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RESEARCH OF COMPUTER GAME ADDICTION AMONG THE 18-YEAR-OLD

STUDENTS OF GENERAL UPPER SECONDARY SCHOOLS IN THE CZECH
REPUBLIC

Conference Paper · November 2016

DOI: 10.21125/iceri.2016.1014

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 RESEARCH OF COMPUTER GAME ADDICTION AMONG THE
18-YEAR-OLD STUDENTS OF GENERAL UPPER SECONDARY
SCHOOLS IN THE CZECH REPUBLIC
Miroslav Chráska, Jaromír Basler
Department of Technical Education and Information Technology, Faculty of Education,
Palacký University Olomouc (CZECH REPUBLIC)

Abstract
The article describes results of a research which was aimed to find out the presence of computer
game addiction among the 18-year-old students of general upper secondary schools in the Czech
Republic. In the research, a qualitative research strategy was used. A questionnaire was used as a
research method while it was created by authors themselves based on criteria for the “Internet gaming
disorder” according to DSM-5. Additionally, further possible manifestations and characteristics of
behavior of an addicted student (addictive behavior). The questionnaire was handed out by the
authors themselves in May 2016. It contained 34 questions with scale-based, dichotomic and open
questions. The research sample consisted of 525 students of third year of a four-year general upper
secondary schools (or an equivalent year of a multi-year general upper secondary school) from 10
randomly chosen general upper secondary schools of Czech Republic regions of Olomouc, Zlín,
Pardubice and Moravian-Silesian. The first part of the research was an analysis of items of
questionnaire related to a wider concept of addictive behavior of students. Based on this analysis, 2
basic groups of general upper secondary schools’ students were identified. It was discovered that
these groups are roughly the same in terms of numerousness while they have different characteristics.
In the second part of the research (which is described by this article) only the scale-based items of the
questionnaire were analyzed – they were related to symptoms of the addictive behavior themselves
among the students. It was found out that Czech students might be divided into four typical groups
(clusters) which have different measure of addiction behavior. In a group (identified cluster no. 3),
which shows the greatest measure of addictive behavior, there are approximately 21 per cent of all
upper secondary schools’ students. On the other hand, in a group which shows almost no addiction
(cluster no. 2), there are approximately 40 per cent of students. Additionally, also further typical
qualities of identified groups of students were determined, e.g. sex of students (men’s overwhelming
majority in the cluster no. 3, 4 and women’s overwhelming majority in the cluster no. 2), preferred free-
time activities (PC gaming in the cluster no. 3) or the average time devoted to the gaming a day (213
minutes a day in the cluster no. 3; 32 minutes in the cluster no. 2). In the research we used the
following result processing methods: K-means cluster analysis and globalized cluster analysis; the
analysis of nominal data was performed by means of the Chi-square test of independence.
The research was supported by project IGA_PdF_2016_028 “Identification of risks of social networks
and computer games for children depending on their preferred use of information and communication
technologies”.
Keywords: high (grammar) school students; computer game addiction; typology; globalized cluster
analysis.

1 DEFINITION OF COMPUTER GAME ADDICTION

Vacek [1] and Weinstein, Lejoyeux [2] classify addiction to computer games as a behavioral
addiction (also non-substance addiction, non-drug addiction), when no particular substance is
needed for the addiction. These include pathological "gambling", dependence on the Internet or
computer games, sex or shopping, and other non-substance based addictions. They state that the
situation is complicated because in English-language literature two terms "addiction" and
"dependence" are used in connection to "disorder" or “syndrome”. The situation is illustrated by the
terminology relating to excessive use of the Internet, which also has biopsychosocial effects on an
individual: “pathological Internet use", "Internet addiction disorder", "Internet dependency", "Internet
addiction syndrome," and others. It is clear there is a great inconsistency in this domain. However,
based on the International Classification of Diseases, it is not an addiction at all (subcategory F 63.8
Other impulsive disorders), hence Vacek [3] refers to behavioral addiction rather as addictive

Proceedings of ICERI2016 Conference ISBN: 978-84-617-5895-1

14th-16th November 2016, Seville, Spain 0069
behavior. Vacek [3] further states that the addictive behavior has negative impact on the somatic
(body), psychological (mental), social and spiritual functioning of a person.
According to the American Psychiatric Association [4], which publishes the Diagnostic and Statistical
Manual of Mental Disorders DSM-5, computer gaming is classified as "Internet Gaming Disorder" in
the section "conditions warranting more clinical research and experience" and is therefore still not
included among the officially recognized addictions. It is the sustained repetitive playing of online
games, often with other players. This also includes offline games, which do not require Internet
connection. According to APA [4], the addiction is clinically proven if an individual meets five or more
of the following symptoms within one year.
• Preoccupation or obsession with Internet games (thinking about past or future gaming;
gaming is becoming the dominant activity of life).
• Withdrawal symptoms when an individual has no access to gaming (typical symptoms include
irritability, anxiety, stress or sadness, but there are no signs of physical addiction).
• A build-up of tolerance when more time is needed to satisfy the individual.
• Repeated unsuccessful efforts to manage or interrupt playing PC games.
• Loss of previous interests, hobbies and leisure time spent only by playing computer games.
• Continued overuse of computer games even with the knowledge of the related psychosocial
problems.
• Lying to others (family, friends) about the extent of computer game use.
• Using computer gaming as a means to escape from problems or relieving negative mood
(feelings of helplessness, guilt, anxiety or depression).
• Putting at risk or losing close relationships, employment, education or career
opportunities due to computer gaming.
APA [4] recognizes three degrees of addiction: mild, moderate or severe based on the disruption
of everyday activities. Individuals with a mild degree addiction may show fewer symptoms and less
negative impact on their lives. Conversely, individuals with severe degree addiction will play more
often and will exhibit all the negative impact of the disorder on their lives.
Individuals who have the disorder typically spend 8-10 hours (or more) a day and at least 30 hours
per week [4] at the computer. That is clearly a lot of time and as a result, the proper diurnal cycle is
often disrupted, and individuals often neglect sleep and meals due to gaming. Often, personal hygiene
is also lacking.
Prevalence of this condition is not entirely clear according to APA [4] because of differing surveys, but
it appears to be the greatest in Asian countries (mainly China and South Korea) among males aged
12-20. In South Korea, there have been some deaths in connection to computer gaming. For example,
BBC reported [5] that a 28-year-old man died in South Korea after gaming for nearly 50 hours
continuously. APA also states that according to one Asian study examining adolescents aged 15-19
based on the five criteria, the prevalence was 8.4% in males and 4.5% in females.
According to Valentová [6] people exhibit the following basic symptoms of addiction. The basic
symptom is a desire to satisfy the need, in this case to play a favorite game. Next, there are self-
control issues when a person has a problem with recognizing the extent of game overuse. This may
result in loss of social ties, friends and other leisure-time activities. Another manifestation is
absorption of most free time. The last indicator can be the continuation of gaming even with the
awareness of its harmful consequences (loss of friends or relationships, health problems).
The following list includes some other symptoms based on an overview by Mlčoch [7] and Pozdníková
[8]:
• Neglecting work-related duties.
• A feeling of emptiness and unrest in activities other than computer gaming.
• The stress and anxiety increase over time as an individual goes without gaming (withdrawal
symptoms).
• Limitation of leisure-time activities due to gaming.

0070
 • Loss of previous hobbies and passions.
• The computer is always on.
• The loss of social relationships.
• Staying up late or getting up early.
• Failure to drink and eat regularly.
• Inability to recognize a reasonable level of computer usage (the use is always rising).
• Stealing money to buy games or bonus content or accessing games illegally.
• Inability to admit addiction.
• Escaping from personal mental or physical problems (illness).
• Neglecting to prepare for school, and overall loss of interest in the study and the resulting
academic underachievement.
• Falling asleep or sleeping in the classroom at school.
• Impaired relationships with family.
• Loss of interest in body care (obesity, lack of hygiene).
• Inappropriate behavior when access to the computer is banned, and the related failure to
respect timeouts or bans.

2 RESEARCH OF COMPUTER GAME ADDICTION

2.1 Objectives of the research study

The objective of the research study was to determine the degree of addictive behaviour in relation to
playing computer games in Czech 18-year-old high (grammar) school students. Another objective of
the research was, based on an analysis of responses of grammar school students, to hypothetically
divide these students into characteristic groups according to the degree of their addictive behaviour in
relation to playing computer games. On the basis of theoretical knowledge, however, it was impossible
to determine how many groups of students should be identified. Preliminary results of the research [9]
suggested two groups according to the students’ responses. Therefore, it was decided to determine
the number of typical groups of students according to the Generalized Cluster Analysis, which can
positively quantify the number of groups in the research sample.

2.2 Research methods

For the purposes of the research the authors used a yet non-standardized questionnaire [10], which
was based on a questionnaire used in 2015 [11]. For the purposes of an IGA project aimed at the
issue of student addiction to computer games in a wider context, in 2016 new items were added to the
questionnaire. The purpose of the questions was to determine detailed characteristics of the types of
students according to their addition to computer games Apart from these characteristics, the
questionnaire focused on the degree of addictive behaviour in relation to playing computer games by
means of 11 statements. The degree of agreement with each statement was indicated by the students
on a six point scale with coded answers: totally agree (value 6), agree (5), rather agree (4), rather
disagree (3) disagree (2) completely disagree (1). Regarding the size of the paper, Table 3 shows only
selected questionnaire items (the questionnaire included a total of 34 items), which were further
analysed by means of the Generalized Cluster Analysis [12]. This analysis was performed using the
STATISTICA 12 statistical package [13].

2.3 Description of the research sample

The research study was carried out in 10 randomly selected grammar schools in the Czech Republic
in the Olomouc Region, Pardubice Region, Moravian-Silesian Region and Zlín Region in May 2016.
The overall research sample consisted of 525 students in grade three of four-year grammar schools
(or an equivalent grade of multi-year grammar schools). The structure of the respondents is specified
in Table 1.

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2.4 Research results
The first part of the research investigated the level of computer gaming among high school students.
The results are presented in Figure 1 which shows that out of 525 students in the research sample,
computer games are played by 438, i.e. 83.43%. The percentage is 96% for men and 76% for women.
According to APA [4] we can talk about addiction to computer games when time spent gaming
exceeds 30 hours per week. In our research sample, this limit was exceeded by 30 students, which
amounts to 6.19% of all students (the percentage was calculated only from those 485 students who
responded to the questions). This result is summarized in figures 2 and 3. Figure 3 shows that the
extent of addictive behavior in connection to computer gaming is highly dependent on the sex of
students with the percentage being 12.89% in men and only 1.72% in women. If we compare the
average time spent weekly playing computer games (see Figure 4) the time period was 13.84 hours
for men and 4.75 hours for women.
Further analysis of groups of students, according to their typical gaming styles, included only those
students who do play computer games, i.e. 438 students.

Table 1. Structure of the research sample.

High (grammar) school number Gender (Female) Gender (Male) Row

(Totals)
1 52 36 88
2 45 28 73
3 12 18 30
4 19 10 29
5 56 34 90
6 14 6 20
7 21 21 42
8 48 21 69
9 31 14 45
10 24 15 39
All Grps 322 203 525

  Histogram of Q1: Do you play computer games?; categorized by Q34: Gender

260
244
240

220

200 194

180

160

140
No of obs

120

100

80 78

60

40

20
9
0
Yes No Yes No

Q34: Gender: Female (n=322) Q34: Gender: Male (n=203)

Q1: Do you play computer games?

Figure 1. Level of computer gaming among high school (grammar school) students in Czech Republic.

0072
   Histogram of Q8: For how long a week you play games (specify average value in hours per week)?
Q8: For how long a week you play games (specify average value in hours per week)? = 485*10*normal(x;
8,3858; 11,4011)
280
260 252
240
220
200
Addictive behaviour
180 (total of 30 students - 6.19 %)
160
No of obs

140
120
100
85
80
60
40 31
20 15
9 4 2
0
10 20 30 40 50 60 70
Q8: For how long a week you play games (specify average value in hours per week)?

Figure 2. Degree of addictive behaviour of high (grammar) school students.

  Histogram of Q8: For how long a week you play games (specify average value in hours per week)?;
categorized by Q34: Gender
180
171

160

140

Addictive behaviour Addictive behaviour

120 (total of 25 male - 12.89 %)
(total of 5 female - 1.72 %)

100
No of obs

81
80

60 57

40
28
22
20
9 12 9
3 1 1 3 1
0
10 20 30 40 50 60 70 10 20 30 40 50 60 70

Q34: Gender: Female (n = 291) Q34: Gender: Male (n = 194)

Q8: For how long a week you play games (specify average value in hours per week)?

Figure 3. Degree of addictive behaviour of high (grammar) school students by gender.

0073
  
Box & Whisker Plot: Q8: For how long a week you play games (specify average value in hours per week)?
18
Q8: For how long a week you play games (specify average value

16
13,84
14
in hours per week)?

12

10

6
4,75

2 Mean
Female Male Mean±SE
Q34: Gender Mean±1,96*SE

Figure 4. Degree of addictive behaviour in the group of men and women.

2.5 Identification of typical groups of student according to their attitude to

computer games
The authors performed the Generalized Cluster Analysis of the students’ responses for continuous
and nominal variables. In the first step of the STATISTICA 12 programme using the “Validation”
procedure in the Generalized Cluster Analysis the authors determined the probable number of
clusters, which was the anticipated 4 clusters – see table 2.

Table 2. Determination of the probable number of clusters.

Summary for k-means clustering (DATA ICERI)

Number of clusters: 4
Total number of training cases: 398
(Included condition - Q1: Do you play computer games? - Yes)
Algorithm k-Means
Distance method Euclidean distances
Initial centres Maximize initial distance
MD casewise deletion Yes
Cross-validation 10 folds
Testing sample 0
Training cases 398
Training error 1,040972
Number of clusters 4

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The results the Generalized Cluster Analysis are presented in Table 3 and Figures 5 and 6. The
average degree of agreement with the statements, average daily time spent playing computer games
are reported in a non-standardized extent.
Table 3 shows that the students can be divided by their responses into four typical groups. Those
characteristics that statistically differ between the two groups are then used to determine individual
typical features in groups 1, 2, 3 and 4.
The results of the research study suggested four groups (clusters) of 18-year-old high (grammar)
school students according to their approach to computer games. These groups also showed a
completely different degree of computer game addition.

Table 3. Results of the Generalized Cluster Analysis of students’ responses to selected questions for
the monitored nominal and continuous variables.

Questionnaire item Cluster 1 Cluster 2 Cluster 3 Cluster 4 p

Average degree of agreement with the statement:
Q5: Playing computer games is relaxing for me, I forget 3.87 3.21 4.65 3.88 <0.01
about problems or stress, I relax and feel fine.
Q10: I used to have other hobbies than playing computer 1.70 1.28 3.25 1.45 <0.01
games, but now I spend most of my time playing.

Q11: Even if I know there will be a test at school I prefer 3.30 1.58 3.92 2.17 <0.01
playing computer games.
Q12: When I’m not playing, I often think about my previous 2.17 1.48 3.72 2.14 <0.01
success, what I want to achieve or how I will progress
when I get to play again.

Q15: I can’t imagine my life without computer games. 2.31 1.36 3.81 1.76 <0.01
Q16: I feel that computer games are becoming increasingly 1.56 1.20 2.80 1.38 <0.01
important for me. I need to spend more and more
time playing computer games to feel happy.

Q17: I feel that I can’t control the amount of time I spend 1.74 1.24 2.46 1.59 <0.01
playing computer games. I tried to reduce the amount
of time spent playing, but I couldn’t.

Q18: Due to my frequent playing I sometimes have 1.60 1.17 2.87 1.60 <0.01
problems at school, at work or at home.
Q19: I spend more time playing computer games than I am 1.43 1.19 2.01 1.59 <0.01
able to admit to others. I don’t tell others the truth in
order to conceal how much time I spend playing
computer games.
Q20: I have lost or put at risk an important relationship or 1.32 1.16 2.12 1.28 <0.01
friendship because of playing computer games.
Because of playing computer games I have put at risk
or lost opportunities at school or at work.

Q21: My parents often prohibit or restrict me in playing 1.51 1.23 2.36 1.49 <0.01
computer games, which makes me upset or I play in
secret.
Q8: For how long a day you play games (specify average 84.81 32.31 213.31 69.96 <0.01
value in minutes per day)?
Q13: How often do you stay up late because of playing 1.45 0.40 3.06 1.26 <0.01
computer games?
Prevailing number of answers to Q6: What do you usually B C A B <0.01
do in your free time when you don’t have to study? (I do (I go out (I play PC (I do
sports) with my games) sports)
friends)

0075
 Prevailing number of answers to Q22: I often play computer Yes No No No <0.01
games at school during lessons (e.g. using a mobile
phone).
Prevailing number of answers concerning gender Female Female Male Male <0.01
Number of cases 77 160 83 78
Percentage (%) 19.35 40.20 20.85 19.60

Q1: Do you play computer games? - Yes

Graph of means for continuous variables
Number of clusters: 4
k-Means
0,8

Cluster 1
Cluster 2
0,7 Cluster 3
Cluster 4

0,6

0,5
Normalized means

0,4

0,3

0,2

0,1

0,0

Q12 Q13 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q5 Q8 Q10 Q11
Variables

Figure 5. Degree of students’ addictive behaviour in identified clusters.

Cluster 1 includes students who often play computer games at school during lessons (e.g. using a
mobile phone), and as a result of playing they stay up late (a few times per month). The group has a
relatively balanced representation of men and women, but women predominate. The students play PC
games for 81 minutes on average, in their free time they do sports. The students in this group show a
lower addictive behaviour score and comprise about 19 % of all students.
Cluster 2 includes students with the lowest addictive behaviour score, they play PC for only 32
minutes a day games on average, in their free time they go out with friends. This group is significantly
dominated by female students and comprises about 40 % of all students.
Cluster 3 includes students with the highest addictive behaviour score, they play games for
approximately 3.5 hours a day, mostly on-line, in their free time they again play computer games. As a
result of playing games, the students also stay up late (typically once a week). For them, PC games
are the most powerful tool for relaxation, they often play PC games even if they have school
assignments (e.g. preparation for a test), and frequently they cannot imagine their life without PC
games. In the past they used to have interests other than gaming. They frequently think of games,
even when they are not playing. This group is significantly dominated by male students; the group
comprises about 21 % of all students.

0076
Cluster 4 includes students who play games an average of 70 minutes per day, they sometimes stay
up late (but only once per month on average), but they still play sports in their free time. Men dominate
this group considerably (there are only three women in the group) and the group includes
approximately 20% of all students.

Q1: Do you play computer games? - Yes

Graph of frequencies for Q34: Gender
Number of clusters: 4
180

160

140

120
Frequencies

100

80

60

40

20

0 Cluster 1
Cluster 2
Female Male Cluster 3
Q34: Gender Cluster 4

Figure 6. Structure of identified groups by respondents’ gender.

3 CONCLUSIONS
The research study suggested that 6.19 % of all grammar school students showed addictive behaviour
in relation to playing computer games. The prevalence of addictive behaviour varies by gender and
accounts for 12.89 % in male students and only 1.72 % in female students.
According to the APA study [4], these values are comparable with the findings of previous research
[14], but the difference we found between addictive behavior of men and women is larger than usual.
This discrepancy may be due to the selection of research sample in the Czech Republic, which
included only secondary grammar school students who are that part of population in the Czech
Republic who primarily prepares for university studies.
It was also shown that the average degree of addictive behavior significantly differs between male
students (average time spent gaming around 14 hours per week) and female students (average time
spent gaming around 5 hours per week).
A total of four distinct groups of grammar school students were identified according to their attitude to
computer games. In this context, the most problematic is the third group, which shows the highest
degree of addictive behaviour and the highest playing time (in total the group comprises about 21 % of
students). These students could be subject to a strong negative influence by computer games and
their addictive behaviour could intensify over time. However, certain problems might be also
experienced by the students in the first group, who do not play that often but have a tendency to play
during lessons, they do not concentrate and disturb (the group comprises about 19 % of students).

0077
 Only the second group of students is relatively trouble-free; the group comprises 32 % of all students.
But even the students in this group play games for 32 minutes a day on average.
In the next stage of the research, which will take place in November 2016, the authors will aim at the
situation in other types of secondary schools, where students, regarding the practical focus of the
schools, might have completely different tendencies. The authors assume that the potential risk group
of students with a higher degree of addictive behaviour might be larger in these schools. All things
considered, the 6.19 % of grammar school students in Czech Republic who show signs of addictive
behaviour is a relatively high number, given that these students prepare for further study at university.

ACKNOWLEDGEMENTS
The research was supported by project IGA_PdF_2016_028 “Identification of risks of social networks
and computer games for children depending on their preferred use of information and communication
technologies”.

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