Intelligence and academic achievement of adolescents with game addiction.

Abstract

The research aimed to study behavioral patterns, intelligence (IQ) as well as academic achievement (GPA) among adolescents addicted to computer games.  In this qualitative research, 10 informants aged ranging from 17 to 21 years who were extremely addicted to computer games were studied. The research instruments included a measurement of levels of game addiction, a test of Non-Verbal Intelligence (TONI-3), and an in-depth interview form created by the researcher. 

The research results showed that the informants started playing games from the family video games started playing games from the family video games. Length of game playing, the informants played games every day, spending approximately five to 20 hours daily. The longest time spent was 72 consecutive hours. They did not accept that they were the extreme game-addicts. The most favorite type of game was role playing followed by strategy game type.The favorite locations for playing games were at home and at game cafes.  The informants preferred game cafes even though they had personal computers at home.  Most samples got monies for playing games from their guardians. The game playing cost included the internet fee, game card fee or fee for buying game time or game item. Sale and purchase of game items are done in cash as one player buys the game item from another player. The game players used to copy game characters’ behavior, but they considered the behavior was not violent.  The informants had 2 reasons to give up the game playing: studies or being bored of games played at that time, or both The research results also indicated that though the informants were intelligent (Deviation Quotients approximately 111-135). A type game may give the positive result to IQ, playing some skill-practice games or multi-dimension games or difficult games may help practice the brain, e.g. planning practice, mental-rotation ability, spiatial ability and practice of co-functioning between sight and hands. These skills are fundamental skills, which give good result to the intelligence level. But they had poor academic achievements (GPA approximately 2.00-2.90) due to lack of attention, disciplines and rest.

 As computer games are effected the intelligence and academic achievement, parents should have rules regarding time for the game. Playing time should be scheduled so that the player will be disciplined. Games that are non-violent and promoting family relationships should be recommended.  Adolescents should participate in activities that benefit themselves as well as promoting health and mind.  Participating these activities, family members will certainly foster strong family bonds.