Video/Computer Game Addiction among University Students in Ghana: Prevalence, Correlates and Effects of Some Demographic Factors

Miezah, Daniel; Batchelor, Jennifer; Megreya, Ahmed M.; Richard, Yuliya; Moustafa, Ahmed A.

doi:10.5455/pcp.20200320092210

Cited by 8 publications

(3 citation statements)

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“…Female students spend less time playing video games. The findings of this study are consistent with that of [17,25,26,27,28,29].…”

Section: Discussionsupporting

confidence: 90%

Distance Education during the COVID-19 Pandemic: The Impact of Online Gaming Addiction on University Students’ Performance

Naaj¹,

Nachouki²

2021

IJACSA

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The COVID-19 pandemic has forced most universities worldwide to convert to distance education to ensure the educational process remains uninterrupted. The COVID-19 pandemic-related confinement orders have led students to be more engaged with online games. However, for a minority of students, excessive playing can become problematic and addictive. Few studies investigated the long-term effect of COVID-19 on game addiction among university students. The present study investigates the changes in online game addiction rates between May 2021 and May 2020 and aims at determining the impact of playing online games on students' academic performance. It also examines the demographic factors associated with video game addiction. A sample (n= 418) of students from one private university in UAE was randomly selected, and data were analyzed. The study has determined a reduction in online game addiction levels in the second year of pandemic compared with the first year. Gender and academic level were considered the most predominant features expressively related to online games addiction. It has also been found that digital game addiction is positively associated with academic performance.

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“…Female students spend less time playing video games. The findings of this study are consistent with that of [17,25,26,27,28,29].…”

Section: Discussionsupporting

confidence: 90%

Distance Education during the COVID-19 Pandemic: The Impact of Online Gaming Addiction on University Students’ Performance

Naaj¹,

Nachouki²

2021

IJACSA

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“…The results of this study revealed that participants had an effort to quit gaming addiction because game addiction affects their health, academics, and lives. Previous research revealed that there are efforts to reduce playing games because they have had a real impact that disturbs students [18]. One way to change the behaviour is to provide education on the impact of these behaviours [19][20].…”

Section: Discussionmentioning

confidence: 99%

University Students' Experience in Dealing with Online Game Addiction

Eka¹,

Danal²,

Krowa³

2023

Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 20

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Students who are addicted to online games tend to experience academic and social life problems. Game addiction also affects physical and mental health. This study aims to explore student experiences in dealing with online game addiction. This research uses a qualitative phenomenology approach. The participants in this study were eight university students addicted to online games. Participants were interviewed in-depth for approximately 40 minutes. Data analysis was carried out using thematic analysis through ATLAS-the software which produced three themes and 12 sub-themes. The results of this study reveal three themes, namely (1) online games are addictive and difficult to stop, (2) game addiction causes conflicts that affect all aspects of life, and (3) efforts to escape from game addiction. The results show that game addiction is the same as drug addiction which shows craving and loss of control and affects life, including physical and mental health. Therefore, the problem of game addiction must be a concern for health workers so that there are no severe disturbances in both physical and mental health.

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“…In Ghana, among university students, there has been a rapid utilization of technology for both academic and non-academic tasks (Adarkwah, 2021a). For example, it was observed that there is a high prevalence of video/computer game addiction among university students in Ghana (Miezah et al, 2020). The authors mentioned that video/computer game addiction can improve focus and facilitates multitasking and working memory.…”

Section: Technology Addiction Of Ghanai An Students In Hementioning

confidence: 99%

Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on

Adarkwah

Huang

2023

Brit J Educational Tech

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Twenty years after its inauguration, the information communication and technology for accelerated development (ICT4AD) policy intended to transform Ghana into an information and technology‐driven high‐income economy through digital education has been unsuccessful. In this digital era, young adults' attachment to technological tools is anticipated to expedite technological adoption in the education sector. Still, there are less promising indicators of realizing this expectation because of situational factors that curtail technology usage and adoption in higher education (HE). It is estimated that the adoption of technology in HE will aid Ghana in using ICT as its engine of growth. This paper gauges the progress of the ICT4AD policy after two decades, presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy. Drawing from an extensive review of literature on three conceptualized thematic themes relating to technology (ie, addiction, abduction and adoption), policymakers in education and stakeholders in HE will be able to identify their roles in guaranteeing the success of the promulgated ICT4AD policy. Viable areas of research are also discussed in the study. Practitioner notesWhat is already known about this topic? The promulgated information communication and technology for accelerated development (ICT4AD) policy of Ghana hopes to transform the country into a technology‐driven economy. Technology integration in education and society is still in its infancy in Ghana in this information age. What this paper adds? It gauges the progress of the ICT4AD policy and presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy. It sounds the alarm that the ICT4AD policy is at its terminal stage and calls on policymakers in education to revisit and revise the policy. It identifies the main factors curtailing effective technology integration in Ghana. It suggests promising steps for Ghana to adopt technology as its engine of growth. Implications of this study for practice and/or policy It provides information to education practitioners and relevant school stakeholders on how to effectively adopt technology to develop 21st‐century skills among learners. It explores the potential channels for policymakers in education to revisit and reinvest in the ICT4AD policy for the successful attainment of the policy objectives. It calls on countries with similar contexts like Ghana to adopt a multifaceted approach to drive ICT initiatives.

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Video/Computer Game Addiction among University Students in Ghana: Prevalence, Correlates and Effects of Some Demographic Factors

Cited by 8 publications

References 0 publications

Distance Education during the COVID-19 Pandemic: The Impact of Online Gaming Addiction on University Students’ Performance

Distance Education during the COVID-19 Pandemic: The Impact of Online Gaming Addiction on University Students’ Performance

University Students' Experience in Dealing with Online Game Addiction

Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on

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