Students Tackle Internet Gaming Disorder (and Learn SEL Skills, Along the Way!)
Quick Takeaway
Question: How do we help students realize that engaging in real life is more interesting and offers better rewards than internet games?
Answer: Have their peers tell them!
In a recent study, researchers engaged 11-13 year olds in a service-learning program that involved creating and teaching a workshop to their 14-16 year old peers on the effects of Internet Gaming Disorder (IGD). This disorder, experienced by approximately 19% of boys and 7.8% of girls, is caused by heavy use of video games, negatively impacting social and emotional well-being, relationships, job/career/educational prospects, and ability to practice self-control in their use of games.
After completing the service-learning program, students in the intervention group, in comparison to the control group, spent less time playing online games, reported a reduction in some of their IGD symptoms, and improved their social-emotional competencies.
How the Study Was Designed and Carried Out
Researchers divided 108 male and female 1st and 2nd secondary year students (aged 11-13 years, from Granada, Spain) into intervention and control groups. While none of the students had been diagnosed with Internet Gaming Disorder (IGD), each group included students who played internet games occasionally or regularly.
- Using the PLACE model from the European Centre for Volunteering as a framework, the intervention took place over 15 sessions, starting with the training of the educators in both the framework and SEL competencies.
- Next, students met with guidance counselors and researchers and learned about internet gaming addiction.
- Then, students determined the frequency and possible causes of IGD among students at their school by designing and administering surveys, interviews, and focus groups of 3rd and 4th year students.
- Using the information they gathered, the students designed and taught a workshop to the older students.
- To close, students evaluated and reported on their experience. Throughout the entire project, students were learning and practicing SEL skills.
Both the intervention and control group students completed pre- and post-surveys on social-emotional competencies and internet gaming disorder.
Study Findings
- Students in the intervention group showed a statistically significant improvement in their SEL competencies, e.g., emotion regulation, decision-making, and communication skills, post-intervention, whereas the control group decreased in their SEL competencies.
- The intervention group also showed a decrease in their use of internet games and symptoms of IGD, in comparison to the control group that actually showed increases in both areas.
Take It Deeper
- Reflect on the following question: What are some creative ways that students in your school might contribute to each other’s well-being, whether in regard to IGD or in general?
- Check out these resources from Greater Good on developing a healthy relationship with technology.
- Watch this video of renowned neuropsychiatrist Daniel Siegel talking about the “purpose of the teenage brain.”
Reference
Fernández-Martín, F. D., Ayllón-Salas, P., Alonso-García, S., & Hinojo-Lucena, F. J. (2025). The impact of a service-learning program based on social and emotional learning to prevent internet gaming addiction among adolescents. Revista de Psicodidática, 30(2). doi.org/10.1016/j.psicod.2025.500171
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