Objectives: This study aimed to explore the positive effects of online games on college students’ psychological demands and individual growth.
Objectives: This study aimed to explore the positive effects of online games on college students’ psychological demands and individual growth.
Methods: A qualitative study design was carried out in September 2021. Semi-structured, in-depth, and individual interviews were conducted with a purposive sample of 20 undergraduates who played the online game “Glory of Kings” from six universities. Thematic analysis was employed to explore the positive features caused by “Glory of Kings”.
Results: College students reported three positive effects of online games, namely, satisfying the need for personal growth, meeting the requirement of social life and promoting academic performance.
Conclusion: College educators and families should take advantage of the positive effect of online games to guide college students to use online games reasonably.
1. Introduction
According to the survey data of the China Internet Network Information Center (CNNIC), by the end of December 2021, the number of netizens in China reached 1.032 billion, of which the number of online game users reached 554 million (CNNIC, 2022). The number of game apps reached 709,000, accounting for 28.2% of all apps (CNNIC, 2022). Online games include massive, multiplayer, online role-playing games (MMORPGs), first-person shooter (FPS), real-time strategy (RTS) games, and other games (Park et al., 2016). MOBA (Multiplayer Online Battle Arena) game, a subgenre of RTS games where two teams of five players usually play against each other (Mora-Cantallops and Sicilia, 2018b), is one of the most popular online games in China because of its competitive, interactive, and simple operating characteristics. Specifically, “Glory of Kings,” as a MOBA game, is listed at the top of the Chinese mobile game charts for contemporary college students (Huang, 2021).
Online games are criticized by educators because many students invest a lot of time, money, and energy into games, which seriously affects their academic studies, social interaction, and physical and mental health, and ultimately leads to the tragedy of online game addiction (Freeman, 2008; Kuss and Griffiths, 2012; Blinka and Mikuška, 2014; Xu et al., 2017). Online game addiction, as one of the most serious behavioral addictions (Lopez-Fernandez, 2018), could cause a series of physical and mental problems, such as poor sleep, depression, anxiety, or even death (Ferguson et al., 2011; Kuss and Griffiths, 2012; Wei et al., 2012). Meanwhile, parents’ opposition to online games can also be observed in family education. Studies have shown that the more addicted adolescents are to online games, the worse their parents’ attitude toward online games (Jeong and Kim, 2011). Many adolescents who love playing online games face restrictions or prohibitions from their parents over the time spent on the Internet or other ways. For example, in a study of 2,021 adolescents, parental restrictions were 1.9 times higher among adolescents who were overly addicted to online games than among other adolescents (Wu et al., 2016). Parents who do not show enough attention to their children promptly can lead to children using online games to divert negative family-related emotions (Xu et al., 2021).
However, it is worth noting that the majority of studies focus on the negative effects of online games (Lo et al., 2005; Ng and Wiemer-Hastings, 2005; Yc, 2006; Smyth, 2007; Li and Wang, 2013), while positive effects are neglected. In fact, playing online games at a moderate level could be beneficial to players’ personal psychological growth and interpersonal relationships (Ko et al., 2005; Yee, 2006b; Granic et al., 2014). In terms of emotional experience, existing research on the emotional impact of online games suggests that they have the potential to reduce depression, stress and obtain happiness (Wu and Liu, 2007; Ari et al., 2020; Pine et al., 2020). In the process of psychological development, college students’ cognitive, memory, and other mental skills are proved to be enhanced by online games (Boot et al., 2008; Glass et al., 2013; Oei and Patterson, 2013). There is evidence that games have the potential to provoke thought about the player’s personal development and ideals and increase the sense of self-realization if the players have strong ability in online games (Nuangjumnong, 2014; Bopp et al., 2016; Mora-Cantallops and Sicilia, 2018a). In social life, online games also establish the value of social connectedness and enhance the sense of interaction (McClelland et al., 2011; Snodgrass et al., 2011; Oliver et al., 2016). Sublette and Mullan (2010, p. 20) argue that through online games “socialization may just shift in focus: while real-world relationships eroded for some players.” It is further proposed that intimacy in games will also extend to offline real life, and shared game experience will reinforce offline communication (Kim and Kim, 2017; Lai and Fung, 2019). MOBA games focus on personality development and teamwork in battle (Yang et al., 2014; Mora-Cantallops and Sicilia, 2018b). In other words, electronic space expands social communication to the virtual field (Yee, 2006a) and increases the team cooperation consciousness, leading to diverse communication ways. Besides, in terms of learning, online games are proven to help students engage in learning activities (Iaremenko, 2017; Schenk et al., 2017; Calvo-Ferrer and Belda-Medina, 2021).
Existing research confirms that the academic performance and satisfaction of Chinese college students positively impact on the continued use of the “Glory of Kings” and promote the reconstruction of the player’s social image (Chen and Chang, 2020). As mentioned above, previous studies have examined various positive aspects of online games, but the studies are based on foreign cultural contexts. Research subjects from different cultural backgrounds may have different perceptions and influences on online games, so it is culturally significant to study the positive influence of online games on Chinese college students. In other words, whether they can apply to the Chinese culture and environment or whether similar conclusions can be drawn among the Chinese college gamer population, has not been verified. Moreover, although “Glory of Kings” is widely concerned and popular among college students, few scholars in China try to evaluate the positive impact of “Glory of Kings” on college students. The design and development of “Glory of Kings” have distinctive Chinese cultural characteristics, therefore, the choice of “Glory of Kings” as a carrier for the study has cultural significance. Secondly, the widespread usage of “Glory of Kings” among college students provides universality for the study. Third, since most of the existing studies are quantitative, qualitative research can enrich the existing research results, explore new experiences, and make relevant suggestions for higher education and family education. In conclusion, given the current popularity and influence of “Glory of Kings” in China, an in-depth study of Chinese college student players was conducted using it as a medium for qualitative research.
Objectives: This study aimed to explore the positive effects of online games on college students’ psychological demands and individual growth.
Methods: A qualitative study design was carried out in September 2021. Semi-structured, in-depth, and individual interviews were conducted with a purposive sample of 20 undergraduates who played the online game “Glory of Kings” from six universities. Thematic analysis was employed to explore the positive features caused by “Glory of Kings”.
Results: College students reported three positive effects of online games, namely, satisfying the need for personal growth, meeting the requirement of social life and promoting academic performance.
Conclusion: College educators and families should take advantage of the positive effect of online games to guide college students to use online games reasonably.
1. Introduction
According to the survey data of the China Internet Network Information Center (CNNIC), by the end of December 2021, the number of netizens in China reached 1.032 billion, of which the number of online game users reached 554 million (CNNIC, 2022). The number of game apps reached 709,000, accounting for 28.2% of all apps (CNNIC, 2022). Online games include massive, multiplayer, online role-playing games (MMORPGs), first-person shooter (FPS), real-time strategy (RTS) games, and other games (Park et al., 2016). MOBA (Multiplayer Online Battle Arena) game, a subgenre of RTS games where two teams of five players usually play against each other (Mora-Cantallops and Sicilia, 2018b), is one of the most popular online games in China because of its competitive, interactive, and simple operating characteristics. Specifically, “Glory of Kings,” as a MOBA game, is listed at the top of the Chinese mobile game charts for contemporary college students (Huang, 2021).
Online games are criticized by educators because many students invest a lot of time, money, and energy into games, which seriously affects their academic studies, social interaction, and physical and mental health, and ultimately leads to the tragedy of online game addiction (Freeman, 2008; Kuss and Griffiths, 2012; Blinka and Mikuška, 2014; Xu et al., 2017). Online game addiction, as one of the most serious behavioral addictions (Lopez-Fernandez, 2018), could cause a series of physical and mental problems, such as poor sleep, depression, anxiety, or even death (Ferguson et al., 2011; Kuss and Griffiths, 2012; Wei et al., 2012). Meanwhile, parents’ opposition to online games can also be observed in family education. Studies have shown that the more addicted adolescents are to online games, the worse their parents’ attitude toward online games (Jeong and Kim, 2011). Many adolescents who love playing online games face restrictions or prohibitions from their parents over the time spent on the Internet or other ways. For example, in a study of 2,021 adolescents, parental restrictions were 1.9 times higher among adolescents who were overly addicted to online games than among other adolescents (Wu et al., 2016). Parents who do not show enough attention to their children promptly can lead to children using online games to divert negative family-related emotions (Xu et al., 2021).
However, it is worth noting that the majority of studies focus on the negative effects of online games (Lo et al., 2005; Ng and Wiemer-Hastings, 2005; Yc, 2006; Smyth, 2007; Li and Wang, 2013), while positive effects are neglected. In fact, playing online games at a moderate level could be beneficial to players’ personal psychological growth and interpersonal relationships (Ko et al., 2005; Yee, 2006b; Granic et al., 2014). In terms of emotional experience, existing research on the emotional impact of online games suggests that they have the potential to reduce depression, stress and obtain happiness (Wu and Liu, 2007; Ari et al., 2020; Pine et al., 2020). In the process of psychological development, college students’ cognitive, memory, and other mental skills are proved to be enhanced by online games (Boot et al., 2008; Glass et al., 2013; Oei and Patterson, 2013). There is evidence that games have the potential to provoke thought about the player’s personal development and ideals and increase the sense of self-realization if the players have strong ability in online games (Nuangjumnong, 2014; Bopp et al., 2016; Mora-Cantallops and Sicilia, 2018a). In social life, online games also establish the value of social connectedness and enhance the sense of interaction (McClelland et al., 2011; Snodgrass et al., 2011; Oliver et al., 2016). Sublette and Mullan (2010, p. 20) argue that through online games “socialization may just shift in focus: while real-world relationships eroded for some players.” It is further proposed that intimacy in games will also extend to offline real life, and shared game experience will reinforce offline communication (Kim and Kim, 2017; Lai and Fung, 2019). MOBA games focus on personality development and teamwork in battle (Yang et al., 2014; Mora-Cantallops and Sicilia, 2018b). In other words, electronic space expands social communication to the virtual field (Yee, 2006a) and increases the team cooperation consciousness, leading to diverse communication ways. Besides, in terms of learning, online games are proven to help students engage in learning activities (Iaremenko, 2017; Schenk et al., 2017; Calvo-Ferrer and Belda-Medina, 2021).
Existing research confirms that the academic performance and satisfaction of Chinese college students positively impact on the continued use of the “Glory of Kings” and promote the reconstruction of the player’s social image (Chen and Chang, 2020). As mentioned above, previous studies have examined various positive aspects of online games, but the studies are based on foreign cultural contexts. Research subjects from different cultural backgrounds may have different perceptions and influences on online games, so it is culturally significant to study the positive influence of online games on Chinese college students. In other words, whether they can apply to the Chinese culture and environment or whether similar conclusions can be drawn among the Chinese college gamer population, has not been verified. Moreover, although “Glory of Kings” is widely concerned and popular among college students, few scholars in China try to evaluate the positive impact of “Glory of Kings” on college students. The design and development of “Glory of Kings” have distinctive Chinese cultural characteristics, therefore, the choice of “Glory of Kings” as a carrier for the study has cultural significance. Secondly, the widespread usage of “Glory of Kings” among college students provides universality for the study. Third, since most of the existing studies are quantitative, qualitative research can enrich the existing research results, explore new experiences, and make relevant suggestions for higher education and family education. In conclusion, given the current popularity and influence of “Glory of Kings” in China, an in-depth study of Chinese college student players was conducted using it as a medium for qualitative research.
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