Real and virtual worlds alike: Adolescents' psychopathology is reflected in their videogame virtual behaviors

<div><p>Current research refers to videogames as a constant variable. However, games today are designed to be highly interactive and versatile: two players may be using the same videogame, but as a result of different using patterns, the game will not necessarily encompass the same content and gameplay. The current study examined the possible relationship between psychopathology and in-game playing patterns. We hypothesized that adolescents would play videogames differently, in a manner that would reflect their particular psychopathologies. We examined 47 male adolescents from three diagnostic groups: those suffering from externalizing psychopathologies, internalizing psychopathologies and controls. We performed a high-resolution examination of their gameplay, using in-game quantitative statistics mechanisms of two fundamentally different games, a structured racing game and an unstructured adventure game. While there was no difference in the groups' using patterns of the structured game, there was a high variability between the groups' using patterns when they were using a non-structured game. These findings suggest that virtual behavior in unstructured games is reflective of adolescent-players psychopathology, and might shed light on an unexplored facet of videogames research. Possible implications are discussed.</p></div

Univariate analysis of NFS parameters.

<p>Univariate analysis of NFS parameters.</p

Univariate analysis of GTA parameters.

<p>Univariate analysis of GTA parameters.</p

Basic characteristics compared between the different groups.

<p>Basic characteristics compared between the different groups.</p

Correlations between variables entering the logistic regression model.

<p>* Significant correlation <0.4.</p><p>** Significant correlation 0.4–0.6.</p><p>*** Significant correlation >0.6.</p><p>Correlations between variables entering the logistic regression model.</p

Mean daily computer screen time (hours) of the normal and psychopathology groups, at different developmental stages.

<p>* Borderline significant difference; ** Significant difference; Error bars represent ±1 standard error. CST–Computer Screen Time.</p

Predicted average daily computer screen time hours based on the normal group age regression model.

<p>CST–Computer screen time.</p