RT Journal Article
T1 The psycho‑social impact of video games on K12 Spanish students
A1 Vázquez‑Cano, Esteban
A1 Quero‑Gervilla, Mercedes
A1 Quicios‑García, María Pilar
A1 López Meneses, Eloy
K1 Video games
K1 K12 students
K1 Topic modelling
K1 Psycho-social impact
AB This research aims to study the psycho-social impact of video games on K12 students. For this, a probabilistic topic modelling analysis method based on text mining approach has been performed. This process is based on nodes’ connectivity and it has been developed through K Means approach; by launching the Jenks-Breaks algorithm. The sex diferences are calculated according to a nonlinear dynamics approach based on Hurst exponent and multifractal function and the infuence of time with the application of the Sobel test. The results show which are the most used video games by K12 and their psycho-social impact on students based on four categories: (1) boredom and sadness, (2) happiness and socialization, (3) immersion, and (4) families’ conficts. There are signifcant diferences between boys and girls depending on the games they use, a factor that increases when playing more than two hours a day. For boys, games like FIFA and Fortnite produce higher levels of immersion and family confict, while for girls, games are perceived as sources of greater happiness and a means to reinforce friendship and camaraderie, particularly with games like Brawl Stars, Rocket League, and PKXD.
PB Springer
YR 2024
FD 2024-08-25
LK https://hdl.handle.net/10433/21608
UL https://hdl.handle.net/10433/21608
LA en
NO Vázquez-Cano, E., Quero-Gervilla, M., Quicios-García, M.P. & López-Meneses, E. (2024). The psycho-social impact of video games on K12 Spanish students. J. New Approaches Educ. Res, vol 13, nº 14, p. 1-20. https://doi.org/10.1007/s44322-024-00014-9
NO This work has been developed within the framework of the “Proof of Concept” Project entitled: “GAUBI-ORTO. Evaluation of a digital model and application for sustainable, ubiquitous and gamifed learning of Spanish spelling in Primary Educa‑ tion” (PDC2022-133185-I00). State Program to Promote Scientifc-Technical Research and its Transfer, of the State Plan for Scientifc and Technical Research and Innovation. Ministry of Science and Innovation (Spain). Funded by the European Union-Next Generation EU.
NO Departamento de Educación y Psicología Social. Universidad Pablo de Olavide.
DS RIO
RD May 24, 2026