Abstract

Problematic gaming behavior is an important problem that may lead to a recently introduced psychiatric condition named internet gaming disorder (IGD). Gaming addiction has been reported to have major influence on the lives of adolescents and young adults affected by it. Our aim was to determine relationships between gaming-related parameters, academic success, levels of depression, anxiety and stress, and gaming addiction scores. We performed a cross-sectional study comprised of 499 non-senior high school students from the Bakırköy district of Istanbul. Depression, anxiety and stress were measured with the DASS-21, gaming addiction was measured via the IGDS9-SF. A single questionnaire form was prepared to record demographics, game play behavior and preferences, DASS-21 scores and IGDS9-SF scores. Girls comprised 80.2% (n=400) of the participants in this study. Eighty-eight (17.6%) students reported that they did not play games. There was a statistically significant worsening in IGDS9 scores and all subscales of the DASS-21 with increased game playing time. Gaming addiction score was higher in those that reported being academically unsuccessful. Multivariate regression analysis revealed that the factors that increased IGDS9 scores were: time spent gaming, and preference of action, simulation or social media games. Whereas, smartphone gaming was found to be independently associated with lower IGDS9 scores. The association of higher IGDS9 scores with gaming time and preference of action, simulation and social media games, and lower scores with smartphone gaming are interesting results and may have implications in the approach to and treatment of those with IGD.

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