Use Of Video Games Research Articles

Impact of distress and anxiety due to COVID-19 on digital addictions in university students in the third wave period

Abstract Background Digital addictions are a major problem worldwide, which has increased considerably during the COVID-19 pandemic. In this scenario, two important impact factors to explain this problem are stress and anxiety because of COVID-19. The objective of this research was to determine the impact of distress and anxiety due to COVID-19 on digital addictions. Methods cross-sectional, explanatory study. A total of 802 students from public and private universities residing in the city of Lima and Callao (Peru), with a mean age of 21.68 (SD = 3.11), selected by convenience sampling, participated in the study. The MULTICAGE CAD-4 questionnaire, the distress scale, and the anxiety scale by COVID-19 were applied. Results two models examined with structural equation modeling showed good fit indices (CFI and TLI > .95, RMSEA and SRMR < .06). The first model shows that the latent variables distress and anxiety due to COVID-19 have direct effects on digital addictions as a general construct (R2 = 22%). The second model shows that the exogenous latent variables (stress and anxiety) have direct effects of different magnitudes on each digital technology, so the variance explained on smartphone addiction was higher (R2 = 25%) with respect to internet (R2 = 19%) and video game addiction (R2 = 6%). It was also found that for every male, there are two females with high levels of distress and anxiety. Regarding the problematic use of smartphones and internet, there is a prevalence of 40% regardless of sex; but as for the problematic use of video games, there is a marked difference between males (18.8%) and females (2.7%). Conclusion the distress and anxiety caused by COVID-19 have a direct impact in aggravating digital addictions.

Video games and metacognition in the classroom for the development of 21st century skills: a systematic review

IntroductionGame-based learning is a methodology that has gained importance in the world of education due to the benefits of implementing ICT in the classroom. Due to the intellectual and competence demands that some commercial video games promote, they can be very valuable tools to stimulate and promote metacognitive abilities in students. Therefore, this paper aimed to analyze the use of commercial video games in educational contexts and their impact on the development of metacognitive skills.MethodsFor the analysis of the study, a systematic review of the literature was carried out following the PRISMA statement. Specialized databases such as Scopus, WoS, PsyInfo, PubMed, SciELO, and Eric were consulted, which helped capture the essence of the problem between 2004 and 2024.ResultsThe review was then carried out on 10 selected articles. The results obtained show the following evidence: (a) commercial video games, together with the use of metacognitive strategies, enrich academic and social aspects as well as the metacognitive level, and (b) commercial video games are as effective in promoting metacognition as other more traditional methodologies or tools.DiscussionFinally, there is a need to rethink the implications of the use of video games in the classroom if we want students to acquire skills that will be essential to successfully respond to the demands and challenges of their academic and professional future.

Pervasive Games for Sexual Health Promotion: Scoping Literature Review.

Serious games play a fundamental role in promoting safe sexual behaviors. This medium has great potential for promoting healthy behaviors that prevent potential risk factors, such as sexually transmitted infections, and promote adherence to sexual health treatments, such as antiretroviral therapy. The ubiquity of mobile devices enhances access to such tools, increasing the effectiveness of video games as agents of change. In this scoping review, we aimed to (1) identify the extent to which pervasive games have been used in the field of sexual health, (2) determine the theories used in the design and evaluation of pervasive games for sexual health, (3) identify the methods used to evaluate pervasive games for sexual health, and (4) explore the reported benefits of using pervasive games for sexual health. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) methodology, we conducted a comprehensive literature search in the Web of Science, Scopus, IEEE Xplore, and ACM databases for articles published between January 1, 2000, and August 4, 2024. Included articles were published in English between 2000 and 2024 and involved the design, implementation, or evaluation of a ubiquitous video game focused on promoting safe sexual behaviors, with qualitative and/or quantitative results based on theory-based techniques and ubiquitous technologies. Review articles, conference papers, or books without available data or quantitative or qualitative results were excluded. We screened 521 of 612 articles (85.1%) after removing duplicates. After the title and abstract review, 51 (9.8%) articles were assessed for eligibility, and 30 (5.8%) articles meeting the criteria were studied and evaluated in depth. The results suggested that the use of pervasive video games has a positive impact on promoting safe sexual behaviors. This is enhanced by the effectiveness of theory-based techniques and the use of mobile technologies as developmental factors that drive the gaming experience. The results indicated that this domain is a growing field that should not be ignored. The literature showed that pervasive video games have been effective in promoting safe sexual behaviors. Substantial growth has been seen in scientific community interest in researching this domain; nevertheless, there is still much to work on. In this context, we advocate for the standardization of design, implementation, and experimentation as essential phases in creating video game experiences. These 3 fundamental aspects are critical in the development of video game-based studies to ensure the reproducibility of experiments.

About Some Trends and Prospects of Using the Neural Networks in Juridical Science

Introduction. Digitalization fully represents itself not only in business or state governance, but also in the field of jurisprudence. Digitalization of the latter can be discussed in three aspects: digitalization of law practices, science and education. At present, a number of routine legal operations are being digitalized – civil contract drafting constructors are being created, legal data reference systems are being developed. Digitalization opens up the great prospects for legal education, for example, in extended use of computer games in teaching students. The least studied are the trends and prospects of digitalization in the Russian juridical science, which are represented in the use of text and graphic neural networks (for example, ChatGPT). However, the use of the neural networks has a number of ethical and legal restraints that are little discussed in the present-day juridical science. Therefore, the aim of this article is to reveal the trends and prospects of using the neural networks in scientific juridical research, as well as to identify the advantages and threats emanating from the modern neural networks (on the example of ChatGPT).Materials and Methods. The research was carried out using the methods of scientific cognition commonly accepted in Russia: general scientific (dialectical) method and specific scientific methods (analysis, synthesis, concrete-historical, logical, legal cybernetics method, systemic methods and others). The neural network research method, which enabled to analyse the algorithms of the ethically acceptable usage of ChatGPT neural network, was also used in the article. According to the methodology chosen by the authors, the institutions, programs and technologies were not investigated.Results. Within the research, the authors have analysed the theory and practice of using the neural networks for conducting the scientific research in the environmental law, the results of using the graphic neural networks have been shown on the certain examples (two figures generated by the neural network are attached). In the framework of using the text neural networks, the algorithms for their application have been proposed (on the example of conducting a comparative analysis of a number of legal concepts, including the sustainable development and green economy). The gaps in the legal regulation of the use of ChatGPT neural network have been revealed and ethical parameters for its use have been determined. Using the neural networks in the context of the civil law regime has been investigated, the recommendations have been formulated as a response to using the neural networks in drafting the contracts and in some other fields of juridically significant activity.Discussion and Conclusion. Nowadays, digitalization affects all spheres of public life, including the juridical science and legal education. Of all the existing digital technologies, we have chosen the artificial intelligence technology (ChatGPT) as the most well-known and, at the same time, having the great prospects. This technology can be useful both in the field of legal education and juridical science. ChatGPT (graphic) can facilitate the process of teaching the students at law faculties, by improving the methodological support of lectures and seminars (presentations, graphics). In terms of juridical science, ChatGPT (text) can be useful for summarizing the scientific and/or empirical materials, conducting classifications, adjusting the conclusions, etc. It is worth emphasizing that the direct use of the texts generated by the artificial intelligence is unethical, and is directly prohibited in a number of scientific journals. However, a complete ban on this technology is not expedient. It would be more forward-looking to define the exact parameters of the neural network use in the juridical science and legal education.

Impact of Video Game Use on Fostering Creativity in Waldorf School Students

Impact of Video Game Use on Fostering Creativity in Waldorf School Students

Features related to the presence of internet gaming disorder and their impact on the treatment outcomes.

Internet gaming disorder (IGD) is a highly engrossing activity with the individual spending up to 10 h per day gaming, this causes issues in accomplishing their tasks and personal goals. Also, to generate in them increased anxiety, impulsivity and lack of social skills, this impacts the good personal development and individual's quality of life. Therefore, it is vital to better understand, in terms of treatment, which factors are associated with therapeutic outcomes (largely to achieve control over the use of video games and the lack of relapses) following a standardized Cognitive Behavioral Therapy (CBT) protocol. This study aimed to explore sociodemographic and personality variables and their relation to treatment outcome in patients with IGD. The sample included n = 105 patients with IGD, considered between January 2005 and December 2022 and recruited from the Behavioral Addictions Unit at the University Hospital of Bellvitge. Data at baseline was registered (sociodemographic and clinical measures), as well as the therapy outcomes (compliance with the guidelines, presence of relapses and dropouts). Patients were mainly males (n = 95) with a mean age of 24.97 (SD = 12.03). All patients included in this sample had individual CBT treatment in relation to their problematic gaming behavior. In terms of patients whorelapsed, they had higher interpersonal sensitivity, hostility and persistence with lower self-directedness. Patients who dropped out were males with an older age of IGD onset. When looking at treatment noncompliance, it was related to higher psychoticism and reward dependence, and lower cooperation. Patients with IGD show higher levels of treatment noncompliance. Thesefindings evidence a positive and promising effect of CBT on IGT. The factors identified as predictors of good and poor treatment outcomes should be considered for developing new evidence-based interventions focused on learning healthier key coping strategies to manage both cravings and triggers.

Relationship between the Use of Video Games and The Level of Physical Activity of Chilean university students

Relationship between the Use of Video Games and The Level of Physical Activity of Chilean university students

Personal Competence Formation in Education: The Effectiveness of the Development and Use of Gamified Learning Based on the Metaverse

This research aims to evaluate the effectiveness of the educational method in the formation of student personal competence. The study also identifies differences in perception between students from megacities and regions of China and Russia. The authors analysed the students’ experience and knowledge in the field of gamification in the metaverse, as well as their perception of the metaverse as an educational tool. Accordingly, the research method is a survey based on the questionnaire “The Effectiveness of Using Virtual Video Metaverse-Based Games in Education” developed by the authors. The results of the study showed that more than half of the students rated the method of using virtual video games in the educational process as effective (45%) or very effective (35%). A correlational analysis and linear regression were conducted to assess the relationship between students’ satisfaction levels with the use of virtual video games in education and their perception of the effectiveness of this teaching method. Data were analyzed using a standard significance level of p < 0.05 to determine statistical significance. A high positive correlation was found between students’ satisfaction levels and their perception of the effectiveness of using virtual video games in education. The study also revealed that by using gamified learning in the educational process, students develop a variety of skills and gain new knowledge (46%). The results of this study suggest a high potential for the use of gamified learning (video games) in modern education. It is crucial to understand this potential and differences in perception between students from different regions to develop more effective educational programs based on socio-economic factors and increasingly available educational resources. The findings also necessitate further efforts in developing strategies to deal with barriers and limitations. There is an urgent need to optimize the use of metaverses in education according to local socio-cultural characteristics.

Behavioral addictions in different addictive disorders and their influence on Higher Education

The high use of mass media and video games has strongly attracted the attention of the actors involved in education, questioning the influence that different uses of ICT can present and affect students to the extent of creating a behavioral addiction, if they are aware of its impact and if they negatively influence the learning capacity of students, reflected in the high rate of failure and/or dropout, the objective of this research. After analysis and design, a survey (Cronbach's 0.9434) was applied to undergraduate students of Tecnológico Nacional de México (TecNM), of Engineering: Biochemistry, Computer Systems, Electrical and Industrial, to know their opinions, if there is any addictive behavior of the use of the Internet and the video games and if they consider that they affect their academic performance; The responses indicate a minimal influence that the use of the Internet affects their academic performance and therefore failure and desertion.

Exploring the relationship among hikikomori tendencies, autistic traits, computer game use and eating disorder symptoms.

The hikikomori phenomenon has recently gained growing global interest, and evidences of its association with other psychopathological dimensions are slowly but steadily emerging. We aimed to evaluate the presence and correlates of hikikomori tendencies in an Italian University population, focusing on its relationships with autism spectrum, pathological computer gaming, and eating disorders. In particular, to our knowledge, no study has yet systematically evaluated the latter association, using psychometric instruments tailored to assess eating disorder symptoms. 2574 students were recruited via an online survey. All participants were assessed with the Hikikomori Questionnaire-25 (HQ-25), the Adult Autism Subthreshold Spectrum Questionnaire (AdAS Spectrum), the Eating Attitude test-26 (EAT-26), and the Assessment of Internet and Computer Game Addiction (AICA-S). The results outlined how hikikomori risk was significantly correlated to autistic dimensions, altered eating behaviors, and videogame addiction. The closest relationship was detected with the autism spectrum. Interestingly, pathological computer gaming, most autistic dimensions, and EAT-26 oral control emerged as significant predictors of a greater risk for hikikomori, while the proneness to inflexibility and adherence to routine emerged as negative predictors. Our findings support the association among hikikomori, autism spectrum, pathological computer game use, and eating disorder symptoms.

Inclusivity is child’s play: pilot study on usability, acceptability and user experience of a sensory-motor PC game for children with cerebral palsy (GiocAbile)

BackgroundThe use of video games in rehabilitation settings is gaining increasing popularity. However, the lack of commercial video games suitable for children with disabilities and the disappointing user experience of serious games limit their applicability. The aim of this study was to assess the usability, acceptability and user experience of GiocAbile, an active video game for children with cerebral palsy (CP).MethodsThis multicenter pilot observational study was conducted from May to September 2022 at the participating institutions, and enrolled school-aged children affected by CP. Enrolled children played GiocAbile in single-player mode for one hour. The gaming experience was evaluated through self-assessment questionnaires. Non-parametric correlation analysis was conducted to examine the influence of motor and cognitive abilities (GMFCS, MACS, ICF) on declared usability and acceptability.ResultsNineteen children (9.01 ± 1.95 years, 63.1% male) with mild to severe CP were enrolled. The 100% of respondents expressed satisfaction and fulfillment associated with gameplay, with no reports of frustration or disappointment. The 83% would recommend the game to a friend. The controllers were generally deemed easy to use and maneuver, with very few reports of discomfort associated with their use. No correlations were found between usability/acceptability levels and measures of impairment (i.e., GMFCS, MACS, and ICF scales), while cognitive impairment positively correlated with satisfaction during gameplay.ConclusionsGiocAbile is an accessible, user-friendly and enjoyable tool for children with CP, regardless of level of impairment. Based on existing literature, we hypothesize that GiocAbile may improve motivation, participation, and rehabilitation outcomes in children with CP, although further studies are needed to confirm our hypothesis.

Influence of Gender, Parental Control, Academic Performance and Physical Activity Level on the Characteristics of Video Game Use and Associated Psychosocial Problems in Adolescents.

Previous research has determined the relevance of video games for adolescents; however, it has not been possible to establish differences in usage patterns and certain psychological variables according to gender, parental control, academic performance, physical activity level or game type, nor the relationship between these variables. For this reason, the aims of this research were as follows: (a) to determine the differences in the gaming variables and the psychological variables related to video games according to gender, the closest environment, the academic performance and the level of physical activity; and (b) to determine which gaming variables and behavioral variables influence psychological variables in adolescents. A descriptive, cross-sectional study was carried out involving 2567 adolescents (mean age: 15.06 ± 2.81 years). Participants completed eight questionnaires on the study variables. The results showed that males play more video games than females; play different types of games and on different platforms; and have more psychological problems than females. Having separated parents and having a greater parental control over video game use is associated with more time spent playing video games. Poorer academic performance is related to playing shooters and open-world games, as well as with a more negative emotional response. However, playing shooters and sport and racing games is related to more physical activity. Playing online games, mainly with strangers, is related to higher addictive and problematic uses. In addition, the times of use during the week and on weekends, especially on weekends, stand out as predictors of most psychological variables related to video games in adolescents. This study provides further scientific evidence on the role of certain behavioral and game-related variables in the relationship between video games and well-being. In addition, it highlights the importance of analyzing in the future those video game players who do not have a problematic or addictive use of video games, but who play frequently without any associated problem. From a practical perspective, the promotion of video games with social and cooperative components, or those that promote physical activity, could be related to social and psychological benefits.

Gender Dynamics in Video Game Use: usage patterns, parental control, motivations, and effects in spanish adolescents

Introduction: Video game usage among adolescents has become a focal area of study due to its impact on development and social behaviors. Gender differences in gaming engagement and parental control raise questions about tailored intervention needs. Objective: This study aimed to examine video game usage patterns, motivations, parental controls, and problematic use among Spanish adolescents aged 12-20, while exploring gender-specific differences to identify potential areas for targeted interventions. Methodology: A sample of 2567 Spanish adolescents (M=14.89; SD=1.90) participated in a survey-based study assessing gaming habits, parental control, motivations for gaming, and indicators of problematic use. Results: The findings revealed significant gender differences: male adolescents reported higher gaming involvement, spending more time and money on video games, and engaged more in online gambling, which correlated with increased problem gambling rates. In contrast, female adolescents reported experiencing greater parental control and supervision regarding their gaming activities. Discussion: These findings align with previous studies suggesting that male adolescents are more likely to engage heavily in gaming and gambling behaviors, while females are subject to more parental oversight. Such gender-specific patterns suggest different motivations and social dynamics in gaming among adolescents. Conclusions: This study highlights the necessity for gender-responsive strategies to promote healthy gaming habits among adolescents. Interventions should consider these distinct patterns to effectively mitigate potential risks associated with excessive or problematic gaming behaviors, emphasizing a balanced approach tailored to the unique needs of male and female gamers.

Facial expression analysis in children with autism spectrum disorder using a refined Human-Robot-Game platform for active learning

ABSTRACT The use of serious video games and robotics in children's education and therapy is rapidly increasing. Innovative Human-Robot-Game (HRG) platforms are particularly promising for assessing learning and behaviour in children with autism spectrum disorder (ASD), who often face challenges with attention, communication, and socialisation. Research shows that when children with ASD engage with social robots connected to interactive educational games, their learning, attention, and communication skills improve. This study aims to monitor the psychosocial and cognitive progress of children with ASD using an HRG platform, refining it as a tool for active learning. The article focuses on enhancing the facial recognition metrics of the HRG platform, which is identified as LOLY-MIDI and designed to measure attention and emotions in children while playing serious video games with the assistance of a social robot. Using a mixed-methods experimental approach strategy, reviewing previous studies, and employing tools like OpenFace and the Facial Action Coding System (FACS) for facial recognition, the research achieved greater precision in designing these metrics, providing accurate measurements of attention and emotional responses. The findings offer valuable insights for psychology and education professionals in assessing the socio-educational progress of children with ASD.

Good luck have fun: The need for video game pedagogy in teacher education

AbstractIn education, the shift to emergency remote teaching found teachers working to increase student engagement in the online environment while still relying on face‐to‐face pedagogical approaches in the absence of sufficient Professional Development opportunities (DeCoito & Estaiteyeh, 2022). In response to the growing interest in video games in education, this article reconsiders the data collected for a single case of primary/junior preservice teachers (PTs) enrolled in a science education methods classroom to answer (a) How can video games be used as a learning object in a teacher education program? (b) How does using a video game in a science education class impact PTs' intent and understanding of using video games in their future classroom? (c) How PTs can be supported to understand how video games can be used? Results found video games acted as significant springboards for learning as PTs worked together to make meaning of STEM and reflected—both during and after gameplay—on video game use with their future students. Additionally, exposure to digital game‐based learning increased both intent and confidence of using video games as deep learning objects for their future classrooms. Recommendations and implications are discussed regarding the introduction and integration of video games in a teacher education program.

Leveraging Sensor Technology to Characterize the Postural Control Spectrum.

The purpose of this paper is to describe ongoing research on appropriate instrumentation and analysis techniques to characterize postural stability, postural agility, and dynamic stability, which collectively comprise the postural control spectrum. This study had a specific focus on using emerging sensors to develop protocols suitable for use outside laboratory or clinical settings. First, we examined the optimal number and placement of wearable accelerometers for assessing postural stability. Next, we proposed metrics and protocols for assessing postural agility with the use of a custom force plate-controlled video game. Finally, we proposed a method to quantify dynamic stability during walking tasks using novel frequency-domain metrics extracted from acceleration data obtained with a single body-worn IMU. In each of the three studies, a surrogate for instability was introduced, and the sensors and metrics discussed in this paper show promise for differentiating these trials from stable condition trials. Next steps for this work include expanding the tested population size and refining the methods to even more reliably and unobtrusively characterize postural control status in a variety of scenarios.

Effects of Different Exercise Doses Through an Augmented Reality Exergame in Older Adults: A Pilot Randomized Controlled Trial

(1) Background: Growth in the use of video games has spurred innovations in the health sector, especially through exergames, which promote physical activity using interactive technologies like augmented reality. Exergames are shown to enhance exercise motivation and engagement, yet enjoyment remains inconsistent across studies. This pilot study aims to provide evidence on how different exergaming doses affect exercise heart rate, perceived exertion, adverse effects, and enjoyment in older adults. (2) Methods: A pilot randomized controlled trial was conducted to compare different doses of exercise through video games (13 vs. 28 min) in older adults living in a nursing home. A single bout of exergaming was provided to assess the outcomes: heart rate, rate of perceived exertion, physical activity enjoyment scale score, and adverse effects. (3) Results: Thirty-two older adults were recruited. This study revealed no significant differences in heart rate between groups (p = 0.1). There is a weak correlation between the rate of perceived exertion and the level of enjoyment (rs = −0.193) and between the total time of the intervention and the incidence of adverse effects (rs = 0.295). (4) Conclusions: The use of a higher dose of exergaming is effective in achieving moderate physical intensity. Also, the results suggest the intervention was generally well tolerated and enjoyed by older adults, with no serious adverse effects reported.

Impact of prior experience and gender on cognitive load during initial drone use

The purpose of this demonstration study was to determine the effect of prior experiences and gender on cognitive demands at the initial educational technology experience. The task of drone operation was selected as a novel educational technological tool and videogame use was determined to be a tangential prior experience. Through the framework of embodied cognition, the NASA Task Load Index was used to measure cognitive demand. Practicing middle- and high-school science teachers were recruited to participate in this study. Participants operated drones at three instances over two weeks. An additional challenging task was also presented. A mixed ANOVA suggested a significant interaction between videogame use and time: F(2, 28) = 3.77, p<\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$p<$$\\end{document} 0.05. A significant interaction between gender and time was also observed: F(2, 29) = 3.72, p<\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$p<$$\\end{document} 0.05. For both prior experience and gender, the differences were observed at the first instance of drone operation and not at subsequent trials. Results suggest prior experience and gender may only affect cognitive load at the initial experience and leveling of cognitive load occurs with continued practice. These findings can support an educator’s planning for drone-based activities and help to mitigate the stigma of gender differences regarding technology use. Additionally, these findings support the need to examine and enhance related and transferable skills, such as hand–eye coordination and spatial thinking, to lessen cognitive load at the initial educational experience.

Guiding Teenagers to Use Video Games Properly

With the increasing popularity of video games, some problems have arisen. For some people, video games can be said to be “destructive”, causing irreparable harm; For others, however, teenagers’ use of video games has produced some positive results. The purpose of this paper is to study the effects of video games on young people and how the community should guide young people to use video games to achieve positive effects and avoid negative effects. Through the analysis of literature and cases, this paper analyzes the positive and negative effects of electronic games on teenagers from the perspectives of society, psychology, and science, and studies the feasible ways for parents, schools, governments, and other groups to correctly guide teenagers to use electronic games. It is found that electronic games can have different effects on teenagers, both positive and negative, depending on the situation. Overall, the study reported more negative effects than positive ones. Among them, the negative aspects include addiction, affecting academic performance, causing psychological disorders, leading to suicide, affecting family relations, leading to social problems, leading to negative emotions, etc. The positive effects include cultivating prosocial behavior and satisfying psychological needs that are difficult to achieve in real life. To properly guide teenagers to use electronic games, all sectors of society, including parents, schools, and governments, can take some actions to achieve the goal.

Problematic Use of Video Games in Schooled Adolescents: The Role of Passion.

The present study aims to determine the predictive value of sociodemographic, academic, educational clinical psychological variables-ADHD diagnosis, emotional self-regulation, passion and emotional and behavioural symptoms-and modality of use of video games in adolescents who either make potentially problematic or severely problematic use of video games. This is a descriptive cross-sectional study in which 2.533 Galician students (region located in the northwest of Spain) aged between 11 and 20 years participated, who were selected through multistage random sampling. The mean age was 14.78 years (SD = 1.76). The analysis of the data seems to indicate that in the prediction of the problematic use of video games, different variables are combined, among which passion plays a capital role. In addition, the problematic use of video games is related to poor parental control, poor academic performance, use of addictive substances or to an earlier onset, as well as with the diagnosis of ADHD and with greater negative emotional and behavioural symptoms. The results of this study may be of interest for the design and implementation of preventive and corrective actions aimed at reducing the problematic or addictive use of video games.