Journal of Addiction Research & Therapy
Open Access

Digital game addiction; Gaming disorder; Social skills; Social interactions; Social support; Gaming preferences

Introduction

Digital game addiction has become a prevalent issue in modern society, particularly among the younger population. As the popularity of digital games continues to rise, understanding the factors that contribute to gaming addiction is crucial for developing effective prevention and intervention strategies. One such factor that has garnered attention is social skills. This article explores the effect of social skills on digital game addiction, shedding light on the complex relationship between social interactions and problematic gaming behaviors [1].

Understanding digital game addiction

Digital game addiction, also known as gaming disorder, is characterized by excessive and compulsive gaming behaviour that leads to impaired functioning in various life domains. Individuals with gaming addiction often prioritize gaming over other activities, neglecting responsibilities and social engagements. Symptoms may include preoccupation with gaming, withdrawal when unable to play, and loss of interest in previously enjoyed activities.

The role of social skills in digital game addiction

Social interactions and gaming preferences

Social skills are essential for building and maintaining meaningful relationships with others. Individuals with strong social skills are more likely to seek out social interactions both online and offline. In the context of digital gaming, these individuals may prefer multiplayer games that allow for cooperative gameplay and interaction with others. Engaging in positive social interactions through gaming can enhance the overall gaming experience and reduce the risk of excessive gaming habits [2].

Social support and coping mechanisms

Effective social skills enable individuals to seek social support from friends and family when facing challenges or emotional distress. In contrast, individuals with poor social skills may struggle to form supportive relationships, leading them to rely on gaming as a coping mechanism. Video games can provide an escape from real-life stressors, acting as a form of self-medication for individuals with limited social support [3].

Social competence and gaming balance

Socially skilled individuals are more likely to engage in a variety of activities and interests beyond gaming. They can strike a healthier balance between gaming and other aspects of life, such as school, work, hobbies, and face-to-face social interactions. On the other hand, those with weaker social skills may become more engrossed in digital games, as they find it challenging to navigate offline social situations [4].

Gaming as a social outlet

For some individuals, digital games serve as a means of social interaction, particularly in online multiplayer games and virtual communities. Players can form friendships and alliances, fostering a sense of belonging within the gaming community. For those with limited social opportunities in the real world, gaming may become a primary avenue for social interaction, potentially leading to addictive behaviour [5].

Digital game addiction has become a growing concern in today's technologically advanced society, impacting individuals of all ages. While the relationship between social skills and digital game addiction has been extensively studied, the role of communication skills as a potential mediator in this association remains relatively unexplored. This article investigates how communication skills may mediate the effect of social skills on digital game addiction, shedding light on the underlying mechanisms that contribute to problematic gaming behaviour [6].

Understanding social skills, communication skills, and digital game addiction

Social skills

Social skills encompass a set of abilities that enable individuals to interact effectively and harmoniously with others. These skills involve effective communication, empathy, active listening, and the capacity to establish and maintain meaningful relationships. Deficits in social skills have been associated with various negative outcomes, including social isolation and maladaptive behaviors [7].

Communication skills

Communication skills refer to the aptitude to convey thoughts, ideas, and emotions clearly and appropriately in various interpersonal contexts. Effective communication involves both verbal and nonverbal components, such as active listening, assertiveness, and the ability to interpret social cues accurately. Strong communication skills are crucial for successful social interactions and fostering healthy relationships [8].

Digital game addiction

Digital game addiction, also known as gaming disorder, is characterized by excessive and compulsive engagement in digital games, leading to impaired daily functioning and detrimental effects on physical and mental health. Individuals with gaming addiction may experience intense preoccupation with games, withdrawal symptoms when unable to play, and neglect of other important life activities [9].

The Mediator's role of communication skills

Communication skills can act as a mediator in the relationship between social skills and digital game addiction. Here's how this mediation process may occur:

Social interaction and game preferences

Individuals with strong communication skills are more likely to engage in positive and fulfilling social interactions. These interactions can positively influence their game preferences, leading them to choose games that foster cooperative and prosocial behaviour. On the other hand, individuals with poor communication skills may be drawn to single-player games or online games that provide a sense of anonymity, facilitating the development of problematic gaming behaviors [10].

Social support and coping mechanisms

Effective communication skills enable individuals to seek and provide social support, enhancing their ability to cope with stress and emotional challenges. Having a support network can act as a protective factor against gaming addiction, as individuals with strong communication skills are more likely to address underlying emotional needs through social interactions rather than turning to excessive gaming as a coping mechanism [11].

Social competence and offline activities

Strong communication skills contribute to higher social competence, allowing individuals to engage in a variety of offline activities and interests. This diversification of activities can reduce the excessive time spent on gaming, promoting a healthier balance between digital entertainment and real-life experiences (Table 1).

Table 1: The impact of social skills on digital game addiction.

Discussion

Understanding the mediator's role of communication skills in the relationship between social skills and digital game addiction provides valuable insights into the underlying mechanisms of problematic gaming behaviour. Strengthening communication skills through targeted interventions and social skills training may help reduce the risk of gaming addiction in vulnerable individuals.

Furthermore, promoting a balanced approach to digital gaming that emphasizes positive social interactions and healthy communication can foster responsible gaming habits. Encouraging the development of communication skills among gamers and fostering an inclusive gaming community may also contribute to a more positive gaming experience, reducing the likelihood of addiction and associated negative consequences [12].

The effect of social skills on digital game addiction highlights the significant role that social interactions and support play in shaping gaming behaviour. Strong social skills facilitate positive social interactions in gaming, leading individuals to prefer multiplayer games and cooperative gameplay that foster teamwork and collaboration. Conversely, individuals with weaker social skills may gravitate toward solitary gameplay and single-player games as a way to avoid social interactions [13].

Effective social skills also promote seeking social support from friends and family in real-life situations, reducing the reliance on gaming as a coping mechanism for emotional distress. On the other hand, individuals with poor social skills may turn to gaming as a means of self-medication, using it as an escape from real-life challenges and a source of emotional support.

Socially skilled individuals demonstrate higher social competence, engaging in a variety of activities beyond gaming and achieving a healthier balance between gaming and other life domains. In contrast, individuals with weak social skills may become excessively engrossed in gaming, neglecting real-life responsibilities and face-to-face social engagements [14].

For some individuals, gaming serves as a social outlet, especially for those who experience social isolation in their offline lives. Within the gaming community, players can form friendships and a sense of belonging, filling social voids. Socially skilled individuals, however, are more likely to seek social interactions beyond gaming, considering gaming as an additional form of social activity.

Recognizing the impact of social skills on digital game addiction can guide the development of targeted interventions. Promoting the cultivation of strong social skills through social training programs, fostering supportive offline relationships, and encouraging a balanced gaming lifestyle can help mitigate the risk of digital game addiction. By addressing the social dynamics of gaming behaviour, we can promote healthier gaming habits and ensure a positive gaming experience for all individuals. Additionally, further research is needed to delve deeper into the specific mechanisms through which social skills influence gaming behaviour, leading to more tailored interventions and effective support for individuals struggling with digital game addiction [15].

Conclusion

Social skills play a significant role in shaping an individual's relationship with digital games. Effective social skills can act as protective factors against digital game addiction by promoting healthy social interactions, coping mechanisms, and a balanced lifestyle. In contrast, poor social skills may contribute to gaming addiction as individuals turn to gaming to fill social voids and escape from real-life challenges.

Recognizing the impact of social skills on digital game addiction can inform the development of targeted interventions. Encouraging the cultivation of strong social skills through social training programs, promoting a balanced gaming lifestyle, and fostering supportive offline relationships can help mitigate the risk of digital game addiction. By addressing the social dynamics of gaming behavior, we can promote healthier gaming habits and ensure a positive gaming experience for all individuals.

In conclusion, communication skills play a significant mediator's role in the association between social skills and digital game addiction. By recognizing the importance of effective communication in gaming behavior, researchers and practitioners can design targeted interventions to prevent and address gaming addiction, ultimately promoting a healthier and more socially enriching gaming experience.

1. Zeldin AL, Pajares F (2000) Against the odds: Self-efficacy beliefs of women in mathematical, scientific and technological careers. Am Edu Res J 37: 215-246.

Google Scholar, Crossref

2. Bandura A (1986) Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall, USA.

Google Scholar

3. Andrew S (1998) Self-efficacy as a predictor of academic performance in science. J Adv Nurs 27: 596-603.

Indexed at, Google Scholar, Crossref

4. Lodewyk KR, Winne PH (2005) Relations among the structure of Learning tasks, achievement and changes in Self-efficacy in secondary students. J Educational Psychol 97: 3-12.

Indexed at, Google Scholar, Crossref

5. World Bank (2001) Malawi, public expenditures: Issues and options. Report No: 22440,Washington, DC:World Bank, Africa Region Macroeconomics, USA.

Google Scholar

6. Akinsola MJ, Tella A (2007) Correlates of academic procrastination and Mathematics achievement of University undergraduate students. J Mathemat Sci tech Educ 3: 363-370.

Indexed at, Google Scholar

7. Bajah ST (1997) Senior Secondary Chemistry textbook (New Edition). Longman Nig, Plc, Lagos, USA.

Google Scholar

8. Pajares F, Schunk DH (2001) Self-beliefs and school success: Self-efficacy, Self-concept and School achievement. Ablex Publishing, London.

Indexed at, Google Scholar

9. Usher EL, Pajares F (2006) Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educ Psychol 31: 125-141.

Indexed at, Google Scholar, Crossref

10. Finn KV, Frone MR (2004) Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy. J Educ Res 97: 115-122.

Google Scholar, Crossref

11. Pintrich P, Schunk D (1996) Motivation in Education: theory, Research & Applications. Englewood Cliffs, NJ: Prentice-Hall, USA.

Google Scholar

12. Pajares F (1996) Self-efficacy beliefs in achievement settings. Rev Educ Res 66: 543-578.

Google Scholar, Crossref

13. Momanyi MJ, Ogoma OS, Misigo LB (2010) Gender Differences in Self-Efficacy and Academic Performance in Science Subjects among Secondary School Students in Lugari District, Kenya. Educational J Behavioural Sci 1: 62-77.

Indexed at, Google Scholar

14. Witt-Rose DL (2003) Student self-efficacy in college science: An investigation of gender, age, and academic achievement. UW-Stout Masters Theses, USA.

Indexed at, Google Scholar

15. Pintrich PR, De Groot EV (1990) Motivational and self-regulated learning components of classroom academic performance. J Educat PsychoL 82: 33-40.

Indexed at, Google Scholar, Crossref