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'I Am Lost in That Reality, and I'm Just Playing the Game': A Qualitative Study Exploring Gaming Behaviour and Its Effect on Young Adults in India

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Title: 'I Am Lost in That Reality, and I'm Just Playing the Game': A Qualitative Study Exploring Gaming Behaviour and Its Effect on Young Adults in India
Language: English
Authors: Anuradha Sathiyaseelan (ORCID 0000-0001-6771-9413), Sathiyaseelan Balasundaram (ORCID 0000-0001-9593-871X), Bishal Patangia (ORCID 0000-0002-7693-3275), Ashwini M.
Source: British Journal of Guidance & Counselling. 2026 54(2):227-241.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Young Adults, Video Games, Behavior, Physical Health, Mental Health, Productivity, Interaction, Social Life, Leisure Time, Recreational Activities, Habit Formation
Geographic Terms: India
DOI: 10.1080/03069885.2024.2429397
ISSN: 0306-9885
1469-3534
Abstract: The current study aims to explore gaming behaviour among young adults in India and its effects on their physical and emotional health, productivity, interactions, and social life. Data were collected from 12 avid gamers through in-depth semi-structured interviews. A thematic analysis was conducted to identify the global theme and organise themes from the data. The global theme was the "exploration of contemporary gaming behaviour". The habit theme included the origin of the game, practice, and change over time, while the effects' theme focused on the physical and emotional health, productivity, interactions, and social life of young adults who engaged in gaming. The findings suggest that gaming behaviour has become an established habit among young adults in India, significantly affecting various aspects of their lives. The study highlights the need for increased awareness of the potential negative consequences of excessive gaming and emphasises the importance of moderation in gaming.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508461
Database: ERIC
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  Value: <anid>AN0194088650;bjg01apr.26;2026Jun01.01:08;v2.2.500</anid> <title id="AN0194088650-1">"I am lost in that reality, and I'm just playing the game": a qualitative study exploring gaming behaviour and its effect on young adults in India </title> <p>The current study aims to explore gaming behaviour among young adults in India and its effects on their physical and emotional health, productivity, interactions, and social life. Data were collected from 12 avid gamers through in-depth semi-structured interviews. A thematic analysis was conducted to identify the global theme and organise themes from the data. The global theme was the "exploration of contemporary gaming behaviour". The habit theme included the origin of the game, practice, and change over time, while the effects' theme focused on the physical and emotional health, productivity, interactions, and social life of young adults who engaged in gaming. The findings suggest that gaming behaviour has become an established habit among young adults in India, significantly affecting various aspects of their lives. The study highlights the need for increased awareness of the potential negative consequences of excessive gaming and emphasises the importance of moderation in gaming.</p> <p>Keywords: Gaming; young adults; behaviour; health outcomes; effect</p> <hd id="AN0194088650-2">Introduction</hd> <p>The idea of leisure has significantly changed with the widespread use of technology across all demographics and geography, and the popularity of gaming has increased tremendously, especially among younger adults. Gaming behaviour refers to the behavioural pattern the individual exhibits while absorbed in video/mobile games, including frequency of play, game genres, and game duration. Haug et al. ([<reflink idref="bib10" id="ref1">10</reflink>]), highlight that the prevalence of gaming is already high among younger adults and the lockdown with social distancing measures as a result of the coronavirus pandemic outbreak has amplified the rate of gaming to 41 per cent among boys and 23 per cent among the girl population.</p> <p>Although gaming can be a mode of entertainment and engagement, it has positive and negative effects on younger adults' physical, psychological, and social well-being (Jones et al., [<reflink idref="bib12" id="ref2">12</reflink>]). On one side, gaming has been associated with cognitive development and allows individuals to use it as a coping medium and social connection. However, excessive gaming can disrupt mental health, physical connection or social isolation, poor academic performance, and even bodily illnesses (von der Heiden et al., [<reflink idref="bib43" id="ref3">43</reflink>]).</p> <p>Despite the fact that several studies concerning Western countries have explored gaming behaviour and studies emphasise gaming behaviour as a pathological perspective, little is known about how gaming behaviour impacts young adults in India and its non-pathological perspective. This study aims to shed light on how Indian young adults perceive gaming as a habit, explore the role of gaming behaviour during the pandemic, and identify the potential effects of excessive gaming on their physical, mental, and social well-being.</p> <hd id="AN0194088650-3">Gaming behaviour among young adults</hd> <p>Gaming has become prominent among younger adults, particularly those under 18–25 (von der Heiden et al., [<reflink idref="bib43" id="ref4">43</reflink>]). With multiple adulthood factors in transition, this age group faces several personal, social, and professional pressures, such as job hunting, maintaining work-life balance, and paying bills for families and themselves (Rao & Indla, [<reflink idref="bib29" id="ref5">29</reflink>]). Gaming acts as a source of escape from these stressors and offers a sense of accomplishment and autonomy (Carras et al., [<reflink idref="bib5" id="ref6">5</reflink>]). Studies have shown that gaming tends to positively affect younger adults concerning the development of cognitive skills such as problem-solving, creative thinking, and decision-making and even enhance hand-eye coordination (Kanat, [<reflink idref="bib13" id="ref7">13</reflink>]; Zelinski & Reyes, [<reflink idref="bib47" id="ref8">47</reflink>]).</p> <p>With the necessary amount of time invested in gaming, it could have a positive impact. However, excessive gaming usage could have a severely negative effect on younger adults (Kuss, [<reflink idref="bib17" id="ref9">17</reflink>]). Adverse effects include addiction, poor academic performance, social isolation, depression, anxiety, self-esteem and aggression (von der Heiden et al., [<reflink idref="bib43" id="ref10">43</reflink>]). Excessive gaming behaviour is characterised by impaired control over the behaviour itself, performance anxiety, poor personal and academic life, and disruption in social functioning (Hasija, [<reflink idref="bib9" id="ref11">9</reflink>]). Moreover, excessive gaming among younger adults is associated with poor performance at work and low academic performance among college students (Zamani et al., [<reflink idref="bib46" id="ref12">46</reflink>]).</p> <p>Furthermore, excessive gaming may lead to social isolation and lower-quality interpersonal relationships (Kanat, [<reflink idref="bib13" id="ref13">13</reflink>]). Young adults who spend excessive amounts of time gaming tend to have fewer opportunities to engage in social activities and build meaningful relationships with others (Haug et al., [<reflink idref="bib10" id="ref14">10</reflink>]). This, in turn, can lead to feelings of loneliness and social isolation, which can have a negative impact on their psychological well-being. Research has also found that excessive gaming among young adults may be associated with aggression and depression, although the causal relationship between these factors is still being studied (Hasija, [<reflink idref="bib9" id="ref15">9</reflink>]).</p> <hd id="AN0194088650-4">Gaming and indian young adults</hd> <p>The gaming industry in India has been experiencing significant growth in recent years, with the market value expected to reach approximately 250 billion INR by 2025 (Navani, [<reflink idref="bib23" id="ref16">23</reflink>]; Rai, [<reflink idref="bib28" id="ref17">28</reflink>]). Young adults aged 18–25 represent a significant proportion of the gaming audience in India, with a reported 40% of the total gaming audience in India in 2019 (Cruze, [<reflink idref="bib8" id="ref18">8</reflink>]). The increasing accessibility of gaming platforms and the growth of the gaming community in India have contributed to the popularity of gaming among young adults (Padmanabhan, [<reflink idref="bib25" id="ref19">25</reflink>]).</p> <p>Mobile gaming is prevalent among young adults in India, with a growing number of gaming apps available on mobile devices (Lopez-Fernandez et al., [<reflink idref="bib21" id="ref20">21</reflink>]). The convenience of mobile gaming and affordable data plans have made it easier for young adults to access and engage in gaming activities (Syvertsen et al., [<reflink idref="bib39" id="ref21">39</reflink>]). Popular mobile games in India include action, adventure, and strategy games incorporating Indian cultural themes (Sangani, [<reflink idref="bib30" id="ref22">30</reflink>]).</p> <p>However, excessive gaming can have negative consequences on the physical and mental health of young adults in India (Amin et al., [<reflink idref="bib2" id="ref23">2</reflink>]; Singh et al., [<reflink idref="bib37" id="ref24">37</reflink>]). Studies have shown excessive gaming can lead to poor sleep quality, eye strain, musculoskeletal problems, and other physical health concerns (Satish Kumar et al., [<reflink idref="bib31" id="ref25">31</reflink>]). Moreover, excessive gaming can lead to social isolation and poor academic performance, particularly among college students (Suryawanshi et al., [<reflink idref="bib38" id="ref26">38</reflink>]).</p> <hd id="AN0194088650-5">Method</hd> <p></p> <hd id="AN0194088650-6">Study design</hd> <p>The current study employed a narrative approach and thematic analysis to explore gaming behaviour and its effects on young adults in India. The design was chosen to capture the personal experiences of the participants of their gaming habits and the subsequent impact on various aspects of their lives. The narrative approach was utilised to collect personal stories from participants. Thematic analysis was then employed to systematically identify, organise, and analyze patterns of meaning (themes) within the narrative data among gamers.</p> <hd id="AN0194088650-7">Participants and recruitment</hd> <p>Initially, a total of thirty-four individuals were screened using an online questionnaire to determine their gaming activity. The screening comprised of two parts. The first part is a general questionnaire comprising of questions such as "Do you play games?" (Yes/No) and "How often do you game?" (Daily/Several times a week/Several times a week/Several times a month/Several times a year). The first part screened and selected a total of twenty-eight participants. The second part of screening utilized five psychometric tools which included the following: Mental Health Inventory (Veit & Ware, [<reflink idref="bib41" id="ref27">41</reflink>]), Emotional Intelligence Scale (Schutte et al., [<reflink idref="bib33" id="ref28">33</reflink>]), Social Intelligence Scale (Silvera et al., [<reflink idref="bib35" id="ref29">35</reflink>]), Perceived Stress Scale (Cohen et al., [<reflink idref="bib7" id="ref30">7</reflink>]), and Academic Procrastination Scale (Karla Silva Soares et al., [<reflink idref="bib14" id="ref31">14</reflink>]). Out of twenty-eight participants, twelve participants with moderate scores were considered eligible to participate in the study. The 16 participants excluded from participation produced low mean scores in mental health (<emph>M</emph> = 73.6 ± 16.3), emotional intelligence (<emph>M = </emph>81.6 ± 29.1), social intelligence (<emph>M</emph> = 57.9 ± 9.33) and high mean scores in perceived stress (<emph>M</emph> = 20.9 ± 4.91) and academic procrastination (<emph>M</emph> = 73.1 ± 16.5), and were not considered for the interview. The twelve participants consisted of seven males and five females and aged 18-25.</p> <hd id="AN0194088650-8">Process of data collection</hd> <p>Data collection occurred between March and August 2022. Participants were recruited using a combination of word-of-mouth and snowballing techniques from six different universities across India. Ethical clearance was obtained from the PI University's Research Conduct and Ethics Committee with the REF NO: CU:RCEC/172/07/24. Informed consent was obtained from all participants, who were provided with a comprehensive information sheet detailing the study objectives, participant roles, potential benefits and drawbacks, data collection methods, confidentiality measures, and the voluntary nature of their participation. Out of twenty-eight, twelve participants were found eligible and provided consent to participate in the semi-structured interviews conducted via Microsoft Teams. Interviews were scheduled according to participants' convenience, audio recorded, and transcribed verbatim using automatic transcription tools. The interviews, conducted by the third author, followed a uniform pattern of questioning and probing to ensure consistency. The interview guide included questions about participants' gaming habits, experiences, and perceived effects of gaming on their lives.</p> <hd id="AN0194088650-9">Data analysis</hd> <p>Thematic analysis was employed to analyze the interview data, utilizing both manual methods and software-assisted techniques. Initially, the fourth author conducted a manual analysis by reading and re-reading the transcripts to become deeply familiar with the content. Significant phrases and segments relevant to the research questions were identified and coded. In parallel, the second author used Dedoose software to perform a similar coding process. The initial codes from both manual and software-assisted methods were compared and discussed between the coders. The reflection of the third author who collected the data was validated with the principal author as debriefing after the end of the interview within one day. Memo questions were prepared and sent to the participants within two days of the interview. For more clarity, that information was added to the transcripts. The final transcripts were sent to participants for member checking. The coding was initiated by the second author and fourth author. Inter-coder reliability was assessed using Kappa analysis, resulting in a Kappa value of 0.60 (Landis & Koch, [<reflink idref="bib18" id="ref32">18</reflink>]; Li et al., [<reflink idref="bib20" id="ref33">20</reflink>]). Once the inter-coder reliability is complete, all the authors reflect together for the refinement of the broader theme. This was to ensure that the interpretations aligned with their experience and perspective. In addition, member checking was also conducted by sharing preliminary findings with participants to validate the accuracy of the interpretations. Simultaneously, reflective journaling was carried out by the authors to document their thoughts, decisions, and potential biases. These journals facilitated ongoing reflection and discussion among all collaborators, to ensure all the data and the emerging themes were reviewed carefully.</p> <hd id="AN0194088650-10">Trustworthiness</hd> <p>To ensure the trustworthiness of the study, steps were taken in each stage of the study. During the interview guide preparation, an apriori framework was used, and the guide was validated by the researchers. Expert validation was then sought, and the final interview questionnaire was prepared based on their suggestions. During data collection, informed consent was obtained both in written and oral forms. Reflective journaling and debriefing sessions were conducted with the first author to document and discuss the research process and any emerging insights. Within three days after the interviews, memos were created based on the transcripts, prompting additional questions and clarifications from participants, which were then incorporated into the transcripts. Member checking was conducted by sharing the transcripts with the participants and obtaining their approval. In the analysis phase two coders conducted the coding. The fourth author performs manual coding, and the second author uses Dedoose software. The first and the third author oversaw the coding process, ensuring credibility by verifying the consistency and accuracy of the coding. After the coding was completed, the Kappa coefficient was calculated to quantify the level of agreement between the manual and software-assisted coding. The Kappa value, which ranges from – 1–1, was used to determine the degree of consistency (Sim & Wright, [<reflink idref="bib36" id="ref34">36</reflink>]). A value of 0.60 was found, indicating moderate agreement between the coders, thus validating the reliability of the coding process and ensuring that the findings are dependable (Landis & Koch, [<reflink idref="bib18" id="ref35">18</reflink>]; Li et al., [<reflink idref="bib20" id="ref36">20</reflink>]). Finally, to ensure minimal risk of bias, an external expert validated the themes and coding schemes.</p> <hd id="AN0194088650-11">Results</hd> <p>The findings of the study revealed how Indian young adults perceive gaming as a habitual activity, explore the role of gaming behaviour, and identify the potential effects of excessive gaming on their physical, mental, and social well-being. The global theme "exploration of contemporary gaming behaviour" encapsulates the study's findings, with two key organising themes: "habit formation" and "effects on life". These themes collectively reflect on the establishment of gaming as a prevalent habit among Indian young adults and its far-reaching impact on various aspects of their lives.</p> <hd id="AN0194088650-12">Exploration of contemporary gaming behaviour</hd> <p>Gaming behaviour among contemporary gamers in India displayed a significant engagement in how gaming impacts their lives. Gaming is ingrained as a routine starting from leisure activities and evolving through various life stages. Habit formation reflects the automaticity and persistence in gaming behaviour rooted in their positive early experience and reinforced by environmental and social contexts. On the other hand, gaming affects their lives in both short-term and long-term physical, mental and social well-being. While gaming provides a sense of escape and stress relief, it poses risks such as addiction, physical strain and potential interference in responsibilities and relationships.</p> <hd id="AN0194088650-13">Gaming as a habit</hd> <p>Automaticity is at the root of habit formation and maintenance. It enables persistence in certain behaviours (Verplanken & Orbell, [<reflink idref="bib42" id="ref37">42</reflink>]). Conversations with participants revealed that the context of habit formation and maintenance plays a crucial role in strengthening gaming behaviour. The following section details the origin of gaming as a habit, its present practice, the participants' feelings towards the habit and the change that occurred over time. This provides a comprehensive look at the lifecycle of gaming as a habit.</p> <hd id="AN0194088650-14">Origin</hd> <p>Tracing the origin of a habit occurs through tracing memories associated with the habit (Wood & Runger, [<reflink idref="bib45" id="ref38">45</reflink>]). The participants looked back at their first interaction with games and the context surrounding them. They recalled that leisure time during childhood was the pivotal moment in which they were introduced to the allure of gaming. All participants reported a positive childhood experience with gaming that reinforced their persistence with the habit during the course of their lives.</p> <p>"I guess the beginning is always out of boredom. Like you don't have any other thing to do, so you start with a simple game" (P2 Personal Communication, 2022).</p> <p>Access to these games was often provided by their parents/guardians. Participants fondly remembered building computers with their parents and learning to play using a mouse and keyboard/controller. One of the participants said: "The first computer/console" was the key component in participants developing the habit.</p> <p>"When we got the first computer, I would sit down and play this game ... Old game called Dave. It was such a good game ... I guess that's where the whole gaming journey started ... When I was in 6th grade, I would say. Now, I will check with my friends, and we will have similar long gaming sessions" (P4 Personal Communication, 2022).</p> <p>However, access to gaming computers or consoles is not universal (it is affected by socioeconomic factors and parents' self-efficacy with technology), and thus, the digital divide could shape early experiences and, therefore, affect whether the habit is formed. The proliferation of smart mobile devices, access to fast internet and the prevalence of mobile games have, however, worked towards reducing this divide and, thus, easing access to games (Figure 1).</p> <p>Graph: Figure 1. Themes emerging on experience of gaming among young adults (Source – Authors).</p> <p>An interesting observation from the interviews was the lack of emphasis on what games were played during the time. The participants did not dwell on the mechanical or narrative satisfaction they derived from any game but rather on the joy they derived from playing itself. Playing games represented a bond they shared with close family members, such as a father who taught them how to play a particular game, an older brother whose gameplay was inspiring to watch alongside the couch or a friend who introduced the participants to a memorable game. Even at present, participants use games to form and maintain connections with friends and the larger gaming community.</p> <hd id="AN0194088650-15">Practice</hd> <p>Maintaining gaming habits requires more than just playing the game. It also includes a series of preparatory and concluding activities that enhance their gaming experience. Participants describe the importance of creating the right environment to fully immerse themselves in gaming. One of the participants said,</p> <p>It's more than just me playing the game for a few minutes. A gaming session involves more things for me personally, so for me I should have some snacks nearby. Nobody should be able to disturb me for a good three hours or so. I should get my setup ready. The lighting should be right and when everything is right, I'll go into the game and for like almost 2–3 hours there should be like no disturbances you know. (P4 Personal Communication, 2022)</p> <p>The verbatim statement is illustrative of the importance of context in maintaining a habit. The meditative flow of maintaining the habit can be broken down into three stages: warm-up/setup, play and cooldown. Figure 2 illustrates the three stages of the gaming experience of gamers.</p> <p>Graph: Figure 2. Three stages of gaming experience (Source – Authors).</p> <p>In the first stage, the participants readied themselves and their space for gaming. Physical attributes of the space, like the desk, the device (PC, Console), peripherals (mouse, keyboard, controller, headphones), lighting, ambient sound, and ergonomics, were modified to create the right atmosphere for gaming. The setup was crucial to the enjoyment of playing the games. The participants were also aware of their mental states when starting a game. The emotions they experienced dictated their choice of game and level of engagement. For example, when participants were stressed, they actively chose games as a coping mechanism. They chose games that would either distract them or provide the catharsis of a good beat-down, which would help relieve their aggression before playing.</p> <p>In the second stage, the participants experienced a flow state where their attention was focused only on the task.</p> <p>"I don't know how time flies!" (P3 Personal Communication, 2022)</p> <p>stated one of the participants. They felt immersed in the game world and experienced a pleasurable temporary dissociation from reality.</p> <p>"For the entire 3 h I am lost in that reality and I'm just playing the game. If I'm playing as a character, I am the character for that much time". (P4 Personal Communication, 2022).</p> <p>The convergence of player skill and challenge from the games makes for an optimal gaming experience.</p> <p>The way in which a player achieves the flow state is varied. Some participants strive for narrative satisfaction and thus prefer single-player adventure games where they can be immersed in complex plotlines and affect the plot through their choices. Some others chose multiplayer games for their mechanical satisfaction and the opportunity they provide for social connection. However, it is essential to note that gaming was mostly a solitary activity for the participants. Multiplayer in the modern era has moved from couch gaming to cloud gaming. Naturally, the COVID-19 pandemic impeded many participants from taking up multiplayer gaming and interacting with friends online.</p> <p>"During the pandemic, I played multiplayer games actually, quite a bit. That's because again, like pandemic and isolation, so me and my friends used to basically hang out and play multiplayer games Counter Strike" (P10 Personal Communication, 2022),</p> <p>stated a participant.</p> <p>Most participants played during the night after the day's tasks were completed. A typical gaming session lasted around 2 h, and participants were gaming around three or four days a week during vacations and free time or one or two days during busy schedules. Win-states in games (completing a level and finishing a mission) were a motivator to keep playing.</p> <p>In the third stage, the participants entered the cool-down stage. This is characterised by the awareness of time-passing, physical tiredness/exhaustion and reflection. "I think I'll always take some time to think about how the game is relatable ... as I was playing, I was recording my thoughts along the way – So I think when I look back at those notes, I found a lot about myself" (P3 Personal Communication, 2022). Players usually reflect on their performance in-game, the storyline's progression and broader lessons they can learn from the game. Participants were cognisant of their playtime and its effect on their health and well-being. As one of the participants said,</p> <p>Why do we game for a very long time? It can actually lead to, you know, like significant ... addiction ... because like ... sometimes we get so used to ... getting to the particular flow and we keep other tasks, you know, the important tasks for later. And sometimes ... we just become involved again so much that we forget to connect with our family members and with our friends ... I'm trying to balance out my life, I'm trying to do a variety of things. (P8 Personal Communication, 2022)</p> <p>Here, the player describes the potential for gaming to become addictive, noting that the immersive experience can lead to procrastination and neglect of essential tasks. They also mentioned how excessive gaming might lead to reduced interaction with family and friends.</p> <hd id="AN0194088650-16">Change over time</hd> <p>As discussed above, leisure was the primary context of habit formation. However, as players grew into adulthood, their leisure time reduced, and their priorities in life shifted. This caused players to rethink their relationship with games. Most participants indicated that their playtime reduced as they aged, but they continued to keep games as part of their lives. Participant said,</p> <p>While in school, it was a lot more. It was a shared experience in the cyber cafe, where all of us used to play, and it was nearly four to five hours after school. So that's how it was before, and when I joined college, I had completely stopped playing ... then there were some low moments in life where I felt that I needed to get back some kind of enjoyment. And I returned to games that time. (P3 Personal Communication, 2022)</p> <p>Another participant said,</p> <p>it increased a lot ... particularly during high school and all that, right. And after that it's been declining as the amount of, I don't know, work roles and responsibilities keep increasing you know ... If I had the opportunity, I would like to game for much longer on a better console, but I don't have that. So just have to make do with whatever little time I get. (P4 Personal Communication, 2022)</p> <p>Another aspect to note is that accessibility to various games on multiple devices also caused choice paralysis among some participants. The variety acts as a stressor, and the presence of myriad others devalues each experience. One of the participants said,</p> <p>Initially, it was a lot harder to get access games because, like back then, the internet was not as prevalent or as easily accessible, right? You couldn't just download whatever game you wanted. You like we had to use CDs and stuff like that to get games from our friends, maybe we would like trade games ... But now that's not the case. There's so many more options, so many free to play games, even on your phone, you can play games now ... Mostly in a way I think that that essence is lost. (P12 Personal Communication, 2022)</p> <p>The verbatim statement reflects how changing life circumstances and the increasing availability of games influence gamers' gaming habits. Despite the reduction in playtime and greater responsibilities, gaming remains a significant part in their lives and the way its role and nature of engagement have evolved.</p> <hd id="AN0194088650-17">Negative analysis</hd> <p>However, as the gamer participants grew older, they increasingly recognised the adverse effects of excessive gaming on their daily lives. The reduction in leisure time and the emergence of greater responsibilities necessitated a re-evaluation of their gaming habits. One participant noted,</p> <p>"As I got older, I started to realize that spending too much time gaming was affecting my responsibilities and relationships. It became clear that I needed to balance gaming with other important aspects of my life" (P5 Personal Communication, 2022).</p> <p>This verbatim highlight how the participant's priorities shifted with age, searching for a need to balance gaming with other significant aspects of life. The recognition of gaming's impact on responsibilities and relationships reflects the importance of moderation and self-regulation in maintaining healthy gaming habits.</p> <hd id="AN0194088650-18">Effects</hd> <p>The effects can be categorised into short-term effects and long-term effects. While there is a breadth of literature on gaming addiction and its impact on various domains, there is little exploration of non-pathological gaming behaviour. Its effects appear to be nuanced and shaped by players' awareness.</p> <hd id="AN0194088650-19">Physical and emotional health</hd> <p>Participants reported that they were not fully aware of the long-term consequences of gaming. They found that fatigue and eye strain (resulting from dry eyes) were temporary, and quality sleep would most often alleviate discomfort. As one of the participants said,</p> <p>So, I think it's, it has to do with sort of the strain it takes on you because like, you're looking at the screen for such a long time, and you have your headphones on for such a long time. And the fatigue kind of sets in. So, I feel like you should know when to like to take breaks, which I'm sure that a lot of gamers don't like including myself don't really do. (P8 Personal Communication, 2022)</p> <p>The participants also noted that they did not experience stress during games except in competitive scenarios. They were relaxed and enjoyed the state of flow they were in. However, one participant said they would feel irritable after the gaming session. One participant said, "I feel like playing for such a long time has an effect on my mood, where I feel kind of irritable, after a long gaming session" (P10 Personal Communication, 2022). Here, the win-state of games had an impact on their perception of the gaming session and their mood.</p> <p>"Let's say that I'm winning a game. Then I'll be, like, happy and everything goes good, but then when I start losing, then I'll be under some pressure ... Mentally it is like doing a math problem over and over again and repeating the same mistake - Uh, your brain is like fed up and then in the end, you realise that there was this minus sign that you had to correct and then you don't feel like doing that sum anymore. (P7 Personal Communication, 2022)</p> <p>The nature of the game also seems to influence emotions experienced. One of the participants said,</p> <p>when I'm playing a single player game, I feel more calm and the effect is more at an emotional level. But when I'm playing multiplayer with friends, I do feel that adrenaline rush and pressure ... Like if you're like the last person remaining or something. (P11 Personal Communication, 2022)</p> <p>Many of the participants also noted that they were actively pursuing fitness regimes in their routines to combat the adverse effects that gaming can have.</p> <p>One of the other prominent themes that emerged from the conversations was using games as an escape or coping mechanism against stressors. Games are used as a means for self-exploration and understanding the complex nature of choice (in the game world and real life). One of the participants said,</p> <p>"I think it's definitely like an escape for me that, like for that period of time, I kind of like get immersed so much that I don't really worry about other things" (P12 Personal Communication, 2022).</p> <p>However, the participants are also aware that this relief is temporary and that gaming as a coping mechanism does not solve the underlying problems or stressors that they face.</p> <hd id="AN0194088650-20">Productivity</hd> <p>Most participants indicated that they used games as rewards for completing the day's tasks and, hence, played at night. They were aware of the risks of addiction and intentionally drew boundaries. One participant said,</p> <p>I make it a point to not play games during the daytime because I know that it can take away a lot of my attention. So, I would dedicate the time that is required and because I'm using games as a reward for myself, I don't generally like to disrupt my other projects or other things. (P3 Personal Communication, 2022)</p> <p>However, one participant did distance themselves from gaming for a few years since they had developed a slight addiction to it when they were age 10. Factors such as self-control, addictive game design and the presence of stressors can play a role in whether the habit gets translated into an addiction. Participants indicated that they used games as distractions from stressors far more often than to procrastinate from their work. Multiplayer gaming sessions were sometimes used to procrastinate from work since they involved connecting with friends. There was a social incentive to continue playing.</p> <hd id="AN0194088650-21">Negative analysis</hd> <p>The challenge of balancing gaming with other life responsibilities becomes a significant concern among participants. Several participants noted that their gaming habits often interfered with their academic performance and daily tasks. One participant state that,</p> <p>"I used to find it hard to stop playing and would often prioritize gaming over my studies. It was only after facing several academic setbacks that I began to see the need for better self-control" (P6 Personal Communication, 2022).</p> <p>This verbatim reflects the struggle of participants' experience in managing their gaming time and its detrimental impact on their academic performance. The realisation of the need for self-control and better time management, on the other hand, reflect the gamers' sense of importance in establishing boundaries to prevent gaming from negatively affecting essential responsibilities and achievements.</p> <hd id="AN0194088650-22">Interactions and social life</hd> <p>While parent-mediated gaming was some of the earliest experiences of gaming, interactions about gaming with parents tended to sour with time. One of the participants said,</p> <p>five years back ... My parents told me that they experienced a kind of behavioural change in me ... I used to get so much angry ... they used to, like, tell me to stop playing the game and I used to get angry because of that. (P1 Personal Communication, 2022)</p> <p>Participants felt that their parents did not understand their love for games. One participant emphasised their interest in e-sports as a viable career option and how their parents received it. They also remarked on how family support plays a role in nurturing talents.</p> <p>One of the participants states that,</p> <p>I have a (e-sports) team and my parents actually didn't allow me to play games ... So one day I went to a tournament and then I won a prize there and I got back home and then I showed them and I told them that I went to play this and this is what I got. So, they were like OK. And that from that point onward, I mean my team and I have decided that we will probably make a sports team in the future. And then probably go competing in tournaments. I think you might be knowing Stroud, so if you look at him, his father promoted him to be a gamer, so his father had him in games. He used to play Counterstrike with his father only, and then he got into e-sports and then now we know he's a big streamer and a player also. (P7 Personal Communication, 2022)</p> <p>Participants also spoke of games as topics of conversation among their friends and communities. Games were used as anchors for relationship-building and social support. Most participants also indicated that their social life remained unchanged because of gaming. Online multiplayer added to their roster of friends and formed a meaningful part of their daily routine.</p> <hd id="AN0194088650-23">Discussion and conclusion</hd> <p>The study describes the complexity of gaming as a habitual activity among young Indian adults and explores its profound effects across various domains of their lives. Tracing the origins of their gaming habits to childhood experiences, often marked by leisure time and positive memories shared with family members or friends (Bayram, [<reflink idref="bib3" id="ref39">3</reflink>]). The availability of gaming equipment, guided by socio-economic factors and parental involvement, significantly shaped early experiences (Schneider et al., [<reflink idref="bib32" id="ref40">32</reflink>]). The digital divide, albeit reducing, remained a noteworthy factor influencing the formation of gaming habits (Choi et al., [<reflink idref="bib6" id="ref41">6</reflink>]). Interestingly, participants emphasised the act of playing games itself, rather than specific game titles, as a source of joy and connection with others. This emphasis on the gaming experience contributed to the persistence of the habit throughout their lives (Shi et al., [<reflink idref="bib34" id="ref42">34</reflink>]).</p> <p>The findings highlight that gaming sessions were more than mere gameplay; they encompassed a deliberate ritual. Gamers prepared their gaming spaces, ensuring the right ambience for an immersive experience, as observed in different studies (Wallinheimo et al., [<reflink idref="bib44" id="ref43">44</reflink>]). The emotional state at the start of a gaming session plays a pivotal role in game selection and engagement level (Holm et al., [<reflink idref="bib11" id="ref44">11</reflink>]). The flow state, achieved during gameplay, provided a sense of escapism and absorption in the virtual world (Lavoie et al., [<reflink idref="bib19" id="ref45">19</reflink>]). The gamers displayed a range of preferences, either seeking narrative satisfaction through single-player adventures or mechanical satisfaction in multiplayer games. While multiplayer gaming traditionally involved local interactions, the COVID-19 pandemic accelerated the shift toward online multiplayer experiences (Amin et al., [<reflink idref="bib2" id="ref46">2</reflink>]). Gaming sessions typically occurred during the evening, following daily commitments, lasting about two hours, and motivating players with achievable in-game goals (Nordin, [<reflink idref="bib24" id="ref47">24</reflink>]).</p> <p>Moreover, leisure time decreased as the gamers transitioned into adulthood, and priorities shifted. This evolution led to adjustments in gaming habits, with reduced playtime but a persistent attachment to gaming as an essential part of life (Peracchia & Curcio, [<reflink idref="bib26" id="ref48">26</reflink>]; von der Heiden et al., [<reflink idref="bib43" id="ref49">43</reflink>]). Accessibility to a vast array of games on multiple platforms introduced a paradox of choice for some participants, potentially complicating their gaming experiences (Bowman et al., [<reflink idref="bib4" id="ref50">4</reflink>]).</p> <p>The findings also emphasised the effects of gaming on participants' lives. While gamers reported experiencing temporary fatigue and eye strain, they often regarded these as manageable and alleviated through quality sleep (Peracchia & Curcio, [<reflink idref="bib26" id="ref51">26</reflink>]). Stress during gameplay was primarily associated with competitive scenarios, while post-gaming irritability was also noted in some studies (Porter & Goolkasian, [<reflink idref="bib27" id="ref52">27</reflink>]). The emotional impact of gaming varied depending on the nature of the game (Jones et al., [<reflink idref="bib12" id="ref53">12</reflink>]), as the findings suggested that single-player games promoted calmness and emotional engagement, while multiplayer games triggered adrenaline rushes. The incorporation of fitness regimes into the gamers' routines to counteract the potential adverse physical effects of gaming was also identified in prior findings (Ketelhut et al., [<reflink idref="bib15" id="ref54">15</reflink>]). Gamers strategically used gaming as a reward for completing daily tasks and imposed self-regulated boundaries to prevent excessive gaming during daytime hours (Shi et al., [<reflink idref="bib34" id="ref55">34</reflink>]). Acknowledging the risk of addiction, gamers were intentional about drawing clear distinctions between gaming and other responsibilities. Multiplayer gaming sessions occasionally served as a means of procrastination and fostered social connections.</p> <p>Parent-mediated gaming experiences evolved, with participants noting shifts in their parents' perceptions and support. In the current findings, gamers recognised the importance of family support in nurturing their talents, particularly in e-sports. Meanwhile, Throuvala et al. ([<reflink idref="bib40" id="ref56">40</reflink>]) highlights that parental rejection or gamers not recognising the values of families and connectedness were more vulnerable to Internet Gaming Disorder (IGD). Further, gaming served as a common topic of conversation among friends and communities, facilitating relationship-building and social support for the studied gamers, indicating a sense of community they inherit (Kowert et al., [<reflink idref="bib16" id="ref57">16</reflink>]). Multiplayer online games, on the other hand, have expanded gamers' social circles and become an integral part of their everyday lives.</p> <p>The findings highlight a connection between gaming behaviour and the lives of young Indian adults. As a habitual activity, gaming affects a person's physical, emotional, and social aspects (Jones et al., [<reflink idref="bib12" id="ref58">12</reflink>]). Young adults in India must understand these dynamics to address gaming behaviour's positive and potentially challenging aspects. It is possible that further research in this area could continue to shed light on the evolving relationship between gaming and well-being in the modern digital age.</p> <hd id="AN0194088650-24">Implications</hd> <p></p> <hd id="AN0194088650-25">Psychological implication</hd> <p>The findings highlight how gaming behaviour and mental health are related among young Indian adults. While gaming provides a platform for stress relief and escapism, it also holds potential psychological risks such as addiction and emotional disturbances, particularly in competitive gaming scenarios (Marques et al., [<reflink idref="bib22" id="ref59">22</reflink>]). These require self-regulation and balanced gaming habits to mitigate these risks. Gamers often use gaming as a coping mechanism against life stressors, but there is a growing recognition that this relief is temporary and does not address underlying issues (Shi et al., [<reflink idref="bib34" id="ref60">34</reflink>]). Therefore, it is necessary to build awareness about the psychological impacts of gaming and promote strategies for maintaining mental well-being, such as setting boundaries and integrating other fulfilling activities into daily routines.</p> <hd id="AN0194088650-26">Social implication</hd> <p>Gaming has emerged as a significant social activity that shapes interactions and relationships among young adults. The finding reveals that gaming experiences often begin with family involvement, evolving into a means for building and maintaining social connections. Multiplayer online games have expanded social circles, providing a platform for meaningful interactions and community building (Akın, [<reflink idref="bib1" id="ref61">1</reflink>]). However, the social implications of gaming reflects the excessive gaming that can lead to social isolation and strained family relationships. Therefore, it is necessary to ensure a supportive environment, where family members understand and engage with gaming positively, can help nurture these relationships. Moreover, gaming communities offer social support, but it is essential to balance virtual interactions with real-world connections to maintain a healthy social life.</p> <hd id="AN0194088650-27">Policy implication</hd> <p>The findings advocate the need for policy interventions to promote healthy gaming practices and address the challenges posed by excessive gaming. Policies that focus on regulating gaming content to ensure it is age-appropriate and does not encourage addictive behaviour could significantly ensure safety of the gamers. Further, implementing parental controls and monitoring tools could possibly help manage children's gaming activities and guide them towards balanced habits. Additionally, policies aimed at bridging the digital divide are crucial to provide equitable access to gaming technology and prevent socio-economic disparities from influencing gaming habits.</p> <hd id="AN0194088650-28">Limitation</hd> <p>The current study has a few limitations. There may be limitations to the generalizability of the findings of this study because of the small sample size of only 12 gamers. Research in the future may include a more extensive and diverse sample to provide a more representative picture of gaming behaviour among young adults in India. In addition, semi-structured interviews may result in response bias since participants may have provided socially desirable responses or have had difficulty recalling specific details about their gaming behaviour.</p> <hd id="AN0194088650-29">Conclusion</hd> <p>The study highlights a dual nature of gaming's impact. Gaming offers substantial benefits, such as stress relief, social connection, and the development of strategic and problem-solving skills. Whereas, it poses challenges, including potential addiction, physical strain, and social isolation if not balanced with other life responsibilities. In addition, the study attempted to examine the origin of gaming behaviour, the behavioural patterns and its effects. Tracing from the inception of gaming habits to childhood experience marked by leisure and family interaction, this study is the first to explore the socio-economic factors sharing long-term engagement in gaming. Moreover, it reflected gaming as a ritualistic practice that included environmental preparation, emotional engagement and reflective cool-down period. Future studies should continue to explore the evolving relationship between gaming and well-being, considering the rapid advancements in technology and changing social dynamics in the digital age.</p> <hd id="AN0194088650-30">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0194088650-31">Data availability statement</hd> <p>Dataset not available for publication. 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(2023). How online gaming could enhance your career prospects. Simulation & Gaming, 54 (1), 28 – 44. https://doi.org/10.1177/10468781221137361</bibtext> </blist> <blist> <bibtext> Wood, W., & Runger, D. (2016). Psychology of habit. Annual Review of Psychology, 67 (1), 289 – 314. https://doi.org/10.1146/annurev-psych-122414-033417</bibtext> </blist> <blist> <bibtext> Zamani, E., Chashmi, M., & Hedayati, N. (2009). Effect of addiction to computer games on physical and mental health of female and male students of guidance school in city of Isfahan. Addiction & Health, 1 (2), 98 – 104.</bibtext> </blist> <blist> <bibtext> Zelinski, E. M., & Reyes, R. (2009). Cognitive benefits of computer games for older adults. Gerontechnology, 8 (4), 220. https://doi.org/10.4017/gt.2009.08.04.004.00</bibtext> </blist> </ref> <aug> <p>By Anuradha Sathiyaseelan; Sathiyaseelan Balasundaram; Bishal Patangia and Ashwini M</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Anuradha Sathiyaseelan is a Professor at the School of Psychological Sciences, CHRIST (Deemed to be University), Bangalore, India. She holds a postgraduate degree in Psychology and a Bachelors in Rehabilitation Science. Her Ph.D. is in Psycho-Oncology from The Tamil Nadu Dr. MGR Medical University in Chennai, Tamil Nadu. She has also completed an MBA in Human Resources Management. She has worked in mental health for more than 29 years in institutions such as Schizophrenia Research Foundations (a WHO collaborative center for research in mental health in India) and Narayana Hrudayalaya in Bangalore, India. Dr. Anuradha supervises research scholars in Psycho-Oncology, Clinical psychology, Positive Psychology, and Health psychology. She serves on academic councils and boards of examinations and is a member of the World Association for Psychosocial Rehabilitation (WAPR) APA, SRA, and other universities. She has presented papers, delivered keynote addresses, and participated in panel discussions at various National and International conferences. Dr. Anuradha has published more than 90 research papers in reputed international journals. She has collaborations with professors from Miami University (USA), Autonomous University of San Luis Potosi, Mexico, Zurich University of Social Sciences (ZHAW), Zurich and University of Applied Sciences Northwestern Switzerland, and Cincinnati University(USA). Over the past two decades, Dr. Anuradha has focused her research on mindfulness and holistic wellness. She is a trained mindfulness therapist and Vipassana practitioner who teaches mindfulness through webinars, individual sessions, and workshops.</p> <p>Sathiyaseelan Balasundaram is a Professor and Area Chair of the MBA Human Resources Program at the School of Business and Management, CHRIST (Deemed to be University), Bangalore, India. He earned his MBA from IIM Calcutta and holds a PhD in Management. Dr. Sathiyaseelan has over 30 years of experience in the field of HR, including 24+ years in leadership positions in various industries and 7+  years in teaching and research. He has also developed and conducted leadership training sessions for Fortune 500 companies such as Tektronix and Toyota Industries. Dr. Sathiyaseelan's Ph.D. research focused on well-being, work engagement, and spirituality. He has presented papers at national and international conferences and published several papers in renowned international journals. Along with his research collaborators at Zurich University of Social Sciences (ZHAW) and the University of Applied Sciences North-western Switzerland, he has researched jugaad leadership. Dr. Sathiyaseelan has developed and offers an MBA-level course on Wellbeing at Work.</p> <p>Bishal Patangia is currently an Associate Researcher at the School of Psychological Sciences at CHRIST (Deemed to be University). He completed his postgraduation in psychology specialising in Human Resource Development and Management (HRDM) from CHRIST (Deemed to be University), Bangalore, India. He also holds a Bachelors in a triple major course – Psychology, Sociology, and English Literature. He has been working as a Learning and Development Specialist for over two years, developing various training programs focusing on wellbeing at the workplace. As an aspiring public health practitioner, he has been working on various research projects emphasising the interconnection of physical and psychological health, women's reproductive health, and social epidemiology and has published research papers in several national and international journals. He received international affiliation from the American Public Health Association, Society of Industrial and Organizational Psychology, International Association of Applied Psychology, USA, and a life membership from the Indian Association of Occupational Health. His research primarily focuses on well-being, occupational health and safety, women's health, public health, and trauma in healthcare.</p> <p>Ashwini M is a research scholar at CHRIST (Deemed to be University) pursuing her Ph.D. in Psychology. She is curious about the human mind and the various behaviours it concocts. She uses empathy and research to uncover the same. Her primary research area focuses on Social Psychology, Personal Narratives, Meaning-making, and Self-concept. Although a qualitative expert, she has experience with multiple research approaches and designs. She also has experience conducting research for organisations to develop their strategies and assess the impact.</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib12" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib43" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib29" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib13" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib47" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib46" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib23" firstref="ref16"></nolink> <nolink nlid="nl10" bibid="bib28" firstref="ref17"></nolink> <nolink nlid="nl11" bibid="bib25" firstref="ref19"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref20"></nolink> <nolink nlid="nl13" bibid="bib39" firstref="ref21"></nolink> <nolink nlid="nl14" bibid="bib30" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib37" firstref="ref24"></nolink> <nolink nlid="nl16" bibid="bib31" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib38" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib41" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib33" firstref="ref28"></nolink> <nolink nlid="nl20" bibid="bib35" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib14" firstref="ref31"></nolink> <nolink nlid="nl22" bibid="bib18" firstref="ref32"></nolink> <nolink nlid="nl23" bibid="bib20" firstref="ref33"></nolink> <nolink nlid="nl24" bibid="bib36" firstref="ref34"></nolink> <nolink nlid="nl25" bibid="bib42" firstref="ref37"></nolink> <nolink nlid="nl26" bibid="bib45" firstref="ref38"></nolink> <nolink nlid="nl27" bibid="bib32" firstref="ref40"></nolink> <nolink nlid="nl28" bibid="bib34" firstref="ref42"></nolink> <nolink nlid="nl29" bibid="bib44" firstref="ref43"></nolink> <nolink nlid="nl30" bibid="bib11" firstref="ref44"></nolink> <nolink nlid="nl31" bibid="bib19" firstref="ref45"></nolink> <nolink nlid="nl32" bibid="bib24" firstref="ref47"></nolink> <nolink nlid="nl33" bibid="bib26" firstref="ref48"></nolink> <nolink nlid="nl34" bibid="bib27" firstref="ref52"></nolink> <nolink nlid="nl35" bibid="bib15" firstref="ref54"></nolink> <nolink nlid="nl36" bibid="bib40" firstref="ref56"></nolink> <nolink nlid="nl37" bibid="bib16" firstref="ref57"></nolink> <nolink nlid="nl38" bibid="bib22" firstref="ref59"></nolink>
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  Label: Title
  Group: Ti
  Data: 'I Am Lost in That Reality, and I'm Just Playing the Game': A Qualitative Study Exploring Gaming Behaviour and Its Effect on Young Adults in India
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anuradha+Sathiyaseelan%22">Anuradha Sathiyaseelan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6771-9413">0000-0001-6771-9413</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sathiyaseelan+Balasundaram%22">Sathiyaseelan Balasundaram</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9593-871X">0000-0001-9593-871X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bishal+Patangia%22">Bishal Patangia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7693-3275">0000-0002-7693-3275</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ashwini+M%2E%22">Ashwini M.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Guidance+%26+Counselling%22"><i>British Journal of Guidance & Counselling</i></searchLink>. 2026 54(2):227-241.
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  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Health%22">Physical Health</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Productivity%22">Productivity</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Life%22">Social Life</searchLink><br /><searchLink fieldCode="DE" term="%22Leisure+Time%22">Leisure Time</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Activities%22">Recreational Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Habit+Formation%22">Habit Formation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03069885.2024.2429397
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0306-9885<br />1469-3534
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current study aims to explore gaming behaviour among young adults in India and its effects on their physical and emotional health, productivity, interactions, and social life. Data were collected from 12 avid gamers through in-depth semi-structured interviews. A thematic analysis was conducted to identify the global theme and organise themes from the data. The global theme was the "exploration of contemporary gaming behaviour". The habit theme included the origin of the game, practice, and change over time, while the effects' theme focused on the physical and emotional health, productivity, interactions, and social life of young adults who engaged in gaming. The findings suggest that gaming behaviour has become an established habit among young adults in India, significantly affecting various aspects of their lives. The study highlights the need for increased awareness of the potential negative consequences of excessive gaming and emphasises the importance of moderation in gaming.
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  Data: 2026
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  Data: EJ1508461
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03069885.2024.2429397
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 227
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: Video Games
        Type: general
      – SubjectFull: Behavior
        Type: general
      – SubjectFull: Physical Health
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Productivity
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Social Life
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      – SubjectFull: Leisure Time
        Type: general
      – SubjectFull: Recreational Activities
        Type: general
      – SubjectFull: Habit Formation
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: 'I Am Lost in That Reality, and I'm Just Playing the Game': A Qualitative Study Exploring Gaming Behaviour and Its Effect on Young Adults in India
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