Techno-addictive mechanisms in habits and behaviors of young video gamers: A gender perspective

Abstract

Since video games became a mass phenomenon, researchers have been interested in the impact that video games have on learning, on developing new ways of interacting and communicating, on promoting skills development, and other effects on behavioural and academic performance amongst young people. Due to the growth of gaming and its impact on young people, the study used a gender perspective to analyze techno-addictive mechanisms in habits, conduct, and behaviors of young people that could affect the field of education. For this purpose, a questionnaire was designed, validated by a group of experts, and administered to a sample of 142 secondary school students in the Spanish region of Extremadura. After verifying that the analyzed scales were valid and reliable, the analysis produced descriptive data and mean comparisons to explore for significant differences based on gender. According to data analyzed, playing Fortnite was not thought to be a direct cause of school absenteeism, affect personal and daily rest, disrupt relationships with friends and others, or trigger anxiety, sadness or irritation when not playing. However, no significant differences based on gender were found.