addiction, it’s clear that early intervention is key. The earlier problematic gaming behaviors are identified and addressed, the better the chances of successful recovery.

But it’s not just about quitting gaming cold turkey. The goal is to find a balance, to enjoy the benefits of gaming without falling into the trap of addiction. This might involve setting strict time limits, diversifying leisure activities, or focusing on games with less addictive potential.

The field of gaming addiction research is still in its infancy, and there’s much to learn. Future studies will likely delve deeper into the neurobiological mechanisms of gaming addiction, explore new treatment modalities, and investigate the long-term effects of excessive gaming on brain development.

For those struggling with gaming addiction, it’s important to remember that help is available. From online resources to professional treatment programs, there are numerous avenues for support and recovery. Internet gaming addiction may be a formidable foe, but with the right tools and support, it’s a battle that can be won.

In the end, the goal isn’t to demonize gaming, but to foster a healthy relationship with this form of entertainment. By understanding the risks, recognizing the signs, and taking proactive steps to maintain balance, we can ensure that gaming remains what it was always meant to be: a source of joy, creativity, and connection, rather than a destructive force in our lives.

As we continue to grapple with the challenges posed by gaming addiction, one thing is clear: the power to change lies within each of us. Whether you’re a gamer struggling to find balance, a loved one concerned about someone’s gaming habits, or simply someone interested in understanding this modern phenomenon, knowledge is your greatest weapon. Armed with awareness and compassion, we can work together to create a world where the line between gaming as a hobby and gaming as an addiction is clear, and where everyone has the tools to maintain a healthy relationship with the digital world.

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1. World Health Organization. (2018). Gaming disorder. Retrieved from https://www.who.int/news-room/q-a-detail/gaming-disorder

2. Kuss, D. J., & Griffiths, M. D. (2012). Internet gaming addiction: A systematic review of empirical research. International Journal of Mental Health and Addiction, 10(2), 278-296.

3. Petry, N. M., Rehbein, F., Gentile, D. A., Lemmens, J. S., Rumpf, H. J., Mößle, T., … & O’Brien, C. P. (2014). An international consensus for assessing internet gaming disorder using the new DSM‐5 approach. Addiction, 109(9), 1399-1406.

4. King, D. L., & Delfabbro, P. H. (2014). The cognitive psychology of Internet gaming disorder. Clinical Psychology Review, 34(4), 298-308.

5. Zajac, K., Ginley, M. K., Chang, R., & Petry, N. M. (2017). Treatments for Internet gaming disorder and Internet addiction: A systematic review. Psychology of Addictive Behaviors, 31(8), 979-994.

6. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

7. Dong, G., & Potenza, M. N. (2014). A cognitive-behavioral model of Internet gaming disorder: Theoretical underpinnings and clinical implications. Journal of Psychiatric Research, 58, 7-11.

8. Király, O., Griffiths, M. D., & Demetrovics, Z. (2015). Internet gaming disorder and the DSM-5: Conceptualization, debates, and controversies. Current Addiction Reports, 2(3), 254-262.

9. Lemmens, J. S., Valkenburg, P. M., & Gentile, D. A. (2015). The Internet Gaming Disorder Scale. Psychological Assessment, 27(2), 567-582.

10. Weinstein, A., & Lejoyeux, M. (2015). New developments on the neurobiological and pharmaco‐genetic mechanisms underlying internet and videogame addiction. The American Journal on Addictions, 24(2), 117-125.

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Paper 2 1119/2 Writing Part 2: Guided Writing General Tips  Word limit: 125 – 150 words (Do not write more than 155 words!!)  Marks : 20 marks  Text type : Essay  Audience :Stated in the stimulus (Stimulus given with a few points)  Use all the points given  Language : Formal Writing Tips Tip 1 – Read, understand and underline the key information Tip 2 – Underline/ Highlight the 3 points required in the prompts Tip 3 – Plan the essay by brainstorming ideas for all the 3 prompts Tip 4 – Give the essay an (Introduction, Body, Conclusion) Tip 5 – Variety of sentence structures Tip 6 – Use cohesive devices Tip 7 – Identify the tenses (Present/Past/Future/Mixture) Word Count Introduction – 30 words Body – 100 words Conclusion – 20 words When writing the response, candidates may be asked to:  Explain advantages and/or disadvantages of i) ideas ii) plans iii) arrangements  Explain the main points for and against an idea or argument  Express and respond to real or imagined opinions and feelings  Organise, sequence and develop ideas within a text of several paragraphs on familiar and some unfamiliar topics. Writing an Introduction The English Club of your school is organising a writing competition. Your teacher has asked you to write an essay on ways to improve one’s English. 1. General Statement Nowadays, many films, television shows, books and music are published and produced in English. If you do not understand English, then you will have problems listening and communicating with others. Here are some ways to improve the language.  (thesis statement) (38 words) 2. Definition English is an international language widely used around the world and a popular language. Students need to learn this language because it is important to them. Below are three suggestions to improve your English Language.  (thesis statement) (35 words) 3. Questions Why is English Language important to students? What should they do to improve their English? Here are a few ways that you can do. (thesis statement) (24 words) 4. Statistical Report/ Data According to the Ministry of Education, 25.34% of the SPM students failed in their English Language paper. Students need to work hard so that they are good in the language. Below are some suggestions to improve the English Language. (39 words) Activity 1 – Introduction (30 words) Your friends and you have been discussing online gaming. The principal of your school has asked you to write an essay on the advantages and disadvantages of playing online games. In your essay, you should write about:  some benefits of online games  some problems faced and give some advice Write your essay in 125 – 150 words in an appropriate style using all the notes and giving reasons for your point of view. 1. GENERAL STATEMENT + QUESTION + THESIS STATEMENT Examples: Online gaming is a nationwide activity for teens nowadays. The question is, is it good or bad for them? Here are a few of the advantages and disadvantages of it. (30 words) Nowadays, playing online games have become a part of our lives. What are the benefits of online games? I will show you some advantages and disadvantages of online games. (29 words) Online gaming is becoming increasing prevalent, to the point where competitions offer huge monetary rewards.What are the benefits of gaming especially among teenagers? This topic will be discussed. (29 words) Recently, many teenagers have been staying up late at night playing online games. What is online gaming? Below are some advantages and disadvantages of it. (25 words) Online games are commonly played by teens nowadays. However, do you know the effects of online gaming? Below, the benefits and drawbacks will be discussed. (25 words) Your introduction: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. GENERAL STATEMENT + DEFINITION + THESIS STATEMENT Examples: Online gaming is one of the major trends today. Online games are played together with friends or strangers all around the world using the Internet. Below are the advantages and disadvantages of it. (33 words) In this era, online gaming is part of the younger generation’s habit. Any games that require Internet connection can be classified as online games. Here are some of the benefits and problems of online gaming. (35 words) Your introduction: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Activity 2 – Body (100 words)  some benefits of online games  some problems faced and give some advice 1st paragraph  2-3 benefits of playing online games  Sentence starter’ cohesive device  Elaborate 2nd paragraph  2-3 problems faced when playing online games  Sentence starter/ cohesive device  Elaborate 3rd paragraph  1-2 advice when playing online games  Elaborate Benefits of playing online games:  Release tension/stress  Can enhance your memory  Can make new friends online  Cure boredom  Strengthen memory  Good at strategizing  Can sharpen your mind  Earn money  Improve your hand and eye coordination  Allows communication to take place between players from different regions  Keeps you energetic  Increase telepathy skills  Improve a person’s social skills  Be able to stay away from doing useless things  Can plan a strategy to solve problems  Develop early learning skills for younger children  Brain booster Problems faced when playing online games:  Can be very addictive to some people  Stress levels can be really high  Become victims of hypertension  Affect your eye sight  Cyberbullying  Behavioural and mental changes  Waste of time  Interfering with free time with family  Many scammers  Cannot manage time properly  Waste money  Lazy to join online classes  Forget about daily responsibilities  Take a toll on our mental health  Can cause headache (if play excessively)  Sleep deprivation  Develop anger issues Advice when playing online games:  Reduce the time we use to play online games  Manage your time when playing online games  Set a timetable . Examples of benefits of playing online games: 1st point Online gaming is advantageous as it can occupy the mind and prevent youths from getting involved in life threatening behaviours such as drug taking and joining gangs. The first advantage that we can get from playing online games is that we can relieve ourselves from stress. Nowadays, because of studies, family problems, personal problems and money related problems, teenagers tend to lead a stressful life. Firstly, gaming is a great tool to socialize with others. Socialization is the key for modern development. Online games give a glimpse of real life skills to youngsters. First of all, we can improve our multi- tasking skills. Games that require players to find items while fighting off other opponents call for attention to details and quick reactions. Generally speaking, we can improve our cognitive abilities, such as mental rotation and help overcome cognitive limitations. Moreover, online games can also prime natural positive aggression. First and foremost, online gaming carries benefits for us as it helps us to relieve stress. During our free time, playing online games can help us to forget our stress and studies for a short time. Examples of benefits of playing online games: 2nd point Secondly, online gaming can improve our communication skills when we play online games, we must communicate with our teammates and automatically, we will be more fluent in speaking English. Besides that, online games can help to improve the hand and eye coordination of an individual as you need speed and alertness to play these games. In addition, you can improve your muscle memory while playing an online game. For instance, games like PUBG Mobile or a typical first person shooter requires fast reflexes to align the crosshair. Secondly, it provides a way to develop compassion. There are a number of games and apps that have been developed to help children manage their emotions and encourage kind behaviour and compassion. Moreover, online games relieve stress experienced by the young generation. In this fast – paced modern era, teenagers face pressure due to academics, and usually turn to online games for reassurance. Other than that, gaming helps us tackle some real life problems. For example, we could train ourselves to face problems in games before facing it in real life. And on top of that, online games can be the easy way for someone to make some money. Streaming has been a trend among gamers to make easy money on many platforms such as Twitch, YouTube and so on. Examples of problems faced when playing online games: 1st & 2nd point Apart from the benefits, there are also some disadvantages caused by gaming such as sleep deprivation. Youngsters nowadays tend to play games without any time limit and they do not care whether they have enough sleep or not. Playing online games for an extended period of time can also lead to addiction. Some gamers are addicted to the extent that they have forgotten their daily responsibilities. One of the most common dangers that students face during online gaming is cyberbullying. Some people vent their frustration on weak kids by using online gaming as a medium. As playing online games requires one to sit in front on the screen for an extended period of time, it may damage our eyes and in the long run, cause us to wear spectacles if we do not practice self-constraint.. Online gaming can affect a child’s academic performance if they miss out on their homework. They can also face attention problems such as focusing on a particular task other than gaming. One of the disadvantages of online gaming includes developing anger issues. Some online games involve irritating or infuriating gameplays which will cause an individual to become easily ragequit often. Sometimes, the Internet connection can be very slow. This ruins the experience of online gaming as it increases latency. Besides that, online games can be addictive to some people and these habits are never good to begin with. Once, a player was found dead after playing online games for the whole day. Stress levels can be really high and quite unnecessary. Some people can become victims of hypertension, which is never a good thing. The problem about gaming is that it can be addictive to some people. They’ll say, “one more” over and over but I’ll start to become a habit to some people if they keep saying that. . Example of advice: Therefore, every student must learn how to manage their time while playing online games Example of conclusion: In a nutshell, there are loads of disadvantages of online gaming. So make sure you allocate only sometime for playing online game. Remember that anything done excessively will be detrimental to our mental health. Activity 3 – Conclusion (20 words) In a nutshell, ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Introduction _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Body _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Conclusion _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Practice 1 Your class has been discussing how they show appreciation to their loved ones. Your teacher has asked you to write an essay about what you would like to buy for your mother. In your essay, you should write about:  what you would like to buy  reasons for your choice  the importance of showing appreciation to your loved ones Write your essay in 125 – 150 words in an appropriate style using all the notes and giving reasons for your point of view. Introduction GENERAL STATEMENT + QUESTION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ GENERAL STATEMENT + DEFINITION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Body  what you would like to buy  reasons for your choice  the importance of showing appreciation to your loved ones 1st paragraph  2-3 items that you would like to buy  Sentence starter’ cohesive device  Elaborate 2nd paragraph  2-3 reasons for your choice  Sentence starter/ cohesive device  Elaborate 3rd paragraph  1-2 importance of showing appreciation for your loved ones  Elaborate Items that you would like to buy:  ________________________  ________________________  ________________________ Reasons for your choice:  _________________________________________  _________________________________________  _________________________________________ Importance of showing appreciation for your loved ones:  _________________________________________  _________________________________________ Introduction _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Body _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Conclusion _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Sample Essay Appreciation is a key to any relationship. It’s amazing to see how much of a difference it makes. As for me, giving gifts to my loved ones show that I care about them. In my opinion, a personalized collage would be a perfect gift for my mother. This is because my mother is the type of person who appreciates things with sentimental value. Additionally, I would like to get her a potted live plant since she has a green thumb and loves gardening. A low maintenance potted plant like the aloe vera would definitely suit her. It is important to show appreciation to our loved ones because it can strengthen our relationship with them. Moreover, it also shows that we are grateful for them and value the role they play in our lives. Lastly, I believe there is no more powerful way to acknowledge our loved ones than to be thankful for them just as they are. (157 words) Practice 2 Your class has been discussing how they spend their money and your teacher has asked you to write an essay about what you would spend your money on. In your essay, you should write about:  what you would like to buy  reasons for your choice  where do you usually buy these things Write your essay in 125 – 150 words in an appropriate style using all the notes and giving reasons for your point of view. Introduction GENERAL STATEMENT + QUESTION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ GENERAL STATEMENT + DEFINITION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Body  what you would like to buy  reasons for your choice  where do you usually buy these things 1st paragraph  2-3 items that you would like to buy  Sentence starter’ cohesive device  Elaborate 2nd paragraph  2-3 reasons for your choice  Sentence starter/ cohesive device  Elaborate 3rd paragraph  1-2 places where you usually buy these items  Elaborate Items that you would like to buy:  ________________________  ________________________  ________________________ Reasons for your choice:  _________________________________________  _________________________________________  _________________________________________ Where you usually buy these items:  _________________________________________  _________________________________________ Introduction _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Body _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Conclusion _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Practice 3 Your family has been planning where to go for a family trip and your father has asked you to write an essay about the best vacation place for a family trip. In your essay, you should write about:  where you would like to go  reasons for your choice  what you usually learn from your family trip Write your essay in 125 – 150 words in an appropriate style using all the notes and giving reasons for your point of view. Introduction GENERAL STATEMENT + QUESTION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ GENERAL STATEMENT + DEFINITION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Body  where you would like to go  reasons for your choice  what you usually learn from your family trip 1st paragraph  2-3 places of where you would like to go  Sentence starter’ cohesive device  Elaborate 2nd paragraph  2-3 reasons for your choice  Sentence starter/ cohesive device  Elaborate 3rd paragraph  1-2 points on what you usually learn from your family trip  Elaborate Places of where you would like to go:  ________________________  ________________________  ________________________ Reasons for your choice:  _________________________________________  _________________________________________  _________________________________________ What you usually learn from your family trip:  _________________________________________  _________________________________________ Introduction _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Body _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Conclusion ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Practice 4 Your class has been discussing what they use the Internet for and your teacher has asked you to write an essay about the importance of the Internet to students. In your essay, you should write about:  what you use the Internet for  reasons for your choice  how the Internet is important to students Write your essay in 125 – 150 words in an appropriate style using all the notes and giving reasons for your point of view. Introduction GENERAL STATEMENT + QUESTION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ GENERAL STATEMENT + DEFINITION + THESIS STATEMENT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Body  what you use the Internet for  reasons for your choice  how the Internet is important to students 1st paragraph  2-3 points on what you use the Internet for  Sentence starter’ cohesive device  Elaborate 2nd paragraph  2-3 reasons for your choice  Sentence starter/ cohesive device  Elaborate 3rd paragraph  1-2 points on how the Internet is important to students  Elaborate Places of where you would like to go:  ________________________  ________________________  ________________________ Reasons for your choice:  _________________________________________  _________________________________________  _________________________________________ What you usually learn from your family trip:  _________________________________________  _________________________________________ Introduction _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Body _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Conclusion ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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Internet and gaming addiction: a systematic literature review of neuroimaging studies.

1. Introduction

1.1. the rise of neuroimaging, 1.2. types of neuroimaging used to study addictive brain activity, 3.1. fmri studies.

3.2. sMRI Studies

3.3. eeg studies, 3.4. spect studies, 3.5. pet studies, 4. discussion, 5. conclusions, conflict of interest.

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© 2012 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/).

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Kuss, D.J.; Griffiths, M.D. Internet and Gaming Addiction: A Systematic Literature Review of Neuroimaging Studies. Brain Sci. 2012 , 2 , 347-374. https://doi.org/10.3390/brainsci2030347

Kuss DJ, Griffiths MD. Internet and Gaming Addiction: A Systematic Literature Review of Neuroimaging Studies. Brain Sciences . 2012; 2(3):347-374. https://doi.org/10.3390/brainsci2030347

Kuss, Daria J., and Mark D. Griffiths. 2012. "Internet and Gaming Addiction: A Systematic Literature Review of Neuroimaging Studies" Brain Sciences 2, no. 3: 347-374. https://doi.org/10.3390/brainsci2030347

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Social Effects of Online Game Addiction in Adolescents: A Systematic Review

This study aimed to determine the social effects of online game addiction in adolescents and increase our knowledge of adolescents who experience online game addiction. This was a systematic review of the literature using the Scopus, Science Direct and SAGE Journals databases during five years with a randomized controlled trial. All the studies included online game addiction, focusing on the effect of social influence on online gaming addiction in adolescents. Based on the findings of 15 research articles used showed that there was a social influence on online gaming addiction experienced by adolescents. Social constraints proved to be an essential factor in the excessive internet use of adolescents. Other findings showed that associated internet gaming disorders and a lack of attention suggests that individualistic cultural orientations exacerbate these relationships without gender differences

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Internet and Gaming Addiction: A Systematic Literature Review of Neuroimaging Studies

In the past decade, research has accumulated suggesting that excessive Internet use can lead to the development of a behavioral addiction. Internet addiction has been considered as a serious threat to mental health and the excessive use of the Internet has been linked to a variety of negative psychosocial consequences. The aim of this review is to identify all empirical studies to date that used neuroimaging techniques to shed light upon the emerging mental health problem of Internet and gaming addiction from a neuroscientific perspective. Neuroimaging studies offer an advantage over traditional survey and behavioral research because with this method, it is possible to distinguish particular brain areas that are involved in the development and maintenance of addiction. A systematic literature search was conducted, identifying 18 studies. These studies provide compelling evidence for the similarities between different types of addictions, notably substance-related addictions and Internet and gaming addiction, on a variety of levels. On the molecular level, Internet addiction is characterized by an overall reward deficiency that entails decreased dopaminergic activity. On the level of neural circuitry, Internet and gaming addiction led to neuroadaptation and structural changes that occur as a consequence of prolonged increased activity in brain areas associated with addiction. On a behavioral level, Internet and gaming addicts appear to be constricted with regards to their cognitive functioning in various domains. The paper shows that understanding the neuronal correlates associated with the development of Internet and gaming addiction will promote future research and will pave the way for the development of addiction treatment approaches.

1. Introduction

In the past decade, research has accumulated suggesting that excessive Internet use can lead to the development of a behavioral addiction (e.g., [ 1 , 2 , 3 , 4 ]). Clinical evidence suggests that Internet addicts experience a number of biopsychosocial symptoms and consequences [ 5 ]. These include symptoms traditionally associated with substance-related addictions, namely salience, mood modification, tolerance, withdrawal symptoms, conflict, and relapse [ 6 ]. Internet addiction comprises a heterogeneous spectrum of Internet activities with a potential illness value, such as gaming, shopping, gambling, or social networking. Gaming represents a part of the postulated construct of Internet addiction, and gaming addiction appears to be the most widely studied specific form of Internet addiction to date [ 7 ]. Mental health professionals’ and researchers’ extensive proposals to include Internet addiction as mental disorder in the forthcoming fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) will come to fruition as the American Psychiatric Association accepted to include Internet use disorder as mental health problem worthy of further scientific investigation [ 8 ].

The excessive use of the Internet has been linked to a variety of negative psychosocial consequences. These include mental disorders such as somatization, obsessive-compulsive and other anxiety disorders, depression [ 9 ], and dissociation [ 10 ], as well as personality traits and pathology, such as introversion and psychoticism [ 11 ]. Prevalence estimates range from 2% [ 12 ] to 15% [ 13 ], depending on the respective sociocultural context, sample, and assessment criteria utilized. Internet addiction has been considered as serious threat to mental health in Asian countries with extensive broadband usage, particularly South Korea and China [ 14 ].

1.1. The Rise of Neuroimaging

In accordance with Cartesian dualism, the French philosopher Descartes advocated the view that the mind is an entity that is separate from the body [ 15 ]. However, the cognitive neurosciences have proved him wrong and reconcile the physical entity of the body with the rather elusive entity of the mind [ 16 ]. Modern neuroimaging techniques link cognitive processes ( i.e. , Descartes’ thinking mind ) to actual behavior ( i.e. , Descartes’ moving body ) by measuring and picturing brain structure and activity. Altered activity in brain areas associated with reward, motivation, memory, and cognitive control has been associated with addiction [ 17 ].

Research has addressed the neural correlates of drug addiction development via classical and operant conditioning [ 18 , 19 ]. It has been found that during the initial stages of the voluntary and controlled usage of a substance, the decision to use the drug is made by specific brain regions, namely the prefrontal cortex (PFC) and ventral striatum (VS). As habituation to use and compulsion develops, brain activity changes in that the dorsal regions of the striatum (DS) become increasingly activated via dopaminergic innervation ( i.e. , dopamine release) [ 20 ]. Long term drug use leads to changes in the brain dopaminergic pathways (specifically the anterior cingulate (AC), orbitofrontal cortex (OFC), and the nucleus accumbens (NAc) which may lead to a reduction of sensitivity to biological rewards and it decreases the individual’s control over seeking and eventually taking drugs. [ 21 , 22 ]. On a molecular level, the long-term depression (LTD; i.e. , the reduction) of synaptic activity has been linked to the adaptation of the brain as a result of substance-related addictions [ 23 ]. Drug addicts become sensitized to the drug because in the course of prolonged intake, the synaptic strength in the ventral tegmental area increases, and so does the LTD of glutamate in the nucleus accumbens, which will result in craving [ 24 ].

At the same time, the brain ( i.e. , NAc, OFC, DLPFC) becomes increasingly responsive to drug cues (e.g., availability, particular context) via craving [ 21 , 25 ]. Craving for drug use involves a complex interaction between a variety of brain regions. Activity in the nucleus accumbens following recurrent drug intake leads to learning associations between drug cues and the reinforcing effects of the drug [ 26 ]. In addition, the orbitofrontal cortex, important for the motivation to engage in behaviors, the amygdala (AMG) and the hippocampus (Hipp), as main brain regions associated with memory functions, play a role in intoxication and craving for a substance [ 17 ].

Natural rewards, such as food, praise, and/or success gradually lose their hedonic valence. Due to habituation to rewarding behaviors and intake of drugs, a characteristic addiction symptom develops ( i.e. , tolerance). Increasing amounts of the substance or increasing engagement in the respective behaviors are needed in order to produce the desired effect. As a result, the reward system becomes deficient. This leads to the activation of the antireward system that decreases the addict’s capacity for experiencing biological reinforcers as pleasurable. Instead, he requires stronger reinforcers, i.e. , their drug or behavior of choice, in larger amounts ( i.e. , tolerance develops) to experience reward [ 27 ]. In addition, the lack of dopamine in the mesocorticolimbic pathways during abstinence explains characteristic withdrawal symptoms. These will be countered with renewed drug intake [ 17 ]. Relapse and the development of a vicious behavioral cycle are the result [ 28 ]. Prolonged drug intake and/or engagement in a rewarding behavior leads to changes in the brain, including dysfunctions in prefrontal regions, such as the OFC and the cingulate gyrus (CG) [ 17 , 29 ].

Research indicates that brain activity alterations commonly associated with substance-related addictions occur following the compulsive engagement in behaviors, such as pathological gambling [ 30 ]. In line with this, it is conjectured that similar mechanisms and changes are involved in Internet and gaming addiction. The aim of this review is therefore to identify all peer-reviewed empirical studies to date that used neuroimaging techniques to shed light upon the emerging mental health problem of Internet and gaming addiction from a neuroscientific perspective. Neuroimaging broadly includes a number of distinct techniques. These are Electroencephalogram (EEG), Positron Emission Tomography (PET), SPECT Single Photon Emission Computed Tomography (SPECT), functional Magnetic Resonance Imaging (fMRI), and structural magnetic resonance imaging (sMRI), such as Voxel-based Morphometry (VBM), and Diffusion-Tensor Imaging (DTI). These are briefly explained in turn before examining the studies that have utilized these techniques for studies on Internet and gaming addiction.

1.2. Types of Neuroimaging Used to Study Addictive Brain Activity

Electroencephalogram (EEG): With an EEG, neural activity in the cerebral cortex can be measured. A number of electrodes are fixed to specific areas ( i.e. , anterior, posterior, left and right) of the participant’s head. These electrodes measure voltage fluctuations ( i.e. , current flow) between pairs of electrodes that are produced by the excitation of neuronal synapses [ 31 ]. With event-related potentials (ERPs), the relationships between the brain and behavior can be measured via an electrophysiological neuronal response to a stimulus [ 32 ].

Positron Emission Tomography (PET): PET is a neuroimaging method that allows for the study of brain function on a molecular level. In PET studies, metabolic activity in the brain is measured via photons from positron emissions ( i.e. , positively charged electrons). The subjected is injected with a radioactive 2-deoxyglucose (2-DG) solution that is taken up by active neurons in the brain. The amounts of 2-DG in neurons and positron emissions are used to quantify metabolic activity in the brain. Thus, neuronal activity can be mapped during the performance of a particular task. Individual neurotransmitters can be distinguished with PET, which makes the latter advantageous over MRI techniques. It can measure activity distribution in detail. Limitations to PET include relatively low spatial resolution, time needed to obtain a scan, as well as potential radiation risk [ 33 ].

Single Photon Emission Computed Tomography (SPECT): SPECT is a subform of PET. Similar to PET, a radioactive substance (a “tracer”) is injected into the blood stream that rapidly travels to the brain. The stronger the metabolic activity in specific brain regions, the stronger the enrichment of gamma rays. The emitted radiation is measured in accordance with brain layers, and metabolic activity is imaged using computerized techniques. Unlike PET, SPECT allows for counting individual photons, however, its resolution is poorer because with SPECT, resolution depends on the proximity of the gamma camera that measures neuronal radioactivity [ 34 ].

Functional Magnetic Resonance Imaging (fMRI): With fMRI, changes in the levels of blood oxygen in the brain are measured that are indicative of neuronal activity. Specifically, the ratio of oxyhemoglobin ( i.e. , hemoglobin that contains oxygen in the blood) to deoxyhemoglobin ( i.e. , hemoglobin that has released oxygen) in the brain is assessed because blood flow in “active” brain areas increases to transport more glucose, also bringing in more oxygenated hemoglobin molecules. The assessment of this metabolic activity in the brain allows for finer and more detailed imaging of the brain relative to structural MRI. In addition to this, the advantages of fMRI include speed of brain imaging, spatial resolution, and absence of potential health risk relative to PET scans [ 35 ].

Structural Magnetic Resonance Imaging (sMRI): sMRI uses a variety of techniques to image brain morphology [ 36 ]. One such technique is Voxel-Based Morphometry (VBM) . VBM is used to compare the volume of brain areas and the density of gray and white matter [ 37 ]. Another sMRI technique is Diffusion-Tensor Imaging (DTI) . DTI is a method used for picturing white matter. It assesses the diffusion of water molecules in the brain which helps to identify interconnected brain structures by using fractional anisotropy (FA). This measure is an indicator of fiber density, axonal diameter, and myelination in white matter [ 38 ].

A comprehensive literature search was conducted using the database Web of Knowledge . The following search terms (and their derivatives) were entered with regards to Internet use: “addiction”, “excess”, “problem”, and “compulsion”. Moreover, additional studies were identified from supplementary sources, such as Google Scholar , and these were added in order to generate a more inclusive literature review. Studies were selected in accordance with the following inclusion criteria. Studies had to (i) assess Internet or online gaming addiction or direct effects of gaming on neurological functioning, (ii) use neuroimaging techniques, (iii) be published in a peer-reviewed journal, and (iv) be available as full text in English language. No time period was specified for the literature search because neuroimaging techniques are relatively new, so that the studies were expected to be recent ( i.e. , almost all having been published between 2000 and 2012).

A total of 18 studies were identified that fulfilled the inclusion criteria. Of those, the method of data acquisition was fMRI in eight studies [ 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 ] and sMRI in two studies [ 47 , 48 ], two studies used PET scans [ 49 , 50 ], one of which combined it with an MRI [ 49 ], one used SPECT [ 51 ], and six studies utilized EEG [ 52 , 53 , 54 , 55 , 56 , 57 ]. It should also be noted that two of these were actually the same study with one published as a letter [ 53 ] and one published as a full paper [ 54 ]. One study [ 57 ] met all the criteria but was excluded because the diagnosis details of Internet addiction were insufficient to make valid conclusions. Furthermore, two studies did not directly assess Internet and gaming addiction [ 43 , 50 ], but assessed the direct effects of gaming on neurological activity using an experimental paradigm, and were therefore retained in the review. Detailed information on the included studies are presented in Table 1 .

Included studies.

3.1. fMRI Studies

Hoeft et al . [ 43 ] investigated gender differences in the mesocorticolimbic system during computer-game play among 22 healthy students (age range = 19–23 years; 11 females). All participants underwent fMRI (3.0-T Signa scanner (General Electric, Milwaukee, WI, USA), completed the Symptom Checklist 90-R [ 58 ], and the NEO-Personality Inventory-R [ 59 ]. FMRI was carried out during 40 blocks of either a 24-s ball game with the goal being to gain space or a similar control condition that did not include a specific game goal (as based on its structural makeup). Results indicated that there was an activation of neural circuitries that are involved in reward and addiction in the experimental condition ( i.e. , insula, NAc, DLPFC, and OFC). Consequently, the presence of an actual game goal (a characteristic of most conventional online games that are rule-based rather than pure role-playing games), modified brain activity via behavior. Here, a clear cause and effect relationship is evident, which adds strength to the findings.

Results also showed that male participants had a larger activation (in rNAc, blOFC, rAMG) and functional connectivity (lNAc, rAMG) in the mesocorticolimbic reward system when compared to females. The results furthermore indicated that playing the game activated the right insula (rI; signals autonomic arousal), right dorso-lateral PFC (maximize reward or change behavior), bilateral premotor cortices (blPMC; preparation for reward) and the precuneus, lNAc, and the rOFC (areas involved in visual processing, visuo-spatial attention, motor function, and sensori-motor transformation) compared to the resting state [ 43 ]. The insula has been implicated in conscious craving for addictive substances by implicating decision-making processes involving risk and reward. Insula dysfunction may explain neurological activities indicative of relapse [ 60 ]. Due to its experimental nature, this study was able to provide insight into idiosyncratic brain activation as a consequence of gaming in a healthy ( i.e. , non-addicted) population.

Ko et al . [ 44 ] attempted to identify the neural substrates of online gaming addiction by assessing brain areas involved in urge to engage in online games among ten male online gaming addicts (playing World of Warcraft for more than 30 h a week) compared to ten male controls (whose online use was less than two hours a day). All participants completed the Diagnostic Criteria for Internet Addiction for College Students (DCIA-C; [ 74 ]), the Mini-International Neuropsychiatric Interview [ 75 ], the Chen Internet Addiction Scale (CIAS) [ 71 ], the Alcohol Use Disorder Identification Test (AUDIT) [ 76 ], and the Fagerstrom Test for Nicotine Dependence (FTND) [ 77 ]. The authors presented gaming-related and paired mosaic pictures during fMRI scanning (3T MRscanner), and contrasts in BOLD signals in both conditions were analyzed using a cue reactivity paradigm [ 25 ]. The results indicated cue induced craving that is common among those with substance dependence. There was a dissimilar brain activation among gaming addicts following the presentation of game relevant cues as compared to controls and compared to the presentation of mosaic pictures, including the rOFC, rNAc, blAC, mFC, rDLPFC, and the right caudate nucleus (rCN). This activation correlated with gaming urge and a recalling of gaming experience. It was argued that there is a similar biological basis of different addictions including online gaming addiction. The quasi-experimental nature of this study that artificially induced craving in an experimental and controlled setting allowed the authors to make conclusions as based on group differences, and thus linking online gaming addiction status to the activation of brain areas associated with symptoms of more traditional ( i.e. , substance-related) addictions.

Han et al . [ 42 ] assessed the differences in brain activity before and during video game play in university students playing over a seven-week period. All participants completed the Beck Depression Inventory [ 78 ], the Internet Addiction Scale [ 67 ], and a 7-point visual analogue scale (VAS) to assess craving for Internet video game play. The sample comprised 21 university students (14 male; mean age = 24.1 years, SD = 2.6; computer use = 3.6, SD = 1.6 h a day; mean IAS score = 38.6, SD = 8.3). These were further divided into two groups: the excessive Internet gaming group (who played Internet video games for more than 60 min a day over a 42-day period; n = 6), and general player group (who played less than 60 min a day over the same period; n = 15). The authors used 3T blood oxygen level dependent fMRI (using Philips Achieva 3.0 Tesla TX scanner) and reported that brain activity in the anterior cingulate and orbitofrontal cortex increased among the excessive Internet game playing group following exposure to Internet video game cues relative to general players. They also reported that increased craving for Internet video games correlated with increased activity in the anterior cingulate for all participants. This quasi-experimental study is insightful for it not only offered evidence for a dissimilar brain activity in online gaming addicts compared to a general player control group, but it also elucidated brain activation that occurs as a consequence of playing in both groups. This indicates that (i) craving for online games alters brain activity irrespective of addiction status and might therefore be seen as a (prodromal) symptom of addiction, and that (ii) addicted players can be distinguished from non-addicted online gamers by a different form of brain activation.

Liu et al . [ 45 ] administered the regional homogeneity (ReHo) method to analyze encephalic functional characteristics of Internet addicts under resting state. The sample comprised 19 college students with Internet addiction and 19 controls. Internet addiction was assessed using Beard and Wolf’s criteria [ 72 ]. FMRI using 3.0T Siemens Tesla Trio Tim scanner was performed. Regional homogeneity indicates temporal homogeneity of brain oxygen levels in brain regions of interest. It was reported that Internet addicts suffered from functional brain changes leading to abnormalities in regional homogeneity relative to the control group, particularly concerning the reward pathways traditionally associated with substance addictions. Among Internet addicts, brain regions in ReHo in resting state were increased (cerebellum, brainstem, rCG, bilateral parahippocampus (blPHipp), right frontal lobe, left superior frontal gyrus (lSFG), right inferior temporal gyrus (rITG), left superior temporal gyrus (lSTG) and middle temporal gyrus (mTG)), relative to the control group. The temporal regions are involved in auditory processing, comprehension and verbal memory, whereas the occipital regions take care of visual processing. The cerebellum regulates cognitive activity. The cingulate gyrus pertains to integrating sensory information, and monitoring conflict. The hippocampi are involved in the brain’s mesocorticolimbic system that is associated with reward pathways. Taken together, these findings provide evidence for a change in a variety of brain regions as a consequence of Internet addiction. As this study assessed regional homogeneity under a resting state, it is unclear whether the changes in the brain observed in Internet addicts are a cause or consequence of the addiction. Therefore, no causal inferences can be drawn.

Yuan et al . [ 46 ] investigated the effects of Internet addiction on the microstructural integrity of major neuronal fiber pathways and microstructural changes associated with the duration of Internet addiction. Their sample comprised 18 students with Internet addiction (12 males; mean age = 19.4, SD = 3.1 years; mean online gaming = 10.2 h per day, SD = 2.6; duration of Internet addiction = 34.8 months, SD = 8.5), and 18 non-Internet addicted control participants (mean age = 19.5 years, SD = 2.8). All participants completed the Modified Diagnostic Questionnaire for Internet Addiction [ 72 ], a Self-Rating Anxiety Scale (no details provided), and a Self-Rating Depression Scale (no details provided). The authors employed fMRI and used the optimized voxel-based morphometry (VBM) technique. They analyzed white matter fractional anisotropy (FA) changes by using diffusion tensor imaging (DTI) to discern brain structural changes as a consequence of Internet addiction length. The results showed that Internet addiction resulted in changes in brain structure, and that the brain changes found appear similar to those found in substance addicts.

Controlling for age, gender, and brain volume, it was found that among Internet addicts there was decreased gray matter volume in the bilateral dorsolateral prefrontal cortex (DLPFC), supplementary motor area (SMA), orbitofrontal cortex (OFC), cerebellum and the left rostral ACC (rACC), an increased FA of the left posterior limb of the internal capsule (PLIC), and reduced FA in white matter in the right parahippocampal gyrus (PHG). There was also a correlation between gray matter volumes in DLPFC, rACC, SMA, and white matter FA changes of PLIC with the length of time the person had been addicted to the Internet. This indicates that the longer a person is addicted to the Internet, the more severe brain atrophy becomes. In light of the method, it is unclear from the authors’ description in how far their sample included those who were addicted to the Internet per se , or to playing games online. The inclusion of a specific question asking about the frequency and duration of online gaming (rather than any potential other Internet activity) suggests that the group in question consisted of gamers. In addition to this, the presented findings cannot exclude any other factor that may be associated with Internet addiction (e.g., depressive symptomatology) that may have contributed to the increased severity of brain atrophy.

Dong et al . [ 39 ] examined reward and punishment processing in Internet addicts compared to healthy controls. Adult males ( n = 14) with Internet addiction (mean age = 23.4, SD = 3.3 years) were compared to 13 healthy adult males (mean age = 24.1 years, SD = 3.2). Participants completed a structured psychiatric interview [ 79 ], the Beck Depression Inventory [ 78 ], the Chinese Internet Addiction Test [ 62 , 63 ], and the Internet Addiction Test (IAT; [ 61 ]). The IAT measures psychological dependence, compulsive use, withdrawal, related problems in school, work, sleep, family, and time management. Participants had to score over 80 (out of 100) on the IAT to be classed as having Internet addiction. Furthermore, all those classed as Internet addicts spent more than six hours online every day (excluding work-related Internet use) and had done so for a period of more than three months.

All the participants engaged in a reality-simulated guessing task for money gain or loss situation using playing cards. The participants underwent fMRI with stimuli presented through a monitor in the head coil, and their blood oxygen level dependence (BOLD) activation was measured in relation to wins and losses on the task. The results showed that Internet addiction was associated with increased activation in the OFC in gain trials, and decreased anterior cingulate activation in loss trials compared to normal controls. Internet addicts showed enhanced reward sensitivity and decreased loss sensitivity when compared with the control group [ 39 ]. The quasi-experimental nature of this study allowed for an actual comparison of the two groups by exposing them to a gaming situation and thus artificially inducing a neuronal reaction that was a consequence of the engagement in the task. Therefore, this study allowed for the extrication of a causal relationship between exposure to gaming cues and the resulting brain activation. This may be considered as empirical proof for reward sensitivity in Internet addicts relative to healthy controls.

Han et al . [ 40 ] compared regional gray matter volumes in patients with online gaming addiction and professional gamers. The authors carried out fMRI using a 1.5 Tesla Espree scanner (Siemens, Erlangen) and carried out a voxel-wise comparison of gray matter volume. All participants completed the Structured Clinical Interview for DSM-IV [ 80 ], the Beck Depression Inventory [ 78 ], the Barratt Impulsiveness Scale-Korean version (BIS-K9) [ 81 , 82 ], and the Internet Addiction Scale (IAS) [ 67 ]. Those (i) scoring over 50 (out of 100) on the IAS, (ii) playing for more than four hours per day/30 h per week, and (iii) impaired behavior or distress as a consequence of online game play were classed as Internet gaming addicts. The sample comprised three groups. The first group included 20 patients with online gaming addiction (mean age = 20.9, SD = 2.0; mean illness duration = 4.9 years, SD = 0.9; mean playing time = 9.0, SD = 3.7 h/day; mean Internet use = 13.1, SD = 2.9 h/day; mean IAS scores = 81.2, SD = 9.8). The second group was comprised of 17 professional gamers (mean age = 20.8 years, SD = 1.5; mean playing time = 9.4, SD = 1.6 h/day; mean Internet use = 11.6, SD = 2.1 h/day; mean IAS score = 40.8, SD = 15.4). The third group included 18 healthy controls (mean age = 12.1, SD = 1.1 years; mean gaming = 1.0, SD = 0.7 h/day; mean Internet use = 2.8, SD = 1.1 h/day; mean IAS score = 41.6, SD = 10.6).

The results showed that gaming addicts had higher impulsiveness, perseverative errors, increased volume in left thalamus gray matter, and decreased gray matter volume in ITG, right middle occipital gyrus (rmOG), and left inferior occipital gyrus (lIOG) relative to the control group. Professional gamers had increased gray matter volume in lCG, and decreased gray matter in lmOG and rITG relative to the control group, increased gray matter in lCG, and decreased left thalamus gray matter relative to the problem online gamers. The main differences between the gaming addicts and the professional gamers lay in the professional gamers’ increased gray matter volumes in lCG (important for executive function, salience, and visuospatial attention) and gaming addicts’ left thalamus (important in reinforcement and alerting) [ 40 ]. Based on the non-experimental nature of the study, it is difficult to attribute the evinced dissimilarities in brain structure across groups to the actual addiction status. Possible confounding variables cannot be excluded that may have contributed to the differences found.

Han et al . [ 41 ] tested the effects of bupropion sustained release treatment on brain activity among Internet gaming addicts and healthy controls. All participants completed the Structured Clinical Interview for DSM-IV [ 80 ], the Beck Depression Inventory [ 78 ], the Internet Addiction Scale [ 61 ], and the Craving for Internet video game play was assessed with a 7-point visual analogue scale. Those participants who engaged in Internet gaming for more than four hours a day, scored more than 50 (out of 100) on the IAS, and had impaired behaviors and/or distress were classed as Internet gaming addicts. The sample comprised 11 Internet gaming addicts (mean age = 21.5, SD = 5.6 years; mean craving score = 5.5, SD = 1.0; mean playing time = 6.5, SD = 2.5 h/day; mean IAS score = 71.2, SD = 9.4), and 8 healthy controls (mean age = 11.8, SD = 2.1 years; mean craving score = 3.9, SD =1.1; mean Internet use = 1.9, SD = 0.6 h/day; mean IAS score = 27.1, SD = 5.3). During exposure to game cues, Internet gaming addicts had more brain activation in left occipital lobe cuneus, left dorsolateral prefrontal cortex, and left parahippocampal gyrus relative to the control group. Participants with Internet gaming addiction underwent six weeks of bupropion sustained release treatment (150 mg/day for first week, and 300 mg/day afterwards). Brain activity was measured at baseline and after treatment using a 1.5 Tesla Espree fMRI scanner. The authors reported that bupropion sustained release treatment works for Internet gaming addicts in a similar way as it works for patients with substance dependence. After treatment, craving, play time, and cue-induced brain activity decreased among Internet gaming addicts. The longitudinal nature of this study allows for a determination of cause and effect, which emphasizes the validity and reliability of the presented findings.

3.2. sMRI Studies

Lin et al . [ 48 ] investigated white matter integrity in adolescents with Internet addiction. All participants completed a modified version of the Internet Addiction Test [ 72 ], the Edinburgh handedness inventory [ 83 ], the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) [ 84 ], the Time Management Disposition Scale [ 85 ], the Barratt Impulsiveness Scale [ 86 ], the Screen for Child Anxiety Related Emotional Disorders (SCARED) [ 87 ], and the Family Assessment Device (FAD) [ 88 ]. The sample comprised 17 Internet addicts (14 males; age range = 14–24 years; IAS mean score = 37.0, SD = 10.6), and 16 healthy controls (14 males; age range = 16–24 years; IAS mean score = 64.7, SD = 12.6). The authors carried out a whole brain voxel-wise analysis of fractional anisotropy (FA) by tract-based spatial statistics (TBSS), and volume of interest analysis was performed using diffusion tensor imaging (DTI) via a 3.0-Tesla Phillips Achieva medical scanner.

The results indicated that the OFC was associated with emotional processing and addiction-related phenomena (e.g., craving, compulsive behaviors, maladaptive decision-making). Abnormal white matter integrity in the anterior cingulate cortex was linked to different addictions, and indicated an impairment in cognitive control. The authors also reported impaired fiber connectivity in the corpus callosum that is commonly found in those with substance dependence. Internet addicts showed lower FA throughout the brain (orbito-frontal white matter corpus callosum, cingulum, inferior fronto-occipital fasciculus, corona radiation, internal and external capsules) relative to controls, and there were negative correlations between FA in the left genu of corpus callosum and emotional disorders, and FA in the left external capsule and Internet addiction. Overall, Internet addicts had abnormal white matter integrity in brain regions linked to emotional processing, executive attention, decision-making and cognitive control compared to the control group. The authors highlighted similarities in brain structures between Internet addicts and substance addicts [ 48 ]. Given the non-experimental and cross-sectional nature of the study, alternative explanations for brain alterations other than addiction cannot be excluded.

Zhou et al . [ 47 ] investigated brain gray matter density (GMD) changes in adolescents with Internet addiction using voxel-based morphometry (VBM) analysis on high-resolution T1-weighted structural magnetic resonance images. Their sample comprised 18 adolescents with Internet addiction (16 males; mean age = 17.2 years, SD = 2.6), and 15 healthy control participants with no history of psychiatric illness (13 males; mean age = 17.8 years, SD = 2.6). All participants completed the modified Internet Addiction Test [ 72 ]. The authors used high-resolution T1-weighted MRIs performed on a 3T MR scanner (3T Achieva Philips), scanned MPRAGE pulse sequences for gray and white matter contrasts, and VBM analysis was used to compare GMD between groups. Results showed that Internet addicts had lower GMD in the lACC (necessary for motor control, cognition, motivation), lPCC (self-reference), left insula (specifically related to craving and motivation), and the left lingual gyrus ( i.e. , areas that are linked to emotional behavior regulation and thus linked to emotional problems of Internet addicts). The authors state that their study provided neurobiological proof for structural brain changes in adolescents with Internet addiction, and that their findings have implications for the development of addiction psychopathology. Despite the differences found between the groups, the findings cannot exclusively be attributed to the addiction status of one of the groups. Possible confounding variables may have had an influence on brain changes. Moreover, the directionality of the relationship cannot be explained with certainty in this case.

3.3. EEG Studies

Dong et al . [ 53 ] investigated response inhibition among Internet addicts neurologically. The recordings of event-related brain potentials (ERPs) via EEG were examined in 12 male Internet addicts (mean age = 20.5 years, SD = 4.1) and compared with 12 healthy control university students (mean age = 20.2, SD = 4.5) while undergoing a go/NoGo task. The participants completed psychological tests ( i.e. , Symptom Checklist-90 and 16 Personal Factors scale [ 89 ]) and the Internet Addiction Test [ 65 ]. The results showed that Internet addicts had lower NoGo-N2 amplitudes (representing response inhibition—conflict monitoring), higher NoGo-P3 amplitudes (inhibitory processes—response evaluation), and longer NoGo-P3 peak latency when compared to controls. The authors concluded that compared to the control group, Internet addicts (i) had lower activation in conflict detection stage, (ii) used more cognitive resources to complete the later stage of the inhibition task, (iii) were less efficient at information processing, and (iv) had lower impulse control.

Dong et al . [ 52 ] compared Internet addicts and healthy controls on event-related potentials (ERP) via EEG while they were performing a color-word Stroop task. Male participants ( n = 17; mean age = 21.1 years, SD = 3.1) and 17 male healthy university students (mean age = 20.8 years, SD = 3.5) completed psychological tests ( i.e. , the Symptom Checklist-90 and the 16 Personal Factors scale [ 89 ]) and the Internet Addiction Test [ 64 ]. This version of the IAT included eight items (preoccupation, tolerance, unsuccessful abstinence, withdrawal, loss of control, interests, deception, escapism motivation) and the items were scored dichotomously. Those participants who endorsed four or more items were classed as Internet addicts. Results showed that Internet addicts had a longer reaction time and more response errors in incongruent conditions compared to controls. The authors also reported reduced medial frontal negativity (MFN) deflection in incongruent conditions than controls. Their findings suggested that Internet addicts have impaired executive control ability compared to controls.

Ge et al . [ 55 ] investigated the association between the P300 component and Internet addiction disorder among 86 participants. Of these, 38 were Internet addiction patients (21 males; mean age = 32.5, SD = 3.2 years) and 48 were healthy college student controls (25 males; mean age = 31.3, SD = 10.5 years). In an EEG study, P300 ERP was measured using a standard auditory oddball task using the American Nicolet BRAVO instrument. All participants completed the Structured Clinical Diagnostic Interview for Mental Disorders [ 80 ], and the Internet Addiction Test [ 64 ]. Those who endorsed five or more (of the eight items) were classed as Internet addicts. The study found that Internet addicts had longer P300 latencies relative to the control group, and that Internet addicts had similar profiles as compared to other substance-related addicts ( i.e. , alcohol, opioid, cocaine) in similar studies. However, the results did not indicate that Internet addicts had a deficiency in perception speed and auditory stimuli processing. This appears to indicate that rather than being detrimental to perception speed and auditory stimuli processing, Internet addiction may have no effect on these specific brain functions. The authors also reported that the cognitive dysfunctions associated with Internet addiction can be improved via cognitive-behavioral therapy and that those who participated in cognitive-behavioral therapy for three months decreased their P300 latencies. The final longitudinal result is particularly insightful because it assessed the development over time that may be attributed to the beneficial effects of therapy.

Little et al . [ 56 ] investigated error-processing and response inhibition in excessive gamers. All participants completed the Videogame Addiction Test (VAT) [ 73 ], the Dutch version of the Eysenck Impulsiveness Questionnaire [ 90 , 91 ], and the Quantity-Frequency-Variability Index for alcohol consumption [ 92 ]. The sample comprised 52 students grouped into two groups of 25 excessive gamers (23 males; scoring more than 2.5 on VAT; mean age = 20.5, SD = 3.0 years; mean VAT score = 3.1, SD = 0.4; average gaming = 4.7 h a day, SD = 2.3) and 27 controls (10 males; mean age = 21.4, SD = 2.6; mean Vat score = 1.1, SD = 0.2; average gaming = 0.5 h a day, SD = 1.2). The authors used a Go/NoGo paradigm using EEG and ERP recordings. Their findings indicated similarities with substance dependence and impulse control disorders in relation to poor inhibition and high impulsivity in excessive gamers relative to the control group. They also reported that excessive gamers had reduced fronto-central ERN amplitudes following incorrect trials in comparison to correct trials and that this led to poor error-processing. Excessive gamers also displayed less inhibition on both self-report and behavioral measures. The strength of this study include its quasi-experimental nature as well as the verification of self-reports with behavioral data. Therefore, validity and reliability of the findings are increased.

3.4. SPECT Studies

Hou et al . [ 51 ] examined reward circuitry dopamine transporter levels in Internet addicts compared to a control group. The Internet addicts comprised five males (mean age = 20.4, SD = 2.3) whose mean daily Internet use was 10.2 h (SD = 1.5) and who had suffered from Internet addiction for more than six years. The age-matched control group comprised nine males (mean age = 20.4, SD = 1.1 years), whose mean daily use was 3.8 h (SD = 0.8 h). The authors performed 99mTc-TRODAT-1 single photon emission computed tomography (SPECT) brain scans using Siemens Diacam/e.cam/icon double detector SPECT. They reported that reduced dopamine transporters indicated addiction and that there were similar neurobiological abnormalities with other behavioral addictions. They also reported that striatal dopamine transporter (DAT) levels decreased among Internet addicts (necessary for regulation of striatal dopamine levels) and that volume, weight, and uptake ratio of the corpus striatum were reduced relative to controls. Dopamine levels were reported to be similar to people with substance addictions and that Internet addiction “may cause serious damages to the brain” ([ 51 ], p. 1). This conclusion cannot be seen as entirely accurate for the directionality of the reported effect cannot be established with the utilized method.

3.5. PET Studies

Koepp et al . [ 50 ] were the first research team to provide evidence for striatal dopamine release during video game play ( i.e. , a game navigating a tank for monetary incentive). In their study, eight male video game players (age range = 36–46 years) underwent positron emission tomography (PET) during video game play and under resting condition. The PET scans employed a 953B-Siemens/CTIPET camera, and a region-of-interest (ROI) analysis was performed. Extracellular dopamine levels were measured via differences in [ 11 C]RAC-binding potential to dopamine D 2 receptors in ventral and dorsal striata. The results showed that ventral and dorsal striata were associated with goal-directed behavior. The authors also reported that the change of binding potential during video game play was similar to that following amphetamine or methylphenidate injections. In light of this, the earliest study included in this review [ 50 ] was already able to highlight changes in neurochemical activity as a consequence of gaming relative to a resting control. This finding is of immense significance because it clearly indicates that the activity of gaming can in fact be compared to using psychoactive substances when viewed from a biochemical level.

Kim et al . [ 49 ] tested whether Internet addiction was associated with reduced levels of dopaminergic receptor availability in the striatum. All participants completed the Structured Clinical Interview for DSM-IV [ 80 ], the Beck Depression Inventory [ 93 ], the Korean Wechsler Adult Intelligence Scale [ 94 ], the Internet Addiction Test [ 69 ] and the Internet Addictive Disorder Diagnostic Criteria (IADDC; [ 68 ]). Internet addiction was defined as those participants who scored more than 50 (out of 100) on the IAT, and endorsed three or more of the seven criteria on the IADDC.

Their sample comprised five male Internet addicts (mean age = 22.6, SD = 1.2 years; IAT mean score = 68.2, SD = 3.7; mean daily Internet hours = 7.8, SD = 1.5) and seven male controls (mean age = 23.1, SD = 0.7 years; IAT mean score = 32.9, SD = 5.3; mean daily Internet hours = 2.1, SD = 0.5). The authors carried out a PET study and used a radiolabeled ligand [ 11 C]raclopride and positron emission tomography via ECAT EXACT scanner to test dopamine D 2 receptor binding potential. They also performed fMRI using a General Electric Signa version 1.5T MRI scanner. The method for assessing D 2 receptor availability examined regions of interest (ROI) analysis in ventral striatum, dorsal caudate, dorsal putamen. The authors reported that Internet addiction was found to be related to neurobiological abnormalities in the dopaminergic system as found in substance-related addictions. It was also reported that Internet addicts had reduced dopamine D 2 receptor availability in the striatum ( i.e. , bilateral dorsal caudate, right putamen) relative to the controls, and that there was a negative correlation of dopamine receptor availability with Internet addiction severity [ 49 ]. However, from this study it is unclear to what extent Internet addiction may have caused the differences in neurochemistry relative to any other confounding variable, and, similarly, whether it is the different neurochemistry that may have led to the pathogenesis.

4. Discussion

The results of the fMRI studies indicate that brain regions associated with reward, addiction, craving, and emotion are increasingly activated during game play and presentation of game cues, particularly for addicted Internet users and gamers, including the NAc, AMG, AC, DLPFC, IC, rCN, rOFC, insula, PMC, precuneus [ 42 , 43 ]. Gaming cues appeared as strong predictors of craving in male online gaming addicts [ 44 ]. Moreover, it was shown that associated symptoms, such as craving, gaming cue-induced brain activity, and cognitive dysfunctions can be reduced following psychopharmacological or cognitive-behavioral treatment [ 41 , 55 ].

In addition to this, structural changes have been demonstrated in Internet addicts relative to controls, including the cerebellum, brainstem, rCG, blPHipp, right frontal lobe, lSFG, rITG, lSTG, and mTG. Specifically, these regions appeared to be increased and calibrated, indicating that in Internet addicts, neuroadaptation occurs that synchronizes a variety of brain regions. These include, but are not limited to, the widely reported mesocorticolimbic system involved in reward and addiction. In addition, Internet addicts’ brains appear to be able to integrate sensorimotor and perceptual information better [ 45 ]. This may be explained by a frequent engagement with Internet applications such as games, which require a stronger connectivity between brain regions in order for learned behaviors and reactions to addiction-relevant cues to occur automatically.

Furthermore, compared to controls, Internet addicts were found to have decreased gray matter volume in the blDLPFC, SMA, OFC, cerebellum, ACC, lPCC, increased FA lPLIC, and decreased FA in white matter in the PHG [ 46 ]. The lACC is necessary for motor control, cognition, and motivation, and its decreased activation has been linked to cocaine addiction [ 95 ]. The OFC is involved in processing emotions and it plays a role in craving, maladaptive decision-making processes, as well as the engagement in compulsive behaviors, each of which are integral to addiction [ 96 ]. Moreover, the length of Internet addiction correlated with changes in DLPFC, rACC, SMA, and PLIC, testifying to the increase of brain atrophy severity over time [ 46 ]. The DLPFC, rACC, ACC, and PHG have been linked to self-control [ 22 , 25 , 44 ], whereas the SMA mediates cognitive control [ 97 ]. Atrophy in these regions can explain the loss of control an addict experiences in regards to his drug or activity of choice. The PCC, on the other hand, is important in mediating emotional processes and memory [ 98 ], and a decrease in its gray matter density may be indicative of abnormalities associated with these functions.

The increase of the internal capsule has been linked to motor hand function and motor imagery [ 99 , 100 ], and can possibly be explained by the frequent engagement in computer games, that requires and significantly improves eye-hand coordination [ 101 ]. Moreover, decreased fiber density and white matter myelination as measured with FA were found in the anterior limb of the internal capsule, external capsule, corona radiation, inferior fronto-occipital fasciculus and precentral gyrus in Internet addicts relative to healthy controls [ 48 ]. Similar white matter abnormalities have been reported in other substance-related addictions [ 102 , 103 ]. Similarly, fiber connectivity in the corpus callosum was found to be decreased in Internet addicts relative to healthy controls, which indicates that Internet addiction may have similar degenerative consequences with regards to links between the hemispheres. These findings are in accordance with those reported in substance-related addictions [ 104 ].

Moreover, there appeared gender differences in activation in such a way that for males, the activation and connectivity of brain regions associated with the mesocorticolimbic reward system were stronger relative to females. This may explain the significantly higher vulnerability for males to develop an addiction to gaming and the Internet that has been reported in reviews of the empirical literature ( i.e. , [ 7 , 105 ]).

In addition to the MRI findings, the EEG studies assessing Internet and gaming addiction to date offer a variety of important findings that may help in understanding behavioral and functional correlates of this emergent psychopathology. In addition to this, the experimental nature of all of the included EEG studies allows for the determination of a causal relationship between the assessed variables. It has been shown that compared to controls, Internet addicts had decreased P300 amplitudes and an increased P300 latency. Typically, this amplitude reflects attention allocation. The differences in amplitude between Internet addicts and controls indicate that either Internet addicts have an impaired capacity for attention or they are not able to allocate attention adequately [ 55 , 57 ]. Small P300 amplitudes have been associated with genetic vulnerability for alcoholism in a meta-analysis [ 106 ]. Decreased P300 latency furthermore was found to distinguish heavy social drinkers from low social drinkers [ 107 ]. Accordingly, there appears to be a common change in neuronal voltage fluctuations in persons addicted to substances and the engagement in Internet use relative to people who are not addicted. Accordingly, Internet addiction appears to have an effect on neuroelectric functioning that is similar to substance addictions. Generally, Internet addicts’ brains appeared to be less efficient with regards to information processing and response inhibition relative to healthy control participants’ brains [ 54 , 56 ]. This indicates that Internet addiction is associated with low impulse control, and the use of an increased amount of cognitive resources in order to complete specific tasks [ 53 ]. Furthermore, Internet addicts appear to have an impaired executive control ability relative to controls [ 56 , 53 ]. These results are in accordance with reduced executive control ability found in cocaine addicts, implicating decreased activity in pre- and midfrontal brain regions that would allow for impulse-driven actions [ 108 ].

From a biochemical point of view, the results of PET studies provide evidence for striatal dopamine release during gaming [ 50 ]. Frequent gaming and Internet use were shown to decrease dopamine levels (due to decreased dopamine transporter availability) and lead to neurobiological dysfunctions in the dopaminergic system in Internet addicts [ 49 , 51 ]. The decreased availability was linked with the severity of Internet addiction [ 49 ]. Reduced dopamine levels have been reported in addictions time and again [ 26 , 109 , 110 ]. Furthermore, structural abnormalities of the corpus striatum have been reported [ 51 ]. Damages to the corpus striatum have been associated with heroin addiction [ 111 ].

The studies included in this literature review appear to provide compelling evidence for the similarities between different types of addictions, notably substance-related addictions and Internet addiction, on a variety of levels. On the molecular level, it has been shown that Internet addiction is characterized by an overall reward deficiency that is characterized by decreased dopaminergic activity. The direction of this relationship is yet to be explored. Most studies could not exclude that an addiction develops as a consequence of a deficient reward system rather than vice versa. The possibility that deficits in the reward system predispose certain individuals to develop a drug or a behavioral addiction such as Internet addiction may put an individual at greater risk for psychopathology. In Internet addicts, negative affectivity can be considered the baseline state, where the addict is preoccupied with using the Internet and gaming to modify his mood. This is brought about by the activation of the antireward system. Due to the excessive use of the Internet and online gaming, opponent processes appear to be set in motion that quickly habituate the addict to the engagement with the Internet, leading to tolerance, and, if use is discontinued, withdrawal [ 27 ]. Accordingly, decreased neuronal dopamine as evinced in Internet addiction may be linked to commonly reported comorbidities with affective disorders, such as depression [ 112 ], bipolar disorder [ 113 ], and borderline personality disorder [ 10 ].

On the level of neural circuitry, neuroadaptation occurs as a consequence of increased brain activity in brain areas associated with addiction and structural changes as a consequence of Internet and gaming addiction. The cited studies provide a clear picture of Internet and gaming addiction pathogenesis and stress how maladaptive behavioral patterns indicative of addiction are maintained. The brain adapts to frequent use of drugs or engagement in addictive behaviors so that it becomes desensitized to natural reinforcers. Importantly, functioning and structure of the OFC and cingulate gyrus are altered, leading to increased drug or behavior salience and loss of control over behaviors. Learning mechanisms and increased motivation for consumption/engagement result in compulsive behaviors [ 114 ].

On a behavioral level, Internet and gaming addicts appear to be constricted with regards to their impulse control, behavioral inhibition, executive functioning control, attentional capabilities, and overall cognitive functioning. In turn, certain skills are developed and improved as a consequence of frequent engagement with the technology, such as the integration of perceptual information into the brain via the senses, and hand-eye coordination. It appears that the excessive engagement with the technology results in a number of advantages for players and Internet users, however to the detriment of fundamental cognitive functioning.

Taken together, the research presented in this review substantiates a syndrome model of addictions for there appear to be neurobiological commonalities in different addictions [ 115 ]. According to this model, neurobiology and psychosocial context increase the risk to become addicted. The exposure to the addictive drug or behavior and specific negative events and/or the continued use of the substance and engagement in the behavior leads to behavioral modification. The consequence is the development of full-blown addictions, that are different in expression (e.g., cocaine, the Internet and gaming), but similar in symptomatology [ 115 ], i.e. , mood modification, salience, tolerance, withdrawal, conflict, and relapse [ 6 ].

Notwithstanding the insightful results reported, a number of limitations need to be addressed. First, there appear methodological problems that may decrease the strength of the reported empirical findings. The reported brain changes associated with Internet and online gaming addiction described in this review may be explained in two different ways. On the one hand, one could argue that Internet addiction leads to brain alterations relative to controls. On the other hand, people with unusual brain structures (as the ones observed in the present study) may be particularly predisposed to developing addictive behaviors. Only experimental studies will allow a determination of cause and effect relationships. Given the sensitive nature of this research that essentially assesses potential psychopathology, ethical considerations will limit the possibilities of experimental research in the field. In order to overcome this problem, future researchers should assess brain activity and brain alterations on a number of occasions during a person’s life longitudinally. This would allow for the extrication of invaluable information with regards to the relationships of pathogenesis and related brain changes in a more elaborate and, importantly, causal fashion.

Secondly, this review included neuroimaging studies of both Internet addicts and online gaming addicts. Based on the collected evidence, it appears difficult to make any deductions as regards the specific activities the addicts engaged in online, other than some authors specifically addressing online gaming addiction. Others, on the other hand, used the categories Internet addiction and Internet gaming addiction almost interchangeably, which does not allow for any conclusions with regards to differences and similarities between the two. In light of this, researchers are advised to clearly assess the actual behaviors engaged in online, and, if appropriate, extend the notion of gaming to other potentially problematic online behaviors. Ultimately, people do not become addicted to the medium of the Internet per sé, but it is rather the activities that they engage in that may be potentially problematic and could lead to addictive online behavior.

5. Conclusions

This review aimed to identify all empirical studies to date that have used neuroimaging techniques in order to discern the neuronal correlates of Internet and gaming addiction. There are relatively few studies ( n = 19), and therefore it is crucial to conduct additional studies to replicate the findings of those already carried out. The studies to date have used both structural and functional paradigms. The use of each of these paradigms allows for the extrication of information that is crucial for establishing altered neuronal activity and morphology as precipitated by Internet and gaming addiction. Overall, the studies indicate that Internet and gaming addiction is associated with both changes in function as well as structure of the brain. Therefore, not only does this behavioral addiction increase the activity in brain regions commonly associated with substance-related addictions, but it appears to lead to neuroadaptation in such a way that the brain itself actually changes as a consequence of excessive engagement with the Internet and gaming.

In terms of the method, neuroimaging studies offer an advantage over traditional survey and behavioral research because, using these techniques, it is possible to distinguish particular brain areas that are involved in the development and maintenance of addiction. Measurements of increased glutamatergic and electrical activity give insight into brain functioning, whereas measures of brain morphometry and water diffusion provide an indication of brain structure. It has been shown that each of these undergoes significant changes as a consequence of Internet and gaming addiction.

To conclude, understanding the neuronal correlates associated with the development of addictive behaviors related to using the Internet and playing online games will promote future research and will pave the way for the development of addiction treatment approaches. In terms of clinical practice, increasing our knowledge regarding the pathogenesis and maintenance of Internet and gaming addiction is essential for the development of specific and effective treatments. These include psychopharmacological approaches that target Internet and gaming addiction specifically on the level of biochemistry and neurocircuitry, as well as psychological strategies, that aim to modify learned maladaptive cognitive and behavioral patterns.

Conflict of Interest

The authors declare no conflict of interest.

Video Game Addiction

How it works

Inadequate Research Delays Effective Remedy of Online Gaming Addiction

Video game obsession has been the concern of parents, educators and health officials yet there has been no breakthrough in the diagnosis or treatment. Currently, this concern is discussed more with individual therapists and dependence centers resulting in delays of an official approach to ending online gaming addiction. (Van Rooij, 2017)

Recognize the problem

Video game addiction dysfunction is identified by excess gameplay that interrupts normal life activities although, The American Psychiatric Association does not clearly recognize video game dependence as a diagnosable ailment in the Diagnostic and Statistical Manual of Mental Disorders, however, mental health professionals and behavioralists believe this dysfunction should be taken more seriously as the manifestations of video game addiction imitate other compulsive disorders, such as gambling and sex addiction.

(Cornell,2018). Considering the lack of evidence and moral panic special tools are being developed to further diagnose and effectively treat this dependency.

The Debate Surrounding Gameplay

The controversy of gaming remains focussed on the violence and how it affects those who may or may not become addicted. There is a preconceived belief based solely on game content that disruptive or violent behavior is displayed by those who engage in gameplay. It is also discerned that addressing the possibilities of dependency with the individual in question increases disruptive behavior.

Getting help with Addiction.

There is a website named On-Line Gamers Anonymous that was created by a concerned mother that offers worldwide recourses for anyone seeking help with online gameplay compulsive disorders. Also, Total Life and video gaming electronics counselor expert, Jim West located in Orlando, Fl. offers numerous alternatives to assist young gaming addicts to break the cycle including counseling services, therapy, classes, and camps.

Avoid the problem.

To best avoid addiction concerns parents are encouraged to follow the advice of professionals and game producers. Gameplay should only be permitted according to the guidelines set by the Entertainment Software Rating Board. Setting limits and using time restrictions have become the request in order to avoid future dependency. Keep communication open and seek professional help when needed.

Real concern or public hype

Some do not believe players become gaming addicts, they simply enjoying life the way they see fit. It may take several years before a determination is documented and an actual problem is deemed official. There is still too much controversy surrounded by this subject to document anything of hardcore substance.  

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Essay on Video Games Addiction | Video Games Addiction Essay for Students and Children in English

February 14, 2024 by Prasanna

Essay on Video Games Addiction: In a world where the youth are already struggling with different types of addictions, the emergence of video game addictions is an unwelcome addition. Every day there seems to be a rise in the number of video game addicts. Be it children, teenagers, and even adults. Video games are very entertaining and can hook anyone of any age in. Especially since a person’s emotions are involved in it. It is very easy to get hooked and spend hours and hours playing video games.

There needs to be regulation of the time spent playing video games and intervention from friends and family if they see someone whose life revolves around the video games they play. Addictions do not affect only the person who is addicted. Like any other, this addiction can take over a person’s life and affect their education, work, family life, and the lives of those who love them.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Video Games Addiction for Students and Kids in English

We provide children and students with essay samples on a long essay of 500 words and a short essay of 150 words on the topic “Video Game Addiction” for reference.

Short Essay on Video Games Addiction 150 Words in English

Short Essay on Video Games Addiction is usually given to classes 1, 2, 3, 4, 5, and 6.

Video games are a great source of entertainment and a way to fight boredom. They also help people wind down and relax after a stressful day at work. Gaming communities can also often be a safe space for individuals to make friends and interact with peers. However, there are also negative consequences of spending too much time playing video games. Gamer Rage is a well-known thing that can have adverse effects. Individuals that experience this can end up destroying things at home and even hurting family members.

In other words, excessive gaming can cause great harm. People who spend hours and hours on end playing video games can lose their bearings in the real world when they get off the game. They can find themselves disoriented and unable to function normally. This means that there must be some self-control when gaming, not to let it consume a person’s life.

Introduction

Video game addiction is as harmful an addiction as any other. Individuals even suffer from withdrawal syndrome if they are away from their consoles or systems for too long. Those who are addicted end up playing video games for multiple hours at a stretch without taking a break except for something necessary.

Most video games rely on the gamer coming back to beat the next high score or make the next discovery for open-world games. For those who are a part of gaming communities, it is about beating the next team together and gaining more resources or whatever else it is that is required in the game to advance. This is especially true for role-playing games where the player can customize their character and interact with others.

One of the main problems resulting from excessive gaming is gamer rage that comes from frustration and anger when a player cannot beat their opponent. It results in swearing and abusing opponents and family members verbally. They also sometimes end up attacking family members if the game happens to be cut short or if they are asked to leave the game to tend to their other duties for some time.

Physical Consequences

This addiction can result in carpal tunnel syndrome, poor eyesight, migraines, backaches, pain from poor posture, and even obesity and cardiovascular diseases. With a lack of routine in the outside world, it can have significant physical consequences.

Those who play video games need to be mindful of the amount of time that is spent. They also need to be careful that they do not neglect other responsibilities that they may have. Especially for those who have young children at home that cannot be ignored.

Long Essay on Video Games Addiction 500 Words in English

Long Essay on Video Games Addiction is usually given to classes 7, 8, 9, and 10.

Video games are a fun and entertaining way to relax. They help people who are isolated to form friends and be a part of a community. There are many stories where children with developmental issues learn how to interact and be a part of society. It helps them with brain development and helps them grow in many ways. However, there is a downside to it, with excessive gaming that can result in addiction. This is an extreme that we cannot go to as it harms everyone involved.

Massive Multiplayer Online Role-Playing Games play a huge role in players that get addicted to gaming. In this sort of gaming, the player can create their character and play with others on quests to get better gear. These are games that one pays for, which means that there is a waste of money if a person isn’t playing. That, coupled with how enjoyable the game is, can result in players playing for hours on end. The visuals’ effects and quality are generally very high in these, which makes gameplay all the more captivating. It is difficult for players to reorient themselves when they come back to the real world.

As unique and fun as the games are, this is also a problem that needs to be addressed. Precisely because the games are so enjoyable that players find it difficult to disconnect and be a part of the real world.

Social Consequences

People often find a way to balance their time to either go to work or school, finish what they have to do, come home, and spend all their time playing games. Often they think that this is a good compromise. It is not.

It is not healthy to divide life between the two in that manner. There needs to be a balance where individuals spend time with their family and friends as well. This can result in isolation in social life and regression in learning how to function in society. This can result in behavioral issues as well. When teenagers spend time in this manner, they do not learn the basic skills required to function in society and to hold jobs.

This is an issue that affects individuals that are married as well. There are many stories where the spouse works through the day and comes home and plays, neglecting the house or the children. Resulting in one parent handling all the load of the house, which is extremely stressful and challenging. It can lead to a break in relationships as well.

When a person spends hours gaming, they give no time to walking around or any physical activity. It can lead to poor eyesight, carpal tunnel syndrome, and pain and aches due to bad posture. It can lead to migraines and, in extreme cases, neurological issues. Not walking around can result in obesity, cardiovascular diseases, and posture issues for years. Gamer rage can also result in strokes.

Mental Consequences

Many times, gamers find it difficult to be a part of the real world after gaming for so many hours. They tend to try functioning in the real world as they would in games. In this manner, they can harm themselves and other people. Like the incident of the boy who shot a random person on the street expecting him to become a zombie as people were doing in the game that he was playing. This is an extreme case of disorientation and disconnect from the real world.

Addiction can also result in paranoia and anxiety if excessive time is spent playing intense games. It can also lead to mental regression and a loss of social skills.

Fortunately, rehab centers for this addiction also exist so that people who seek help can go back to having a normal life. Even so, rehabs are not a guarantee of freedom, and therefore people must be careful and practice self-control themselves when it comes to how much time is spent playing video games.

Video Games Addiction Essay Conclusion

While video games are an excellent source for an individual to be able to wind down and relax and entertainment, there still needs to be control and regulation. Excessive gaming can result in the development of an addiction, which can severely hamper a person’s growth and well-being. Video games are a tool that is meant to be used for fun or to connect with other people. But it becomes a significant issue if we let this become a lifestyle. It also disrupts family life. Therefore, this is an issue that we need to deal with so that it doesn’t take over people’s lives and futures.

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