Demonstrating the validity of the Video Game Functional Assessment-Revised (VGFA-R)

Abstract

Problematic video play has been well documented over the course of the last decade. So much so the DSM-5 (APA, 2013) has included problematic video gaming as disorder categorized as Internet Gaming Disorder. The field of applied behavior analysis has been utilizing functional assessments for the last 30 years and has showed evidence of effective results across different populations and environments. Therefore, the purpose of this investigation (comprising three studies) was to validate an indirect functional assessment entitled the Video Game Functional Assessment-Revised (VGFA-R). Using academic experts in the field of video game addiction and applied behavioral analysis (n=6), the first study examined the content validity of the VGFA-R and was able to demonstrate the assessment exceeded the criterion for an established assessment. A second study comprising a survey of 467 gamers examined the factorability by using a confirmatory factor analysis, and found that VGFA-R had an overall variance above .60.Within the third laboratory-based study using gamers (n=11), the VGFA-R was examined for construct validity and found the VGFA-R was able to predict 85% of the appropriate function of behavior. Implications of the study are discussed along with the strengths and limitations of the study and future research directions.

Measures of behavioral function predict duration of video game play: Utilization of the Video Game Functional Assessment – Revised

“…The VGFA-R ( Buono et al., 2016 ) is a 24-item instrument that assesses self-reported frequency of video gaming on a 7-point Likert scale (1 = never, 2 = almost never, 3 = seldom, 4 = half of the time, 5 = usually, 6 = almost always, and 7 = always) across behavioral functions. Items were developed in four behavioral function domains; social attention, escape/avoidance, tangible/intangible rewards, and sensory stimulation.…”

“…The assessment was constructed similar to the Motivation Assessment Scale ( Durand & Crimmins, 1988 ), an indirect functional assessment to identify the potential maintaining motivation of the behavior. The overall variance of the VGFA-R was 59.7% and the four functions demonstrated high reliability in an independent sample overall (Cronbach’s α = .93) ( Buono et al., 2016 ).…”

“…Participants were asked to choose between these general game genres or they had the option to choose “other” and describe genre more fully. The number of hours playing video games per week was based on previous research (i.e., Buono et al., 2016 ; Sprong et al., 2014 ): Group 1 comprised those who played 1–5 hr/week; Group 2 played between 6 and 11 hr/week; Group 3 played 12–17 hr/week; Group 4 played 18–23 hr/week; and Group 5 played more than 24 hr/week. Upon completing the demographics, participants were asked to self-report active use of alcohol (MAST), cigarettes (FTND), and gambling (SOGS) behavior.…”

“…For example, positive attention can be reinforced when a video game player is praised by online friends for successfully completing a difficult mission/objective, whereas negative attention can be reinforced when an individual, playing the role of a shooter, insults others after they have killed his character. It should be noted that both positive and negative attention can potentially increase the frequency of play via removal or addition of a stimulus (see Buono, Upton, Griffiths, Sprong, & Bordieri, 2016 for more context on behavior analysis within video game play).…”

“…Conversely, in relation to the etiology of IGD, examination of reinforcing behavioral functions in relation to duration of play must also be conducted to understand severity and maintenance of IGD. However, two papers ( Buono et al., 2016 ; Sprong, Buono, Bordieri, Mui, & Upton, 2014 ) have examined the reinforcing behavior functions of video gaming by developing the Video Game Functional Assessment (VGFA) and the revised version (VGFA-R). To the author’s knowledge, the VGFA-R is the only assessment developed utilizing the four maintaining functions of behavior (i.e., social attention, escape, tangible, and sensory).…”