Digital Game Use in the Dilemma of Addiction and Benefit: A Qualitative Analysis of Bilateral Effects and Participant Typologies Among University Students

Abstract

This study aims to qualitatively and in-depth investigate the multidimensional effects of digital gaming on university students’ academic achievement, career choices, social life, and psychological health, adopting a phenomenological design among qualitative research approaches. The study group consists of 50 undergraduate students studying at a provincial campus of a public university, selected through purposive sampling. Data were collected using a semi-structured interview form and analyzed through content analysis and thematic analysis. The analysis results indicate that digital gaming cannot be reduced to a unidirectional risk narrative; rather, neutral (45.8%), positive (30.4%), and negative (18.4%) effects coexist simultaneously on a spectrum. An "increase in play duration" was identified among 40.0% of participants; however, this factor alone did not lead to functional impairment, but posed a risk when combined with academic disruption (24.0%) and sleep disorders (24.0%). At the psychological level, the intertwining of anger/aggression (54.0%) and relief/happiness (42.0%) codes evidences the ambivalent nature of gaming. Forty percent of participants were classified under the “Bidirectional Gamer” typology, reporting that games produce both benefits and risks. The research proposes the “Bidirectional Effect Model” to explain the digital gaming experience. Findings suggest that intervention programs should strengthen students’ emotional regulation and academic balance skills rather than focusing solely on screen time.