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CYBERPSYCHOLOGY & BEHAVIOR

Volume 7, Number 5, 2004
© Mary Ann Liebert, Inc.

Video Game Addiction in Children and

Teenagers in Taiwan

SHAO-I CHIU, Ed.D.,1 JIE-ZHI LEE, M.A.,2 and DER-HSIANG HUANG, Ph.D.3

ABSTRACT
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Video game addiction in children and teenagers in Taiwan is associated with levels of ani-
mosity, social skills, and academic achievement. This study suggests that video game addic-
tion can be statistically predicted on measures of hostility, and a group with high video game
addiction has more hostility than others. Both gender and video game addiction are nega-
tively associated with academic achievement. Family function, sensation seeking, gender,
and boredom have statistically positive relationships with levels of social skills. Current
models of video game addiction do not seem to fit the findings of this study.

INTRODUCTION line might be classified as “abnormal behavior.”

Clymo6 observed that 77% of teenagers aged 11–16

V IDEO GAMES (and electronic games) developed

with electronic technologies in this century
and were welcomed by the general public, children,
and teenagers. However, games used to be deemed
a kind of leisure or recreation tool; now, they oc-
cupy a lot of time and influence the life habits of
many people, particularly young people who fre-
quent video arcades. The effects that these games
bring to people, especially to teenagers and chil-
dren, is understudied in the research literature.1
Griffiths13 pointed out that both parents and pro-
fessionals believe that addiction of children to video
games would disturb their normal learning, and
even the cognition, socialization, and mental devel-
opment of teenagers.23 Henry15 reported that com-
puter software and electronic games were popular,
with a total of 215 million sold in the United State
in 1999, averaging over two sets bought by each
family. This amazing data may suggest to the aver-
age citizen the question of whether or not the game
industry (as well as the general public) should take
more social responsibility for the games.
According to analytical reports on normal teen-
ager use of video games in the United States, over
140 h per month and an average of 3–4 h per day on
played video games, and most spent one half to
one hour per session. In Taiwan, there has been no
precise comparative information, but it has been
reported that some students spend over 5 h web
browsing each day.25 If students are playing video
games on line, some researchers have not consid-
ered that these students may be game dependent.
Fisher10 investigated game playing habits for stu-
dents aged 11–16 in the United States, and he con-
cluded that 25% went to the electronic game shop
at least one time per week, and 18% at least three
times per week. Phillip et al.22 pointed out that 75%
of students played games at home, 24% played
games every day, and over 60% spent time in antic-
ipation of playing.4 Previous studies (already men-
tioned) suggest that teenagers who are frequent
and heavy users may be unable to use self-control,
and proper supervision by adults may be needed to
increase self-awareness and control. More studies
are needed on the amount of time that teenagers
and children spend on games, as well as adult in-
volvement in teaching appropriate self-control to
young people.
Among the various video games, the educational,
leisure, and recreational types should be examined

R&D Division, Jen-Teh Junior College of Nursing, Medicine, and Management, Taiwan, Republic of China.
2Jen-Teh Junior College of Nursing, Medicine, and Management, Taiwan, Republic of China.
3National Changhua University of Education, Taiwan, Republic of China.

571
13799C09.PGS 10/20/04 1:06 PM Page 572
572
for their utility in enhancing mental and physical
growth or adjustment. There are many violent types
of games, however, which have become favorites of
children, including “The King of Fighters” and
“Street Fighters.” Funk11 studied 357 7th and 8th
grade students and found that 32% preferred imag-
inative violent games, as compared to 29% for sport-
type games, 20% for general recreational games,
17% for object violence, and less than 2% for educa-
tional games. Also, 36% of boys spent 1–2 h per
week at home playing games, 29% 3–6 h, and 12%
played none; and 42% of girls consumed 1–2 h per
week, 15% 3–6 h, and 37% played none. All subjects
spent an average of over 6 h on games. Just from
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casual observation, this seems to be a very high
amount of leisure time for children and teenagers
to spend on video games.
Matsushita and Matsushita21 explored the nega-
tive influences on physical and mental functioning
of time spent on video games, and found that the
games did impact sight and weight loss on the
physical side, and confusion of reality and illusion
and immature human relationships on the mental
side. Children and teenagers’ video game addiction
has been found to create noticeable personality char-
acteristics, especially for variables of sensation seek-
ing and boredom.
Sensation seeking may be defined as the individ-
ual seeking excitement and changing experiences,
new contexts and complexity, and desire for a kind
of internal motivation. The person with higher mo-
tivation is inclined to like activities rich in excite-
ment and adventure; to be interested in fresh,
strange, and changeable objects; to enjoy changing
lifestyles; to dislike being limited or controlled; to
be bored in a stable and tranquil life; and to wish
for different experiences. Through video games, these
high motivation individuals try to acquire mental
or sensational satisfaction by pursuing changes
and new things.8 Zuckerman28 classified individu-
als—according to the intensity of their seeking ex-
citement—into the high sensation seeker (HSS) and
the low sensation seeker (LSS).
Some contemporary researchers have found that
many of those in the HSS group like to pursue sen-
sory rewards to acquire satisfaction, but contravene
traditional or general social values.19 Some studies
have found a close relationship between sensation
seeking and drug abuse, smoking, playing video
games, sexual activities, high-adventure sports,
and crimes.19
Another variable for game addiction is boredom.
According to Farrell,9 students experiencing bore-
dom were not adapted to school life and were
inclined to school suspension or drug abuse. How-
CHIU ET AL.
ever, whether boredom is significantly related to
game addiction needs further investigation.
Buchman and Funk2 concluded that game play-
ing by boys was popular in the 1980s. Boys were
more easily addicted to games at home and stayed
in electronic game shops longer than girls.2 Buch-
man and Funk2 suggested that violence preference
is not different by age, and games of imaginative
violence and object violence occupied 50% of video
game playing time. They found that sport-type
games were more popular for boys than girls, and
educational games were more popular among girls;
however, educational types were gradually given
up by boys and girls at 4th to 8th grades. Violent
games held high interest for both girls and boys at
each grade.
Irwin and Gross18 focused on a comparison of
2nd grade boys involved in violent and non-violent
games. The former contained more aggressive lan-
guage and physical aggression, suggesting that
these boys were more hostile than ordinary boys.
Buchman and Funk2 suggested that players in-
volved in violent games might heighten their per-
ception of dangers hidden all over the world,
decrease their sympathetic feelings for victims of
violence, and ease their control on aggressive or vio-
lent behaviors, resulting in aggressive inclinations
after playing violent video games.
Provided that favorite games are the same as the
most played ones, data have revealed that many
teenagers are indeed addicted to violent simulation
games, and that the potential negative impacts are
stimulated by the interaction of the playing process
and electronic simulation. Funk11 pointed out that
ordinary people considered violence as a behavior
that could be learned, and that the positive value of
games was worth being promoted if applications in
example making, rewarding, and practicing became
possible. Unfortunately, violent games have been
seen by many young people as fun and reasonable,
and as having no negative impact on human nature.2
Some specialists, however, have predicted that
violent situations in games stimulate teenagers’ ag-
gression more than static violent shows on TV.
Based on this premise, more violence in games
would produce more violent aggressive behaviors
in reality. From previous research, most kids play-
ing games (even violent ones) do not conduct evi-
dence and obvious behavior changes immediately.
For some players, selection of behaviors and atti-
tudes might be impacted, and sympathy toward
victims of violence might be decreased in the long
run, however.2
Conclusively, violent games might produce im-
mediate aggressive behaviors, but more attention
13799C09.PGS 10/20/04 1:06 PM Page 573
VIDEO GAME ADDICTION IN TAIWAN
needs to be placed on the imperceptible effects in
the long run, in order to prevent negative impacts
on teenagers and children. At school age, teenagers
have less experience in life and less knowledge
than adults in identifying reality from a simulation,
and these young people may be more easily drawn
to the borderless web game world or even aberra-
tion than are adults.5
To resolve the problem, families and schools need
to teach appropriate game usage. In Taiwan, since
the economic development in the 1970s, parents
have placed their highest priorities on success in
business, and the result for many families has been
alienation between parents and children. Children
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of over-achieving parents spend most of their
leisure time on lifeless games and compensate for
their loneliness in reality with simulations created
in video games.
How much have video games affected children
and youth? Do indifferent games substitute for har-
mony between parents and children, trustworthi-
ness between teachers and students, and healthy
social relationships? If not, what attitudes does so-
ciety need to apply to address the embarrassing
phenomenon of teenager game addiction? What
can be done for victims of video gaming to redirect
their energies and talents, with the support of in-
formation technologies? These questions need fur-
ther attention in society and education.
Research objectives
This research had the following objectives:
1. To investigate current conditions of children and
teenager’s game playing
2. To explore differences in game addiction by gen-
der, family functions, sensation seeking, and bore-
dom inclination
3. To test differences in animosity by different lev-
els of addiction
4. To discuss relationships among the factors of so-
cial skills and academic achievement by gender,
family functions, sensation seeking, boredom in-
clination, animosity, and game addiction
5. To test the path relationships among variables
by using structure equation modeling (SEM)
MATERIALS AND METHODS
The following paragraphs describe our research
frame, objects, tools, and steps based on research
objectives.
573
Animosity
Gender
Social skills
Family function
Game
Sensation seeking addiction
Academic
Boredom inclination achievement
FIG. 1. Research frame.
Research frame
According to Figure 1, the study first identifies
current conditions related to children and teenager’s
game playing, and explores differences in animos-
ity by gender, family functions, sensation seeking,
and boredom inclination. Secondly, the research dis-
cusses prediction based on social skills and academic
achievement by gender, family functions, sensation
seeking, boredom inclination, animosity, and game
addition. Finally, the study tests the fitness of esti-
mate modes by structure equation modeling (SEM).
Sample
The research analyzes impacts on teenagers and
children by game addiction through the investiga-
tion method and explores relevant factors to game
addiction, with a population of children and teen-
agers in Taiwan. The formal sample includes 1,228
students in grades 5–8, sampling from 20 primary
and junior high schools in Northern Taiwan.
Instruments
To achieve the above objectives, the research em-
ployed a survey evaluation tool to collect data for
statistical analyses, including (1) background inves-
tigation table, composed of gender and academic
achievement; (2) sensation seeking scale, including
three factors, such as being assertive, bold, and am-
bitious, to explain a total variations of 52.309% (
=
0.75); (3) boredom inclination scale, which refers to
the opinions of Farrell,9 who employed a scale to
evaluate boredom levels in daily lives of children
and teenagers, and includes three factors, social iso-
lation, meaningless, and goal absence to explain a
total variation of 56.703% (
= 0.77); (4) game ad-
diction scale, which mainly employs the theories of
Buchman and Funk,2 Clymo,6 and Howard17 to
evaluate levels of children and teenager’s game ad-
diction, and includes nine questions and the two
factors of game addiction and game concern to ex-
plain a total variation of 60.05% (
= 0.86); (5) game
activity investigation, where a table was used to il-
13799C09.PGS 10/20/04 1:06 PM Page 574
574
lustrate current conditions of children and teenager’s
playing games with questions, including from which
age individuals started to play games, how many
times per week games were played, averages of how
long play lasted, and frequency of going to a web
café for game playing per week, frequency of going
to electronic game shops per week, and titles and
types of favored games; (6) animosity scale, orga-
nized by Huang16 and VanderVoort,26 whose purpose
was to evaluate the animosity levels of teenagers
and children in daily life, with a total of nine ques-
tions, including the two factors of hatred and doubt
to explain a total variation of 47.93% (
= 0.72); (7)
social skills scale, in which the Maston teenager’s
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social skill scale with 44 questions was employed to
evaluate teenager’s social skills, including the four
factors of proper skill, improper skill, egotism, and
gregariousness, through factor analysis, to explain
a total variation of 40.6% (
= 0.81); and (8) family
background scale, where the research of Vander-
Voort 26 was used with a scale of 17 questions for
evaluating family functions, such as the harmony
and interaction between parents and children, in-
cluding the three factors of harmonic interaction,
healthy relationship, and concerns, through factor
analysis, with Cronbach’s
of 0.92 reliability.
Procedure
The researcher used SPSS for Windows 10.0 for
analyses—to produce factor and reliability analy-
ses for question selection and to apply to a formal
research scale. The researcher used the t test and
one-way ANOVA to explore distinctions on game
addiction by different pre-existing variables and
those on animosity by different animosity levels,
holding prediction on academic grades and social
skills of subjects by variables through discriminant
analysis and stepwise multiple regression. Finally,
the structure equation modeling analysis was com-
pleted through Amos 4.0.
TABLE 1. GENERAL CONDITIONS FOR CHILDREN AND TEENAGER’S GAME PLAYING
Activities for game playing
The primitive age to play
Times per week to play
Hours per week to play
Frequency per week to web café to play
Frequency per week to electronic game shops to play
CHIU ET AL.
RESULTS AND DISCUSSION
General conditions for children and teenager’s
game playing
Table 1 reveals that the average age the subjects
start to play games is 8.82, at the first-or-second
year in the primary school, suggesting the primi-
tive age for game playing at the very low grades
in Taiwan. The times and hours per week for
game playing are respectively, 3.25 and 2 h and 8
min, relatively lower than those abroad,4 may be
due to different education system characteristics
and study pressure. However, if those who never
play are omitted, the time that the subjects played
games may be more. The frequencies of subjects
going to a web café and to electronic game shops
for playing games are, respectively, 0.54 and 0.45
per week, similar between both. From the num-
ber of 3.25 times per week, the subjects do not so
frequently go to a web café or to electronic game
stores for playing, perhaps because of economic
limitations or to prevalence of computers at home
which make parents restrict childrens’ outside play-
ing, and the subjects stays at home for computer
games.
From Table 2, favorite games are ranked as action
and adventure (55.5%), role playing (50.6%), car
racing (42.3%), shooting (42.3%), and fighting
(41.1%). Products of adventure and role playing
markets are most provided in number, with the
more selection, the higher level of titles chosen. Ti-
tles of the favorite games are ranked as Age of Em-
pires (5.54%), Rich (5.43%), Lineage (3.85%), Half
Life (3.56%), and Stone Age (2.88%). As to game
contents, Rich is a typical intellectual game, Age of
Empires and Half Life are focused on violence, and
Lineage and Stone Age focus on role playing with
some imaginative violence, fitting the findings of
Cesarone3 and Funk11 and supporting the preva-
lence and popularity of violent games.
N M
1097 8.82 years old
1203 3.25 times
1206 2 h and 8 min
1189 0.54 times
1188 0.45 times
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VIDEO GAME ADDICTION IN TAIWAN 575

TABLE 2. TYPES AND TITLES OF FAVORITE GAMES

Activity Items Times Percentage

Favorite type 1. Action and adventure 681 55.5%

2. Role playing 621 50.6%
3. Car racing 519 42.3%
4. Shooting 519 42.3%
5. Fighting 509 41.4%
Favorite games 1. Age of Empire 63.8 5.54%
2. Rich 62.6 5.43%
3. Lineage 44.4 3.85%
4. Half Life 41.0 3.56%
5. Stone Age 33.2 2.88%
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Differences in game addiction by gender, family
functions, sensation seeking, and boredom inclination
According to the second research objective,
whether significant distinction on game addiction
by variables exists will be explored. The study di-
vided subjects into three groups, according to points
on family function, sensation seeking, and boredom
inclination. These were based on average and stan-
dard deviations, and conclusions through ANOVAs
are reported in the table below.
According to Table 3, the difference in game addic-
tion by gender is significant (F(1, 1219) = 334.20, p
< 0.001), with males performing higher than females,
reinforcing the findings of previous research, per-
haps partially due to the domination feelings the
male may acquire in game playing.3 For title and
type of games, the male is observed to be attracted by
violent contents and easily addicted to sound and
light effects. Distinction on game addiction by family
functions is also significant (F(2, 1201) = 15.76, p < 0.001)
through Scheffe’ post hoc, the higher points, the
more addiction. That is, game addiction of subjects
with lower points is relatively lower than those with
fair or higher points on family functions, suggesting
the importance of family to children’s leisure activi-
ties. According to theory of family functions, the bet-
ter and clearer the regulation on children in their
education, the higher adjustment and cohesion to ad-
just and keep better interaction with others.24 The
better family functions, the more emphasis on chil-
dren’s education and leisure, with more parental
planning and participation for life broadness and
leisure arrangement. The better socially-adjusted stu-
dents may enjoy more exciting and colorful lives,
and they may not be as easily addicted to a sing-
leisure activity, such as game playing.
Differences in sensation seeking (SS) may be sig-
nificant (F(2, 1203) = 3.65, p < 0.05), and those with
higher points are inclined to stronger game addic-
tion than those with lower points, according to
Scheffe’ post hoc analysis. From theoretical perspec-

TABLE 3. DIFFERENCES IN GAME ADDICTION BY GENDER

Variable Group N M SD F test Post hoc

Gender 1. Male 585 20.86 6.09 334.20*** 1>2

2. Female 592 14.94 5.18
Family function 1. Low 299 18.97 6.29 15.76*** 1>3
2. Middle 503 18.24 6.35 2>3
3. High 362 16.35 6.34
Sensation seeking 1. Low 325 17.57 6.30 3.65* 3>2
2. Middle 497 17.52 6.25
3. High 384 18.88 6.59
Boredom 1. Low 386 16.12 6.27 29.13*** 3>2
2. Middle 489 18.06 5.81 3>1
3. High 328 19.68 6.83 2>1

*p < 0.05; ***p < 0.001.

13799C09.PGS 10/20/04 1:06 PM Page 576
576
tives, individuals with higher SS may have higher
AER average stimulation, and their SS may be raised
by visual and hearing stimulation—that is, the more
sound, light, and imaging effects, the more attrac-
tive to the SS kind of person. Zucherman28 concluded
that high SS subjects had a impulsive, initiative,
and challenging character, and higher motivation
and ambition, which corresponds to the appeal of
scenarios designed in games. Bushman and Funk 2
considered violent games as having high stimula-
tion to allure the individual of high SS and to in-
duce game addiction.
Differences in game addiction (F(2, 1200) = 29.13, p
< 0.001) by boredom inclination is significant. From
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Scheffe’ post hoc, the group of individuals with
higher scores has stronger game addiction. The same
goes for the middle-scores group and the lower-
scores group—that is, those of higher boredom in-
clination may have higher addiction to games. In a
society strongly emphasizing studies such as in
Taiwan, leisure time or activities of teenagers are
arranged or controlled by adults, without self-
decision freedom, and this condition can increase
frustration, anger, and boredom. From theoretical
points of views, not planning for time management
or participating in unchallenging activities to fulfill
mental demands, boredom may come at the same
time.27 Bored persons usually have lonely feelings
and are more alien to contact with people, poten-
tially increasing interest in escape from reality. Teen-
agers and children who have no constructive plans
for leisure become bored, which draws them to
play games to kill time and to indulge in the simu-
lative and imaginative worlds of video games.
Differences in animosity by different game
addiction groups
From Table 4, differences in animosity by different
groups of game addiction were significant (F(2, 1203) =
87.10, p < 0.001). From Scheffe’ unplanned compari-
son, different groups of game addiction on animosity
reached significant levels—that is, the higher point
TABLE 4. DIFFERENCES IN ANIMOSITY BY DIFFERENT GAME ADDICTION GROUPS
Variable Group Number
Animosity 1. Lower points 407
2. Middle points 484
3. Higher points 315
***p < 0.001.
CHIU ET AL.
group will be higher than middle or lower point
ones, and correspondingly, for middle point and
lower point groups. The subjects of stronger game
addiction inclinations have higher animosity, which
supports results of Cesarone,4 Graig and Karen.12
Games may not be directly related to attack behav-
iors, but may provoke animosity of the player to oth-
ers around them. Buchman and Funk2 believed that
violent games might stimulate the individual to
imagine risk and danger hidden all over the world,
decrease controls on thinking, and provoke aggres-
sive ideas. Cesarone3 also mentioned that most
games overemphasize competition, as compared to
cooperation, supporting the increased animosity of
the individual. For games on the market that contain
much violence, however favored by most teenagers,
there is a strong potential for dramatic negative im-
pact on children if the games are deemed a tool for
recreation or for emotional venting.
Prediction of academic grades and social skills
by variables
In Table 5, the three variables of gender (F = 9.22,
p < 0.001), boredom inclination (F = 3.43, p < 0.01),
and game addiction (F = 10.42, p < 0.001) were ana-
lyzed for discriminated effects on grades related to
academic achievement. Factors of gender and game
addiction had higher factor loadings and better
predictive potential. Also from Table 5, variables
produced four discriminate functions for each grade
through discriminate analysis, and only the first
standard discriminate function is significant (2 =
71.16, p < 0.001) through the chi square test. It is
obvious that the above variables can significantly
discriminate and predict grades of academic
achievement through the first standard discrimi-
nate function.
In Table 6, centroid location in discriminate analy-
sis, on the horizontal axis (the first discriminate func-
tion) the fifth grade holds the most right place, and
the first grade on the most left. That is, discriminate
analysis can significantly identify the first and the
Standard Unplanned
Average deviation F test comparison
17.58 4.27 87.10*** 3>2
19.97 4.14 3>1
21.76 4.52 2>1
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VIDEO GAME ADDICTION IN TAIWAN 577

TABLE 5. PREDICTION OF ACADEMIC GRADES AND SOCIAL SKILLS BY VARIABLES

Standard discriminant function coefficient

Variable Walk’s
Step order  value F value First Second Third Fourth

1. Gender 0.95 9.22*** 0.55 0.64 0.15 0.63

2. Family 0.99 2.34n.s. 0.22 0.30 0.32 0.71
function
3. Boredom 0.98 3.43** 0.27 0.50 0.64 0.05
4. Stimulation 1.00 0.45n.s. 0.04 0.47 0.43 0.41
5. Animosity 0.99 1.72n.s. 0.17 0.05 0.46 0.05
6. Game 0.95 100.42*** 0.55 0.96 0.25 0.24
addiction
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Accumulated Canonical
Function Eigenvalue Deviation deviation correlation  2

1. 0.08 84.60% 84.6% 0.28 0.91 71.16***

2. 0.01 9.70% 94.3% 0.10 0.99 11.32
3. 0.00 4.60% 98.9% 0.07 1.00 4.19
4. 0.00 1.10% 100.00% 0.03 1.00 0.80

**p < 0.01; ***p < 0.001.

fifth groups, and the other three stay within both.
From Table 7, the accuracy of grouping is 41.8%,
higher than a random rate of 20%, of better effects.
Overall speaking, the research found gender and
game addiction to have effects on discrimination
and prediction for academic achievement grades,
matching the prediction on game addiction con-
cerned by the study. Scantlin23 pointed out that chil-
dren addicted to electronic games may waste much
time and disturb normal learning, and this may
even impact cognitive ability during growth. From
the zero-sum model of Marsh,20 game playing may
occupy part of the time to prepare lessons—that is,
spending more time on games will interfere with
sufficient lesson preparation. Thus, game addiction
physically impacts on school learning.
From Table 8, for the prediction on social skills,
variables of family function, sensation seeking, gen-
der, and boredom inclination were significant. From
 value, family function, sensation seeking, and gen-
der hold a positive prediction, and boredom incli-
nation has a negative prediction. The results are
congruent with previous research, and importance
of family function, sensation seeking, or gender are
confirmed in relation to social skills. Boredom means
lacks of life stimulation and human communica-
tion to produce emptiness, reinforcing the theoreti-
cal idea of the relationship between boredom and
social skills. It may be worthwhile to note that game
addiction was not significant for prediction of social
skills; however, animosity was predictive, suggest-
ing that game playing may replace development of

TABLE 6. DISCRIMINATE CENTROID LOCATION FOR GRADES OF ACADEMIC ACHIEVEMENT BY VARIABLES

Grade First function Second function Third function Fourth function

1st 0.71 0.18 0.18 0.16

2nd 0.53 0.00 0.18 0.82
3rd 0.32 0.15 0.60 0.08
4th 0.00 0.98 0.42 0.08
5th 0.32 0.52 0.42 0.07
13799C09.PGS 10/20/04 1:06 PM Page 578

578 CHIU ET AL.

TABLE 7. PREDICTION ACCURACY FOR GRADE OF ACADEMIC ACHIEVEMENT BY VARIABLES

Prediction group
Grade of academic
achievement N 1 2 3 4 5

1st 18 0 0 0 17 1
(0.0%) (0.0%) (0.0%) (94.4%) (5.6%)
2nd 42 0 0 1 34 7
(0.0%) (0.0%) (2.4%) (81.0%) (16.7%)
3rd 142 0 0 3 115 24
(0.0%) (0.0%) (2.1%) (81.0%) (16.9%)
4th 308 0 0 5 218 85
(0.0%) (0.0%) (1.6%) (70.8%) (27.7%)
5th 253 0 0 0 155 98
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(0.0%) (0.0%) (0.0%) (61.3%) (38.7%)

Group accuracy = 41.8%.

immediate social relationships.2 Added with effects
of other variables, destruction to social skills may
occur with animosity.
Structure equation modeling analysis
The section reports whether the linear structure
model designed in the study can work. In the study,
AMOS was applied to hold the fitness analysis for the
research frame, the linear structure model to estimate
factor loadings and structure relationship between
variables, and finally the Maximum Probability Esti-
mate to evaluate the fitness of the model.
For the basic fitness, the research reveals that the
Chi Square value for fitness of the theoretical model
and observed data is 0.001, higher than the signifi-
cant level (CMIN = 784.553, N = 1228, p < 0.001).
For test of model fitness, which the chi square value
inclines to reject the theoretical model with increase
of sample numbers has been proved.7,14 Hair et al.14
found that when samples are over 400 people, al-
most all theoretical models would be rejected. The
samples of this study included 1,228 people, con-
siderably over the previously-mentioned standard;
therefore, the estimate model may conduct outcomes
divergent from really collected data. Referring to
CMINDF value with complementary notes and other
suitability indexes to assess the overall fitness for
the theoretical model will be grounded.14
The CMIN/DF in the research is 10.897, higher
than 5, showing probable errors on the estimate
model. The research does not hold RMR, that is the
root of mean square residual, as an evaluation model
instead of a theoretical model. The NFI in the re-
search is 0.984, and RFI, IFI, TLI, and CFI are 0.976,
0.985, 0.978, and 0.985 respectively, much higher
than the standard of 0.90 and pretty close to 1. The
estimate model shall be supported. The RATIO of
the research is 0.686, showing the model as parsi-
monious. The RMSEA is the resemble matrix square
error average, the value of 0.090 in the research,
larger than 0.05, proving parameters in the estimate
model as widely deviated. The ECVI is the expected
cross-validation index, 0.726 for the estimate model.
Overall speaking, the estimate model of the re-
search (Fig. 2) has no negative error variance, achiev-
ing the significant level, and the correlation between
observed and potential variables is not too high,

TABLE 8. PREDICTION OF SOCIAL SKILLS BY VARIABLES

Dependent Prediction
variable variable R value R2 value R2 increment  value T value

Social skill Family function 0.41 0.17 0.17 0.34*** 12.92***

Sensation seeking 0.47 0.22 0.05 0.23*** 9.73***
Gender 0.49 0.24 0.02 0.12*** 4.24***
Boredom inclination 0.49 0.24 0.00 0.08** 2.13**

**p < 0.01; ***p < 0.001.

13799C09.PGS 10/20/04 1:06 PM Page 579

VIDEO GAME ADDICTION IN TAIWAN 579

.62 .29 quencies for web café and electronic game stores
as 0.54 times and 0.45 times, respectively. The
hatred doubt most popular games belong to the action and
.79 .99
adventure type, and Age of Empires is the most
-.07 welcomed.
.01 2. Differences in game additions by gender, family
.70
animosity
proper skill
functions, sensation seeking, and boredom incli-
goalless .84 .00 .09 .76
nation are significant. Accordingly, female, lower
.53
-9.27
-.87 improper skill function, higher sensation seeking, and higher
.73
meaningless boredom Social skill .72 boredom inclination holds significant game ad-
-.85
.30 .55 egotism
diction.
1.00
Social
.64
-.47
.22
3. Differences in animosity by different game ad-
isolation
8.52 ingregarious diction perform significantly—the higher addic-
tion, the more animosity.
Game
Downloaded by Forman Christian College Pakistan from www.liebertpub.com at 02/17/20. For personal use only.

.77
addiction 4. Both gender and game addiction have predictive
power on grades of academic achievement.
.46 .09 -.87 5. Family function, sensation seeking, gender, and
high
.68 .49
.75 boredom inclination have more significant pre-
.38
Academic .19
.03 dictive power on social skills.
.62 Sensation grade
boldness
seeking
achievement 6. The fitness of the estimate model built in the re-
.43 .65 search is not good enough.
ambition .24

Game indulgence The research discloses the prevalence of game

playing of children and teenagers, and the popular-
ity of violent type games for children and teenagers
FIG. 2. Standard path coefficient for estimate model. is explored. With ANOVA and regression analyses,
the direct effects on individual animosity and aca-
demic achievement and the indirect effects on so-
proving the model does not disobey the basic stan- cial skills by game playing are proved. Although the
dard fitness. For the overall model fitness, the de- estimate model in the research is not good enough,
signed model holds 72 as the degree of freedom the cross impact of relevant variables and the path
and 784.553 as CMIN, achieving the significant level, model of important factors are conducted. Based
but 10.897 as CMIN/DF seems higher. The NFI, on the outcomes, we recommend the following for
RFI, IFI, TLI, and CFI can fit the evaluation stan- the government, parents, and school personnel.
dards, and PRATIO is basically fair, but the RMSEA
is obviously high, and the estimated parameters • For parents. Video games have broad and deep
are physically divergent, which reveals the overall influences on teenagers. Therefore, parents should
fitness of the estimate model to appear insufficient. provide instruction and monitoring for game
For model internal fitness, the estimate factor load- playing to relieve effects due to overindulgence
ings are proved over the significant levels, with in game playing. Research has found that the
most estimate rights higher than 0.05. The SMC of home is the major place where children and teen-
observed variables falls within 0.01 and 0.70, with agers play games, and children or teenagers feel
many higher than 0.50, and average sampling vari- bored and dull under family malfunction or with
ance percentage seems lower, and the internal struc- tedious leisure, inducing the growing addiction
ture fitness proved insufficient. to game playing. Parents should monitor child
game playing, pay more attention to consump-
tion of games by children, and seek variety in
CONCLUSION learning and sport activities for children. Parents
need to help children be consumers to judge the
We conclude the following: merit of video games, plan for multiple leisure
activities, and mediate the allures of violent
1. For game activities, the earliest age for game games. Parents need to protect children from the
playing averages 8.82 years old with 3.25 times potential dangers by teaching about violence, and
and 2 h and 8 min per week for playing, and fre- helping children find meaning and distinctions
13799C09.PGS 10/20/04 1:06 PM Page 580
580
between reality and simulation. Accordingly, the
concrete steps below are suggested to prevent
game addiction:
1. To know about the types, contents, places,
and peers of children in game playing.
2. To accompany and monitor children’s game
playing at home.
3. To spend some hours with children and to
select beneficial games for them.
4. To provide more attractive leisure options
and divert children’s attention to more kinds
of activities.
5. To be with children when purchasing and
Downloaded by Forman Christian College Pakistan from www.liebertpub.com at 02/17/20. For personal use only.
playing games, and to discuss content and
amount of time for playing with them, to im-
prove the parent and children relationship.
6. To settle agreements with children about
game playing, and conduct proper rewards
and punishments accordingly.
7. To analyze the negative effects for game ad-
diction, teach about the distinction between
game and real worlds, and to express alarm
about serious problems produced by games
in order to help children to develop self-
control in selecting playing hours and games.
8. To act as information technology consumer
role models for children, never overin-
dulging in negative activities and showing
children, by example, the importance of
helpful social relationships and variety in
experiences.
• For school and teachers. The game addiction ed-
ucation and remediation should include three
elements of the family, school, and child; how-
ever, the importance of family is the key factor to
success. It is evitable that family function changes
with time and electronic games or web café im-
pacts on life styles of students, and at the same
time, the school may still can provide students
with positive and active experiences. Close con-
tacts and communication between school and
parents may help to produce immediate policies
for students’ positive and continuous growth
and to avoid their over indulgence in simulated
game worlds. Included below are some concrete
suggestions for school and teachers:
1. The school holds an investigation to list
nearby game places or web café and under-
stands student’s leisure places.
2. Teachers understand the conditions of stu-
dent’s appearance in class, immediately re-
port to school and parents any absences,
CHIU ET AL.
and even visit nearby game places to find
students.
3. Teachers have to interview students about
their academic delays, and for game addic-
tion, teachers need to recommend addicts
for therapy if necessary.
4. Game addicts may have higher animosity,
lower social skills, and higher boredom in-
clination compared with peers. Relevant
personnel at schools should be increasingly
observant and encourage participation in
social activities, such as student associations,
partnership activities, and support groups
to establish friendships.
5. Teachers should encourage students to
have multiple interests, leisure activities,
and hobbies to prevent them from overin-
dulgence in any single outlet.
6. Teachers may use intellectual video games
as tools for teaching or rewards for better
performance, promoting the positive sides
of games instead of their passive limitations.
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Address reprint requests to:
Dr. Shao-I Chiu
79-9 Sha-Luen-Hu Xi-Ehou Li Houloung Town
Miaoli City
Taiwan, Republic of China
E-mail: shaoi. chiu@msa.hinet.net
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