Digital gaming and students’ psychological wellbeing during the COVID-19 pandemic : an exploratory study

Abstract

The COVID-19 pandemic had a significant effect on global wellbeing. The transition from in-person to online learning, COVID-19-related health issues, social restrictions, anxieties surrounding the wellbeing of loved ones, and uncertainty regarding the future significantly impacted the student population’s psychological wellbeing. This in turn resulted in elevated symptoms of anxiety and depression. To combat social isolation students embraced digital gaming to maintain a sense of social connection. Many of these games contain elements of violence, which have long been associated with negative psychological wellbeing. The main aim of this study was therefore to determine the effects of violent versus non-violent digital gaming on the psychological wellbeing of students following the COVID-19 lockdown. A quantitative cross-sectional design was employed for the study. A convenience sample was used, which consisted of 114 students from the University of Pretoria divided into three groups, namely violent gamers, non-violent gamers, and the control group. The participants completed an online questionnaire consisting of a biographical questionnaire; the PERMA-Profiler, which measured Positive Emotions, Engagement, Positive Relationships, Meaning and Accomplishment; and the State-Trait Personality Inventory Form Y (STPI-Y), which measured State and Trait Anxiety as well as State and Trait Depression. The results of the MANOVA, accompanied by a follow-up ANOVA indicated significant differences between the groups on the State Anxiety subscale. Lastly, a standard multiple regression analysis indicated that State Depression and Trait Depression were significant predictors of wellbeing. The results of the study indicated that engaging in gameplay resulted in higher levels of psychological wellbeing when compared to those who did not engage in gameplay during the time of the study.