Association Between Time Spent for Internet Gaming, Grade Point Average and Internet Gaming Disorder Risk Among Medical Students

Nia Kurnianingsih, Retty Ratnawati, Dearisa Surya Yudhantara, Rizqi Bagus Setyo Prawiro, Maryam Permatasari, Heidyana Rachma, Adilla Surya Ariadi


The negative and positive consequences of internet games were less explored among medical students’ population. The aim of this current study was to investigated the association between time spent for playing internet games and Grade Point Average (GPA) as well as Internet Gaming Disorder (IGD) risk among medical students. A total of 438 students in academic year 2016-2017 completed the self-report questionnaire, that covered socio-demographic information, GPA, time spent for internet gaming/day, and IGD screening. The statistical analysis used c2 test. The average age of the respondents was 20.2 ±1.57 year. The respondents comprised of 37.13% male and 62.87% female students. The percentage of male and female players was 97.5% and 93.8% respectively. Male students were more at risk of IGD (29.56%) compared to their female counterparts (10.04%). Although time spent for internet gaming/day was associated with IGD risk (p<0.001), it was not associated with GPA (p=0.501). There was no significant GPA difference between students who played internet games <3 hours/day and >3 hours/day and those who never play at all. Further study is required to explore the factors related to GPA among medical students.


Internet; Games; Days; Medical; Students

Full Text:



Abraham, R. R., Xin, G. N., & Lim, J. T. G. (2009). A report on stress among first year students in an Indian medical school, South east Asian Journal of Medical Education, 3(2),78-81.

Adinoff, B. (2004). Neurobiologic Processes in Drug Reward and Addiction: Harvard Review of Psychiatry, 12(6), 305–320.

Alcaro, A., Huber, R., & Panksepp, J. (2007). Behavioral functions of the mesolimbic dopaminergic system: An affective neuroethological perspective. Brain Research Reviews, 56(2), 283–321.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. Arlington.

Backovic, D., Maksimovic, M., Davidovic, D., Ilic-Zivojinovic, J., & Stevanovic, D. (2013). Stress and mental health among medical students. Srpski arhiv za celokupno lekarstvo, 141(11–12), 780–784.

Bamuhair, S. S., Al Farhan, A. I., Althubaiti, A., Agha, S., Rahman, S. ur, & Ibrahim, N. O. (2015). Sources of Stress and Coping Strategies among Undergraduate Medical Students Enrolled in a Problem-Based Learning Curriculum. Journal of Biomedical Education, 2015, article ID 575139, 1–8.

Blood, A. J., & Zatorre, R. J. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences, 98(20), 11818–11823.

Blum, K., Chen, A. L., Giordano, J., Borsten, J., Chen, T. J., Hauser, M., Barh, D. (2012). The Addictive Brain: All Roads Lead to Dopamine. Journal of Psychoactive Drugs, 44(2), 134–143.

Durkin, K., & Barber, B. (2002). Not so doomed: computer game play and positive adolescent development. Journal of Applied Developmental Psychology, 23(4), 373–392.

Fares, J., Saadeddin, Z., Al Tabosh, H., Aridi, H., El Mouhayyar, C., Koleilat, M. K., … El Asmar, K. (2016). Extracurricular activities associated with stress and burnout in preclinical medical students. Journal of Epidemiology and Global Health, 6(3), 177–185.

Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78.

Haque, M., A. Rahman, N., Azim Majumder, M. A., Haque, S. Z., Kamal, Z. M., Islam, Z., Alattraqchi, A. G. (2016). Internet use and addiction among medical students of Universiti Sultan Zainal Abidin, Malaysia. Psychology Research and Behavior Management, Volume 9, 297–307.

Honney, K., Buszewicz, M., Coppola, W., & Griffin, M. (2010). Comparison of levels of depression in medical and non-medical students. The Clinical Teacher, 7(3), 180–184.

Hou, H., Jia, S., Hu, S., Fan, R., Sun, W., Sun, T., & Zhang, H. (2012). Reduced Striatal Dopamine Transporters in People with Internet Addiction Disorder. Journal of Biomedicine and Biotechnology, 2012, 1–5.

Isik, U., Wouters, A., ter Wee, M. M., Croiset, G., & Kusurkar, R. A. (2017). Motivation and academic performance of medical students from ethnic minorities and majority: a comparative study. BMC Medical Education, 17(1).

Jafri, S.A.M., Zaidi, E., Aamir, I.S., Aziz, H.W., Din, I., Husnain,M.A. (2017). Stress Level Comparison of Medical and Nonmedical Students: A Cross Sectional Study done at Various Professional Colleges in Karachi, Pakistan. Acta Psychopathologica, 3(2:8), 1-6.

Jap, T., Tiatri, S., Jaya, E. S., & Suteja, M. S. (2013). The Development of Indonesian Online Game Addiction Questionnaire, PlosOne,8(4),1-5.

Jones, C. M., Scholes, L., Johnson, D., Katsikitis, M., & Carras, M. C. (2014). Gaming well: links between videogames and flourishing mental health. Frontiers in Psychology, 5(260), 1-8.

Juárez Olguín, H., Calderón Guzmán, D., Hernández García, E., & Barragán Mejía, G. (2016). The Role of Dopamine and Its Dysfunction as a Consequence of Oxidative Stress. Oxidative Medicine and Cellular Longevity, 2016, article ID 9730467,1–13.

King, D. L., & Delfabbro, P. H. (2014). Clinical Psychology Review The cognitive psychology of Internet gaming disorder. Clinical Psychology Review, 34(4), 298–308.

Ko, C.-H., Yen, J.-Y., Chen, C.-S., Yeh, Y.-C., & Yen, C.-F. (2009). Predictive Values of Psychiatric Symptoms for Internet Addiction in Adolescents. Archives of Pediatrics & Adolescent Medicine, 163(10), 937.

Koepp, M. J., Gunn, R. N., Lawrence, A. D., Cunningham, V. J., Dagher, A., Jones, T., Grasby, P. M. (1998). Evidence for striatal dopamine release during a video game, Nature, 393, 266-268.

Kron, F. W., Gjerde, C. L., Sen, A., & Fetters, M. D. (2010). Medical Students AttitudesToward Video Games And Related New Media Technologies In Medical Education, BMC Medical Education, 10(50), 1-11.

Kuss, D. J., Griffiths, M. D., & Pontes, H. M. (2017). Chaos and confusion in DSM-5 diagnosis of Internet Gaming Disorder : Issues , concerns , and recommendations for clarity in the fi eld, Journal of Behavior Addiction, 6(2), 103–109.

Mattanah, J. F., Hancock, G. R., & Brand, B. L. (2004). Parental Attachment, Separation-Individuation, and College Student Adjustment: A Structural Equation Analysis of Mediational Effects. Journal of Counseling Psychology, 51(2), 213–225.

Pearcy, B., Roberts, L., & McEvoy, P. (2016). Psychometric Testing of the Personal Internet Gaming Disorder Evaluation-9: A New Measure Designed to Assess Internet Gaming Disorder. Cyberpsychology, Behavior, And Social Networking, 00(00), 1–7. 10.1089/cyber.2015.0534.

Pontes, H. M., & Griffiths, M. D. (2015). Computers in Human Behavior Measuring DSM-5 internet gaming disorder : Development and validation of a short psychometric scale. Computers in Human Behavior,45, 137–143.

Racic, M., Todorovic, R., Ivkovic, N., Masic, S., Joksimovic, B., & Kulic, M. (2017). Self- perceived stress in relation to anxiety, depression and health-related quality of life among health professions students: A cross-sectional study from Bosnia and Herzegovina. Slovenian Journal of Public Health, 56(4), 251–259.

Russoniello, C. V., O’Brien, K., & Parks, J. M. (2016). The Effectiveness of Casual Video Games In Improving Mood and Decreasing Stress, Journal of Cyber Therapy &Rehabilitation,2(15):54-66.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations : Classic Definitions and New Directions, Contemporary Educational of Phsycology, 25, 54–67.

Saeed, A., Bahnassy, A., Al-Hamdan, N., Almudhaibery, F., & Alyahya, A. (2016). Perceived stress and associated factors among medical students. Journal of Family and Community Medicine, 23(3), 166.

Salimpoor, V. N., Benovoy, M., Larcher, K., Dagher, A., & Zatorre, R. J. (2011). Anatomically distinct dopamine release during anticipation and experience of peak emotion to music. Nature Neuroscience, 14(2), 257–262.

Sathidevi, V. K. (2009). Development of Medical Students Stressor Questionnaire, Kerala Medical Journal, II (3),69-75.

Shohamy, D., & Adcock, R. A. (2010). Dopamine and adaptive memory. Trends in Cognitive Sciences, 14(10), 464–472.

Shohamy, D., Myers, C. E., Grossman, S., Sage, J., & Gluck, M. A. (2005). The role of dopamine in cognitive sequence learning: evidence from Parkinson’s disease. Behavioural Brain Research, 156(2), 191–199.

Sohail, N. (2013). Stress and Academic Performance Among Medical Students, Journal of The Collage of Physicians and Surgeon Pakistan, 23(1),67-71.

Sublette, V. A., & Mullan, B. (2012). Consequences of Play: A Systematic Review of the Effects of Online Gaming. International Journal of Mental Health and Addiction, 10(1), 3–23.

Trucchia, S. M. (2013). Relationship Between Academic Performance, Psychological Well-Being, And Coping Strategies in Medical Students. Revista de La Facultad de Ciencias Médicas, 70(3), 144–152.

Ventura, M., Shute, V., & Kim, Y. J. (2012). Video gameplay, personality and academic performance. Computers & Education, 58(4), 1260–1266.

Wei, H., Chen, M., Huang, P., & Bai, Y. (2012). The association between online gaming, social phobia, and depression: an internet survey. BMC Pshyciatry,12(92), 1-7 .



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.