Video Game Addiction And Student Mental Health
Video Game Addiction And Mental Health Students Of Higher Education Institutes
Undergoing the phase of movement control order (PKP) can be a difficult moment for students who are in IPT. They strive to adapt or adapt to circumstances and constraints.
In addition to continuing online learning sessions, students need to make the most of their time with healthy activities. Based on surveys, a few of them may choose video games as an alternative to fill their free time.
Students who are new to video games need to be aware of the effects of this practice. Starting with the excitement of trying out video game activities, without realizing it the pattern of student behavior towards this activity can change resulting in addiction. A relatively long period of PKP may provide space and opportunity for this problem if not given due attention.
Coupled with the rewards of free internet use by telecommunications companies during the PKP season, students may allocate more time for online video games. Students can become so engrossed in play that they neglect eating, studying and sleeping.
Video games can have negative implications for student health if done in excess. This activity can elicit a neurological response that gives a happy feeling and encourages the player to play continuously. In addition, reward systems that offer virtual items such as weapons and shields or real gifts such as streaming video subscriptions make the game difficult to stop.
The World Health Organization (WHO) has classified video game addiction or gaming disorder as a mental health problem. Based on the information stated in The 11th Revision of the International Classification of Diseases (ICD-11) in 2018, video game addiction means behavioral patterns of video games that are characterized by control of the game (Examples: frequency, duration and intensity), preferences against the game beyond daily activities or other interests, and the continuity or improvement of the game even if the player has had a negative impact.
In order to carry out the diagnosis of video game addiction, the player's pattern of behavior must provide significant disruption to self, family, social, educational, employment or other important functions of life and usually occur for at least 12 months. However, the duration can be reduced if all diagnostic features have been identified and the symptoms experienced by the individual are quite serious.
Systematic reviews of several international studies have found that the percentage of online video game addiction is between 0.7% to 27.5%. The percentage of online video game addiction is estimated to be higher in Asian countries and among men aged between 12 and 20 years.
Studies show that video game addiction can affect the physical, psychological and social functioning of players. Addiction causes players to experience stress, changes in eating and sleeping patterns, lack of concentration while studying or working and lack of social interaction. The most serious effects of addiction include learning failure, job loss and relationship failure.
In terms of clinical studies, a comprehensive review of several international studies shows a link between online video game addiction, symptoms of Attention Deficit and Hyperactive Syndrome (ADHD) and depression. There is also a link between video game addiction and anxiety disorder. The extent to which the relevance of this activity and mental health in Malaysia needs to be studied in detail.
How to reduce the risk of video game addiction, especially among students ?.
Students who love video games should be sensitive to the amount of time allotted for game activities, especially when other daily activities begin to be neglected as well as any changes to physical or psychological health and social function caused by video game behavior patterns.
Students need to organize their daily schedule well to ensure quality time management. Students need to ensure that the frequency and duration of video games are controlled. Limit this activity to just a few hours a day.
Students need to be sensitive to changes in their behavior patterns. If students experience effects such as loss of interest in daily activities, mood and concentration disorders as well as deteriorating learning performance, they should immediately stop playing. Students can seek advice from counselors and psychiatrists if necessary.
The role of support by friends, lecturers and family members to students with addiction is also very important. Communicating regularly with them can divert their attention and focus from video games and help them recover.
Video games can be fun and rewarding activities if done the right way. Students should not be too obsessed with these game activities and ensure that all daily activities are done in a balanced manner. Focus on education should be given priority to ensure that the teaching and learning process in HEIs is not affected during the PKP period.
Prof. Datin Dr. Sherina Mohd Sidik
Family Medical Consultant,
Department of Psychiatry,
Faculty of Medicine and Health Sciences, UPM.
Deputy director of,
Cancer Resource and Education Center (CaRE),
Universiti Putra Malaysia