The Effects of Video Games on Stress Reduction in University Students: A Systematic Review
Bibliographic record
Abstract
Abstract Introduction. University can be stressful for students affecting mental health, academics, and well-being. Common stressors include workload, relationships, and finances. Video games are a method of coping. Methods. Twelve studies met inclusion criteria found in a search of six databases. Studies involving: participants with comorbidities, the negative effects of video games, publishing before 2010, and only assessments of thefrequency/duration of playtime were excluded. The quality was assessed using a self-developed quality appraisal. Results. Video games may reduce stress in students, although the effect is not conclusive. Video games can provide a sense of control and mastery leading to increased relaxation and reduced stress levels. They can be a distraction from stressors and improve mood. Discussion. Gaming helps reduce stress in students but more research is needed to fully understand the effects. Most studies did not look at the effects of playing video games in isolation. Individual differences may impact the effectiveness of stress management. Using varying strategies to cope including professional help is important. Conclusion. Further research should identify the most effective types of video games and develop best practices for stress management. Understanding potential benefits and limitations of video gaming can inform effective stress reduction strategies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.004 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".