Problematic video game use as a predictor of social skill development among elementary school students

Valdez-Castro K.; Soncco-Champi S.; Estrada-Araoz E.G.; Gallegos-Ramos N.A. · Gaceta Medica de Caracas (2025) · DOI: 10.47307/gmc.2025.133.3.15

Resumen

Introduction: In recent years, concern about problematic video game use has increased significantly due to its potential adverse effects on the development of social skills, particularly during childhood and preadolescence, key stages for acquiring interpersonal competencies. Objective: To determine whether problematic video game use significantly predicts the development of social skills among Peruvian students in the fifth and sixth grades of primary education. Methods: This study employed a quantitative, non-experimental, predictive, and cross-sectional design. The sample consisted of 214 students, both male and female, enrolled in the fifth and sixth grades of primary school. They completed the Video Game Dependency Test and the Social Skills Questionnaire, both of which demonstrated adequate psychometric properties. Results: A negative and significant correlation was found between problematic video game use and social skills (r =-0.263, p < 0.01). In addition, simple linear regression analysis revealed that problematic use significantly predicts social skills (β =-0.263, p < 0.01), accounting for 6.5 % of its variability (adjusted R2= 0.065). Finally, the Durbin-Watson statistics (1.920) evidenced independence of the residuals, supporting the validity of the model. Conclusions: It is concluded that problematic video game use significantly predicts the development of social skills in Peruvian students in the fifth and sixth grades of primary education. The regression model showed a negative and statistically significant effect, indicating that higher levels of problematic use are associated with lower development of social skills in this population.

Instituciones: Universidad Nacional Amazónica de Madre de Dios