"Play More, Gain More?": A Mixed-Method Study on Gaming and Student Well-Being, and the Role of Social Connectedness

Abstract

Gaming is a popular leisure activity among youth, yet conflicting findings remain on the role of gaming in mental well-being. The present study investigated whether, and how, time spent on gaming (intensity) was linked to mental well-being outcomes in Dutch students using a mixed-method approach, and addressed the roles of problematic gaming and social relatedness. Findings of the national, cross-sectional survey of the “MMMS ” (N = 10,488) and multiple regression analyses suggested that spending more time on gaming was linked to lower outcomes of well-being in youth, even in non-problematic gamers. Furthermore, social relatedness (perceived social support and loneliness) influenced the association between intensity of gaming and mental well-being. This, however, was only present in youth who played more than 20 hours per week on average. The interviews (N = 6) proposed a complicated relationship between time spent on gaming and mental well-being, as social factors are a big motivation for youth to play games. Future interventions should therefore not focus on reducing gaming time in youth but facilitate better gaming experiences for youth by increasing awareness of behaviors as gaming still has the potential to improve mental well-being.