Psychological and Social Impacts of Electronic Video Games on Middle School Students: An Empirical Jordanian Study

Abstract

This study examines the psychological and social impacts of electronic video games on middle school students using research instruments specifically designed to measure these effects and by verifying their psychometric properties. The study sample comprises 266 sixth-, seventh-, and eighth-grade students in the Directorate of Education in Al-Muwaqqar District, Jordan. A correlational descriptive approach was employed. The findings reveal that the overall mean score for the psychological influence of electronic games on middle school students is moderate. Similarly, the overall mean score for the social impact is also moderate. The study found no statistically significant correlation between hours spent playing electronic games and their psychological and social effects. Nevertheless, significant differences are found in the mean scores for the psychological and social effects of electronic games on middle school students based on gender, favoring females. Conversely, no statistically significant differences are observed in mean scores for the psychological and social impacts of electronic games by grade level or number of hours played. Based on the results, the study recommends raising students’ awareness of the potential harms associated with electronic gaming. It also contributes to enriching studies of the effects of interactive media by providing empirical evidence from the Jordanian educational context, reliable measurement tools for the psychological and social consequences of electronic games, and clarification of the role of certain demographic variables as conditional factors in shaping these effects.