The Relationship between Gaming Addictive Behavior, Satisfaction, and Success in Computer-Based Learning

The purpose of this quantitative, correlational study was to examine the association between college students’ levels of gaming addictive behavior and their levels of student satisfaction and student success in a computer-based learning environment. Additionally, gender was investigated as a moderator of the association between gaming addictive behavior and student success and between gaming addictive behavior and student satisfaction. Data was collected through online surveys from a convenience sample of undergraduate students enrolled at a large, Southern Association of Colleges and Schools (SACS)-accredited, evangelical Christian university located in Virginia. The statistical program SPSS 22.0 was used for the analyses. Hierarchical multiple regression was used to statistically analyze the association between: (a) gaming addictive behavior and student success, (b) the interaction between gaming addictive behavior and gender and student success, (c) gaming addictive behavior and student satisfaction, and (d) the interaction between gaming addictive behavior and gender and student satisfaction. Results indicated that gaming addictive behavior was not associated with student success, nor was the interaction between gaming addictive behavior and gender a significant predictor of student success. Likewise, gaming addictive behavior and student satisfaction were not significantly associated, and the interaction between gender and gaming addictive behavior was not a significant predictor of student satisfaction. The findings may be informative as researchers continue to investigate online gaming addictive behavior as a potential predictor of academic success and students’ satisfaction with computer-based learning