Middle School Students’ Digital Game Experiences in the City of Makkah in Saudi Arabia

Almoslamani, Yousef; Alqahtani, Abdullah

doi:10.18768/ijaedu.83563

Cited by 7 publications

(16 citation statements)

References 2 publications

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“…These results were supported by references [3]- [24]. Although the difference between gender about the type of preferring games is no important for this study, this difference proves the agreement between this study and previous studies.…”

Section: Discussionsupporting

confidence: 92%

“…This result was expected and complemented the literature because many studies also found similar differences between male and female [2]- [3]- [14]- [27]- [32][35]- [37]. There are many reasons for these differences.…”

Section: Discussionsupporting

confidence: 80%

“…In contrast, 85% of parents in the United States feel fun is the main reason their children are playing games [11]. Reference [3] found there are three underlying factors that attract middle school students to play video games in Saudi Arabia--competition, discovery, and knowledge. Reference [24] mentioned males seek to win or beat the video games rather than simply playing for enjoyment.…”

Section: Introductionmentioning

confidence: 99%

“…Some studies discovered most students prefer fighting games [32]. Reference [3] found male students preferred fighting games and sports games while female students preferred puzzle and adventure games. In general, males prefer fighting games because, as reference [24] mentioned, some characteristics present in fighting games use short-term memory and repeated actions.…”

Section: Introductionmentioning

confidence: 99%

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The Teachers Experiences with Video Games play in Saudi Arabia

2017

LHHSS-17, ICEELB-17, Jan. 1-2, 2017 Dubai (UAE)

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Abstract-The purpose of this quantitative study was to investigate Saudi teachers' experiences with video gaming. This study described the current condition of video game usage and the reasons that attract teachers to play video games and their preferable games types. Also, it showed the different between gender (male, female), and teachers' experiences in teaching (1-5, 6-10, 11-15, 16-20, more than 20 years), and level of teaching (Elementary school, Middle school, and High school) and teachers region (North, South, West, East, Middle). There were 930 teachers from Saudi Arabia who participated in this study. In general the Saudi teachers' spent in average about 84 minutes per week playing video games. The findings revealed 53.3% of total participants did not play video games and 46.7% of participants played video games about three hours a week as average. The results showed that the most popular reason for playing video games among the participants was for enjoyment. Although Puzzles games were the most popular type of games for female participants, the most popular type of games for male participants was sports. Also, the results showed that male teachers reported more hours playing video games than female teachers and teachers who had 6-10 years of experience reported highest number of hours playing video games. On the other hand, the results showed that there were no different among levels of teaching (elementary school, middle school, and high school) and teachers' regions (North, South, West, East, Middle) in the number of hours spent per week on video game play.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Teachers Experiences with Video Games play in Saudi Arabia

2017

LHHSS-17, ICEELB-17, Jan. 1-2, 2017 Dubai (UAE)

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“…Video games are defined as games played through an electronic system such as a computer, console, or a digital phone. It represents a very popular leisure activity among children and adolescents in Arab countries and worldwide [1][2][3][4] and those games seem to have an influence on the behavior of adolescents [5] . Studies have shown that about 59-73% of youth were playing video games on any given day [6,7] .…”

Section: Introductionmentioning

confidence: 99%

Association of video gaming with some risky behaviors of secondary school adolescents in Abha, Southwestern Saudi Arabia

Awadalla

Hadram

Alshahrani

et al. 2017

EPX

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Video gaming among secondary school students in Abha, Saudi Arabia, is relatively high. Some risky behaviors such as smoking, violence, significant RTA, and violation of traffic rules were significantly associated with race and drift games and gaming in cybercafes. School-based educational programs for both adolescents and their parents should be provided to gain skills about effective time management, avoid over-gaming, risky games and gaming in cybercafes. Legal restriction on importing and selling risky video games should be considered by the government.

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Prevalence of video gaming disorder in Saudi Arabia: a school-based national study

Alfaleh,

Alzaher,

Alkattan

et al. 2024

J. Egypt. Public. Health. Assoc.

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Background Video gaming is a popular leisure activity among adolescents. Those who play excessively are in danger of educational and social drawbacks and may become addicted to video gaming. Several published studies determined the prevalence of GD among children in specific Saudi regions. However, the current study assessed the national prevalence of video gaming disorder (GD) and its risk factors among school students in Saudi Arabia. Methods A school-based survey was conducted among adolescents in all regions of Saudi Arabia during the academic year 2021–2022. A multistage stratified cluster sampling technique was used to select the school students. An Arabic-validated version of the 9-item dichotomous (yes/no) GD Scale based on the DSM-5 criteria was used to determine GD prevalence among the students. The score ranged from zero to nine (0–9). Participants who scored five or more were deemed as having GD. Students who scored less than five were classified as normal gamers (score 0–1) or risky gamers (score 2–4). Results We recruited 5332 school students. Their mean age was 15.5 ± 1.7 years, and almost half of them were males (50.7%). According to the GD score, the prevalence of normal gamers was 39.08% (N = 1714), risky gamers 40.47% (N = 1775), and those with GD was, 20.45% (N = 897). Logistic regression was performed to determine the association between video gaming disorder and all the gathered variables, which include age, educational grade, sex, types of video gaming, and categories of video games played. The results showed that nationality, age, educational grade, sex, using only mobile devices to play, and playing puzzle and sports games were not associated with video gaming disorder. On the other hand, it was revealed that using tablets, game consoles, PCs; having multiple devices; and playing online, fighting, car racing, war, and adventure games were significantly linked to GD. Conclusion The prevalence of GD was 20.45% among Saudi school students who play video games. Utilizing more than one type of gaming device and playing games in the fighting, war, and multiplayer categories via an online connection were significantly linked to having GD. To limit video gaming addiction, we encourage screening, diagnosing, and treating disordered video gamers early. In addition, governmental authorities and video game companies should discuss and revise numerous policy measures to minimize the accessibility of video games, limit the harms and risks related to them, and assist video gamers in becoming effective members of society.

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Middle School Students’ Digital Game Experiences in the City of Makkah in Saudi Arabia

Cited by 7 publications

References 2 publications

The Teachers Experiences with Video Games play in Saudi Arabia

The Teachers Experiences with Video Games play in Saudi Arabia

Association of video gaming with some risky behaviors of secondary school adolescents in Abha, Southwestern Saudi Arabia

Prevalence of video gaming disorder in Saudi Arabia: a school-based national study

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