Internet Gaming Disorder: compensating as a Draenei in World of Warcraft

The diagnosis of Gaming Disorder (GD) has been recently proposed in the beta draft of the 11th revision of the International Classification of Diseases (ICD-11) by the World Health Organization (WHO). This follows the inclusion of Internet Gaming Disorder (IGD), as a condition requiring additional research in the Diagnostic Statistical Manual for Mental Disorders (DSM-5), issued by the American Psychiatric Association (APA). Further research has been recommended to enhance understanding of excessive gaming, especially in the context of user-avatar (in-game figure representing the gamer) relationships. The association between selecting the Draenei race, compensation of real-life deficits through gaming, and the gamer’s gender were investigated as IGD risk factors among players of the online game, World of Warcraft (WoW). A normative online sample of WoW gamers (N = 404 Mage = 25.56; 13–75; males = 299; 74%) completed the Internet Gaming Disorder Scale–Short-Form (IGDS9-SF) and the compensation subscale of the User-Avatar Questionnaire. Regression, mediation, and moderated mediation analyses were conducted. Overall, players with higher levels of compensation exhibited greater levels of IGD symptoms. Interestingly, choosing the Draenei race was associated with increased compensatory behavior, which in turn linked to higher IGD risk. These associations were mildly stronger among females. Findings suggest that virtual demographics, such as the Draenei race, and their interplay with compensatory behaviors should be carefully considered when creating prevention and intervention policies targeting excessive gaming, especially when it involves the use of avatars

Testing the effectiveness of mathematical games as a pedagogical tool for children\u27s learning

In an effort to engage children in mathematics learning, many primary teachers use mathematical games and activities. Games have been employed for drill and practice, warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. This paper reports research that compared the effectiveness of non-digital games with non-game but engaging activities as pedagogical tools for promoting mathematical learning. In the classrooms that played games, the effects of adding teacher-led whole class discussion was explored. The research was conducted with 10–12-year-old children in eight classrooms in three Australian primary schools, using differing instructional approaches to teach multiplication and division of decimals. A quasi-experimental design with pre-test, post-test and delayed post-test was employed, and the effects of the interventions were measured by the children’s written test performance. Test results indicated lesser gains in learning in game playing situations versus non-game activities and that teacher-led discussions during and following the game playing did not improve children’s learning. The finding that these games did not help children demonstrate a mathematical understanding of concepts under test conditions suggests that educators should carefully consider the application and appropriateness of games before employing them as a vehicle for introducing mathematical concepts