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从教室到控制器:学校关闭如何塑造儿童的电子游戏习惯

Muna Abed Alah^1,2, Sami Abdeen³, Iheb Bougmiza^4,5

¹Community Medicine Department, Hamad Medical Corporation (HMC), Doha, Qatar. mabedalah@phcc.gov.qa.

Social psychiatry and psychiatric epidemiology

|March 13, 2024

概括

由于COVID-19学校关闭,卡塔尔学生的屏幕时间和视频游戏时间显著增加. 这一增长与互联网游戏障碍 (IGD) 的更高患病率相关,特别是在男性和外籍人士中.

科学领域:

公共卫生公共卫生
心理学心理学心理学
数字媒体研究数字媒体研究

背景情况:

由于COVID-19的流行,全球各地的学校需要大规模关闭.
这导致了儿童日常生活的重大转变,包括增加了数字参与.
对屏幕时间和游戏习惯的影响,以及互联网游戏障碍 (IGD) 的可能性,需要进行调查.

研究的目的:

评估COVID-19学校关闭对卡塔尔学生屏幕时间和视频游戏习惯的影响.
为了确定在关闭期间在这个人口群体中互联网游戏障碍 (IGD) 的患病率.

主要方法:

一项从2022年6月到8月进行的横截面研究.
通过电话采访与8-15岁学生的家长收集的数据,随机从卡塔尔的国家电子健康记录中抽取样本.
互联网游戏障碍 (IGD) 用家长互联网游戏障碍量表 (PIGDS) 进行评估.

主要成果:

平均每周屏幕时间从19.7小时增加到31.9小时;视频游戏时间从8.6小时增加到13.0小时.
互联网游戏障碍 (IGD) 的患病率为8.6%.
与女性和本地学生相比,男性学生,外籍学生和游戏时间增加的学生的IGD可能性更高.

结论:

在学校关闭期间增加视频游戏与互联网游戏障碍 (IGD) 的更高风险有关.
有针对性的干预措施对于减轻风险和培养学生更健康的数字行为至关重要.
这项研究强调了对年轻人数字习惯和心理健康的持续监测的必要性.

关键词:

孩子孩子孩子孩子互联网游戏障碍互联网游戏障碍学校关闭学校关闭屏幕时间屏幕时间视频游戏是什么视频游戏

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