{"title":"Evaluating electronic gaming addiction impact on middle schoolers: Parental views","authors":"Mohamed M. Ghoneim Sywelem, Sarah Bader Alotaibi","doi":"10.1007/s10639-024-12993-5","DOIUrl":null,"url":null,"abstract":"<p>This quantitative study explores parental awareness of gaming addiction risks and their perceptions of coping strategies among middle school students in Jazan region, Saudi Arabia. Data were collected from 245 parents using a validated questionnaire designed to assess perceptions of three primary risks associated with gaming addiction: health, behavioral, and academic impacts. The results indicate a consistently high level of parental awareness concerning these risks, with respondents uniformly acknowledging their significance. Statistical analyses reveal no statistically significant differences in risk perception based on demographic variables such as gender, educational level, residence, and average monthly income. Furthermore, the study identifies a substantial consensus among parents regarding proposed strategies for addressing gaming addiction risks. These findings underscore the crucial role of parental engagement and awareness in mitigating gaming addiction among middle school students. They emphasize the necessity for collaborative efforts among parents, educators, and policymakers to effectively prevent and manage gaming-related challenges within this demographic. In conclusion, this study provides valuable insights into parental perceptions and strategies concerning gaming addiction risks among middle school students in Jazan region. It advocates for targeted interventions that harness parental involvement and interdisciplinary collaboration to promote healthier gaming behaviors and enhance the overall well-being of children in Saudi Arabia.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"126 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12993-5","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This quantitative study explores parental awareness of gaming addiction risks and their perceptions of coping strategies among middle school students in Jazan region, Saudi Arabia. Data were collected from 245 parents using a validated questionnaire designed to assess perceptions of three primary risks associated with gaming addiction: health, behavioral, and academic impacts. The results indicate a consistently high level of parental awareness concerning these risks, with respondents uniformly acknowledging their significance. Statistical analyses reveal no statistically significant differences in risk perception based on demographic variables such as gender, educational level, residence, and average monthly income. Furthermore, the study identifies a substantial consensus among parents regarding proposed strategies for addressing gaming addiction risks. These findings underscore the crucial role of parental engagement and awareness in mitigating gaming addiction among middle school students. They emphasize the necessity for collaborative efforts among parents, educators, and policymakers to effectively prevent and manage gaming-related challenges within this demographic. In conclusion, this study provides valuable insights into parental perceptions and strategies concerning gaming addiction risks among middle school students in Jazan region. It advocates for targeted interventions that harness parental involvement and interdisciplinary collaboration to promote healthier gaming behaviors and enhance the overall well-being of children in Saudi Arabia.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
