J Behav Addict. 2018 Mar; 7(1): 88–99.

Published online 2018 Jan 8. doi: 10.1556/2006.6.2017.080

PMCID: PMC6035026
PMID: 29313732

Mobile gaming and problematic smartphone use: A comparative

study between Belgium and Finland
Olatz Lopez-Fernandez,1,2,* Niko Männikkö,3 Maria Kääriäinen,4,5 Mark D. Griffiths,1 and Daria J. Kuss1

Author information Article notes Copyright and License information Disclaimer

This article has been cited by other articles in PMC.

Abstract

Background and aims

Gaming applications have become one of the main entertainment features on smartphones, and
this could be potentially problematic in terms of dangerous, prohibited, and dependent use
among a minority of individuals. A cross-national study was conducted in Belgium and Finland.
The aim was to examine the relationship between gaming on smartphones and self-perceived
problematic smartphone use via an online survey to ascertain potential predictors.

Methods
The Short Version of the Problematic Mobile Phone Use Questionnaire (PMPUQ-SV) was
administered to a sample comprising 899 participants (30% male; age range: 18–67 years).

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6035026/
The use of mobile games in formal and
informal learning environments: a
review of the literature
George Koutromanos &Lucy Avraamidou
Pages 49-65 | Received 21 Nov 2013, Accepted 27 Jan 2013, Published online: 06 Mar 2014

Abstract
Our purpose in this paper is to review studies that explored the impact of the use
of mobile games in both formal and informal learning environments. Through a
review of studies on mobile learning that have been published between 2000 and
2013, we aim to identify the ways in which researchers used mobile games in a
variety of learning environments, and to synthesize current literature about the
impact of the use of mobile games on student achievement and attitudes towards
and learning. We first provide definitions of the constructs “mobile technologies,”
“mobile games,” and “informal learning environments.” Following that, we present
the outcomes of our analysis by describing the purpose, the contexts, and the
findings of each of the studies we reviewed. We then offer general conclusions
that came out of our analysis and we offer some recommendations for future
research

https://www.tandfonline.com/doi/abs/10.1080/09523987.2014.889409
EFFECTS OF ONLINE GAME ADDICTION TO THE STUDENTS OF THE SENIOR
HIGH SCHOOL STUDENTS OF SOUTHERN CHRISTIAN COLLEGE
Posted on March 10, 2017 by Group F Section G
a Research Proposal by Kent Dexter B. Abbas
Introduction
Video game addiction is defined as impulse control disorder, which does not involve
use of an intoxicating drug and is similar to pathological gambling. Also, it is also referred to
video game overuse, pathological or compulsive use of computer games and videogames
(Greenfield & Young, 2009). Due to excessive use of computer games there is effect in their
personal traits like anxiety, sensation seeking, neuroticism, and aggression which are the
symptoms that a person is under the development of gaming addiction (Mehroof, M et al. 2010).
Brain is also affected in computer addiction; regions of the brain associated with cravings in
substance abuse also appear to be activated in gaming addicts when they view images of video
games (Ko, C et al. 2010). There are two types of gaming, “excessive gaming” and “addictive
gaming” these two types of gaming is different from each other; the difference between
“excessive gaming and “addictive gaming” is that two gamers may play for an identical number
of hours each day, but their psychological motivation and the meaning that gaming has within
their lives can be very different. Gaming addiction should be defined by how much the
negatively impacts other areas of life, not by how much time is spent playing (Griffiths, M et al.
2010). In a volunteer sample, 41% of online gamers acknowledged that they use gaming as an
escape. In the same sample, 7% were viewed as “dependent”. These gamers possessed several
behavioural attributes that are related to more well established forms of addiction (e.g., mood
modification, tolerance, & relapse) (Hussain et al. 2009). Most online gamers are male. Among
male gamers, more severe online gaming addiction is correlated with older age, lower self-
esteem, and lower dissatisfaction with daily life. This relationship did not hold true for female
gamers(Ko et al. 2005). Excessive use of technology is relatively rare. Compared to females,
males are more likely to develop a gaming addiction. Boys are more likely to play aggressive or
violent games while girls are more likely to play platform and puzzle games (Griffiths, 2008). In
Germany, 1.5 – 3.5% of teenage internet users show signs of gaming addiction. Gaming
addiction is associated with higher rates of anxiety and depression, and poorer academic
performance (Peukert et al. 2010). Computer gaming addiction is positively correlated with
achievement motivation, sensation-seeking, a positive evaluation of one’s intelligence, and a
negative evaluation of one’s skills in interpersonal relationship (Zheng et al. 2006). In a sample
of German teens, 6.3% of subjects fulfilled the authors’ diagnostic criteria for gaming addiction.
These adolescents were mostly male and had low educational backgrounds (Klaus et al. 2008).
Gaming addiction is negatively associated with academic achievement (Chiu et al. 2004). So far
there are no studies conducted as to the percentage of senior high school students who are
hooked to online games, thus, this study would like to find out factors why senior high school
students are addicted to online games.

https://pointguardsite.wordpress.com/2017/03/10/effects-of-online-game-addiction-to-the-
students-of-the-senior-high-school-students-of-southern-christian-college/
THE EFFECT OF GAMES AND SIMULATIONS ON HIGHER EDUCATION: A
SYSTEMATIC LITERATURE REVIEW

 DimitriosVlachopoulos &
 AgoritsaMakri

Published: 10 July 2017

Abstract
The focus of higher education institutions is the preparation of future professionals. To achieve
this aim, innovative teaching methods are often deployed, including games and simulations,
which form the subject of this paper. As the field of digital games and simulations is ever
maturing, this paper attempts to systematically review the literature relevant to games and
simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative
method, coding and synthesizing the results using multiple criteria. The main objective is to
study the impact of games and simulations with regard to achieving specific learning objectives.
On balance, results indicate that games and/or simulations have a positive impact on learning
goals. The researchers identify three learning outcomes when integrating games into the learning
process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence
for the benefit of academics and practitioners in higher education interested in the efficient use of
games and simulations for pedagogical purposes. Such evidence also provides potential options
and pathways for future research.

Introduction
As rapidly evolving technological applications, games and simulations are already widely
integrated in the traditional educational process. They are deployed extensively in the field of
education, with an existing body of work examining the relation between games and education
(Yang, Chen, &Jeng, 2010; Chiang, Lin, Cheng, & Liu, 2011). In recent years, digital or web-
based games have increasingly supported learning. In the context of online education, this
research area attracts a significant amount of interest from the scientific and educational
community, for example tutors, students and game designers. With the growing expansion of
technology, instructors and those who create educational policy are interested in introducing
innovative technological tools, such as video games, virtual worlds, and Massive Multi-Player
Online Games (MMPOGs) (Buckless, 2014; Gómez, 2014).

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0062-1
Online Gaming: Impact on the Academic Performance and Social Behavior of the Students
in Polytechnic University of the Philippines Laboratory High School
Dennis O. Dumrique
Jennifer G. Castillo
DOI: 10.18502/kss.v3i6.2447

Abstract
This study was conducted to assess and find out the impact of on-line gaming on the academic
performance and social behavior of the students in the Polytechnic University of the Philippines-
Laboratory High School. Furthermore, this study sought answers on the significant relationship
between playing on-line games and academic performance and to social behavior of the students.
The study revealed that boys are more of a player compared to girls who often play games that
require three or more players like League of Legends, Clash of Clans, Crossfire and many more
to mention. It is also stated that those who play online games are around 14-15 years old who are
believed to be in the Grade 8 level. These students who often play games have an average
weekly allowance of 101 pesos to 500 pesos. Playing online games do not affect their grades
badly for they know how to limit themselves. They know that they need to control themselves in
order to function well in their class that is why they only play games during vacation and
weekends with a lot of time compared when they have classes.

https://knepublishing.com/index.php/Kne-Social/article/view/2447/5372
 REVIEW OF RELATED LITERATURE BY
NESTOR UDTOJAN
Posted on March 10, 2017 by blaggir0110

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies of histories of the different online
games. This also includes the influences and effects of Online gaming in terms of
academic, cognitive, physical, emotional and social experiences of the students

Online games
Nowadays, children and young people were engaged in playing online games. This game
is a video game that can be played via Internet or Online. They choose this hugely
popular game because it inspires the users to complete different challenges in which they
can interact or link up different players around the world. It also teaches the players to
have teamwork and cooperation when playing as well as planning, decision making and
formulating strategies like what they do in real life situations. (Online gaming, 2011)

Examples of Online games

There are many online games in the Internet but most popular and played by most Junior
High School students of Southern Christian College were Clash of Clans (COC), League
of Legends (LoL), and Defense of the Ancients (DotA).

One example of Online games is Clash of Clans or what we called “COC”. According to
Koueider,A.(2013), this can be downloaded in Google Play Store and poplular in Apple
App store that is also hot seat as an entertainment in Android. This game is said to be a
free mobile MMO strategy video game which developed and published by supercell.
Through this game, the players are planning to build their own village and train troops.
This is also a strategical game because it includes battle with the opponent online player.
(Koueider, A.2013)

https://blogger3523.wordpress.com/2017/03/10/review-of-related-literature/
 Mobile Games

FRANS MÄYRÄ
University of Tampere, Finland

The Expanding Field of Mobile Gaming

The International Telecommunication Union (ITU) estimated that there were more than
six billion mobile phone subscriptions in the world in 2012. Thanks to miniaturization
and the possibility to implement mobile video games, today’s mobile games are an
increasingly notable and growing area of game business and culture. An expanding range
and increasing number of games are being produced and published for handheld
consoles, mobile phones, and tablet devices. The expansion of mobile gaming is
noteworthy also in terms of quality, as mobile games have become a site for innovative,
new play and game design practices. Many of the novel innovations that mobile games
have introduced benefit from the specific characteristics of the mobile media ecosystem,
including the online digital distribution channels, new interface modalities, and sensor
capabilities available in modern mobile devices. Other significant factors in mobile
games and game play are the daily contexts and practices related to mobile application
use. A 2011 study of more than 4000 Android phone users found that the average user
accessed some application or another on their handset about 50 times per day, for a total
duration of more than one hour daily. The average session from opening an application to
closing it, however, lasted only 71 seconds (Böhmer et al., 2011). Even though average
gameplay sessions on a mobile device are probably longer than that, designing a game for
the quick and short mobile usage sessions is different from creating a typical computer or
console video game. There are only a few game genres that are unique to mobile devices;
it is possible to access most of the popular video game genres also as mobile versions. It
is important to address mobile games in both dimensions: as “scaled-down videogames,”
and as emerging new forms of gameplay, possible only using the opportunities that
mobile devices and their mobile user contexts open up

The International Encyclopedia of Digital Communication and Society, First Edition.

Edited by Robin Mansell and Peng Hwa Ang.
© 2015 John Wiley & Sons, Inc. Published 2015 by John Wiley & Sons, Inc.
DOI: 10.1002/9781118290743.wbiedcs014

https://people.uta.fi/~frans.mayra/Mobile_Games.pdf
 Online Game Addiction Among University Student
Lujiaozi Wang

Siyu Zhu

2011

Abstract

This thesis is about the effects of online game addiction on both Swedish and
Chinese undergraduate students at University of Gävle, Sweden. It aims at
investigating the impact that online games have on undergraduate students at
University of Gävle, Sweden. As most of the previous researchers in this area
conducted a quantitative research, we decided to do a qualitative research
which can help us to get a deeper and better understanding of online game
addiction. We chose systems and ecological perspectives as our theory and
analyzed our data using the hermeneutic approach. The methodology we used
is interview; which entailed four interviews with both Swedish and Chinese
undergraduate students. On the basis of the research the results we got are
that; most of the students we interviewed are having problems with health
and studies because of online gaming; and some of them are having bad
relationships with friends and families, however, some of them have a good
relationship with their parents. Keywords: addiction, online games,
undergraduate students, University of Gävle, qualitative research.

https://www.diva-portal.org/smash/get/diva2:602320/FULLTEXT01.pdf
 The effects of video games on school achievement
© 2018 Gwen Dewar, PH.D., all rights reserved

We need more research to answer these questions definitively. In particular,

we need randomized, controlled experiments, and those are lacking. But
based on the limited information we have now, it seems that extreme claims
on either side of the spectrum are wrong.

On the one hand, playing video games probably doesn't harm school
performance -- not as long as kids don't play so much that they neglect
school-related activities, like reading, or skimp on sleep. And not as long as
the games they play are age-appropriate, and don't cause emotional troubles.
On the other hand, video games aren't a magical pill for boosting IQ, or
transforming poor students into excellent ones. But it appears that kids who
play games with moderate frequency -- a few hours a week -- tend to have
better academic skills than kids who don't play video games at all. In
addition, there is evidence that certain types of games can enhance spatial
skills, and possibly help children with dyslexia learn to read.

https://www.parentingscience.com/Effects-of-video-games-on-school.html
 The Benefits of Playing Video Games
Isabela Granic, Adam Lobel, and Rutger C. M. E. Engels
Radboud University Nijmegen

Video games are a ubiquitous part of almost all children’s and adolescents’
lives, with 97% playing for at least one hour per day in the United States. The
vast majority of research by psychologists on the effects of “gaming” has
been on its negative impact: the potential harm related to violence, addiction,
and depression. We recognize the value of that research; however, we argue
that a more balanced perspective is needed, one that considers not only the
possible negative effects but also the benefits of playing these games.
Considering these potential benefits is important, in part, because the nature
of these games has changed dramatically in the last decade, becoming
increasingly complex, diverse, realistic, and social in nature. A small but
significant body of research has begun to emerge, mostly in the last five
years, documenting these benefits. In this article, we summarize the research
on the positive effects of playing video games, focusing on four main
domains: cognitive, motivational, emotional, and social. By integrating
insights from developmental, positive, and social psychology, as well as
media psychology, we propose some candidate mechanisms by which
playing video games may foster real-world psychosocial benefits. Our aim is
to provide strong enough evidence and a theoretical rationale to inspire new
programs of research on the largely unexplored mental health benefits of
gaming. Finally, we end with a call to intervention researchers and
practitioners to test the positive uses of video games, and we suggest several
promising directions for doing so. Keywords: video games, mental health,
adolescents, social, motivation

January 2014 ● American Psychologist © 2013 American Psychological Association

0003-066X/14/$12.00 Vol. 69, No. 1, 66 –78 DOI: 10.1037/a0034857

https://www.apa.org/pubs/journals/releases/amp-a0034857.pdf