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<p>Internet addiction among university students has become a growing concern, yet effective interventions that reduce it without conflicting with academic demands remain limited. This quasi-experimental study examined the effects of a digital game-based psychological intervention on producing behavioral and cognitive gains, specifically reducing internet addiction and enhancing English reading, writing, and translation proficiency, among at-risk Chinese university EFL learners with internet addiction. A total of 67 participants from two intact classes were randomly designated into either an experimental group (<i>n</i> = 34) or a control group (<i>n</i> = 33). The experimental group engaged with a digital game-based psychological intervention, whereas the control group received conventional instruction without game-based elements. Behavioral and cognitive gains, specifically improvements in English reading, writing, and translation proficiency, were assessed at the 17th week (post-test) and the 42nd week (delayed post-test) using self-developed English examination papers. In addition, changes in internet addiction were measured using the <i>Gaming Disorder Screening Scale</i> at the same time points. Independent samples <i>t</i>-tests and 2 × 3 mixed-design ANOVAs were used for data analysis. Results revealed that, compared with the control group, the experimental group achieved significantly higher gains in terms of English reading, writing, and translation skills, as well as a marked reduction in internet addiction levels. These findings suggest that a digital game-based psychological intervention may be effective in yielding dual benefits, alleviating internet addiction while enhancing English reading, writing, and translation proficiency, among at-risk Chinese university EFL learners. Practical recommendations include selecting language-rich games, regulating gameplay time, and integrating structured tasks for educators, as well as allocating resources for program development and teacher training for policymakers.</p>

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Behavioral and cognitive gains from digital game-based psychological intervention for at-risk Chinese university EFL learners with internet addiction

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月20日

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  • Yaoyao Zhu,
  • Chunlin Yao

摘要

Internet addiction among university students has become a growing concern, yet effective interventions that reduce it without conflicting with academic demands remain limited. This quasi-experimental study examined the effects of a digital game-based psychological intervention on producing behavioral and cognitive gains, specifically reducing internet addiction and enhancing English reading, writing, and translation proficiency, among at-risk Chinese university EFL learners with internet addiction. A total of 67 participants from two intact classes were randomly designated into either an experimental group (n = 34) or a control group (n = 33). The experimental group engaged with a digital game-based psychological intervention, whereas the control group received conventional instruction without game-based elements. Behavioral and cognitive gains, specifically improvements in English reading, writing, and translation proficiency, were assessed at the 17th week (post-test) and the 42nd week (delayed post-test) using self-developed English examination papers. In addition, changes in internet addiction were measured using the Gaming Disorder Screening Scale at the same time points. Independent samples t-tests and 2 × 3 mixed-design ANOVAs were used for data analysis. Results revealed that, compared with the control group, the experimental group achieved significantly higher gains in terms of English reading, writing, and translation skills, as well as a marked reduction in internet addiction levels. These findings suggest that a digital game-based psychological intervention may be effective in yielding dual benefits, alleviating internet addiction while enhancing English reading, writing, and translation proficiency, among at-risk Chinese university EFL learners. Practical recommendations include selecting language-rich games, regulating gameplay time, and integrating structured tasks for educators, as well as allocating resources for program development and teacher training for policymakers.