Electronic Games and Their Relationship to Family and Social Interaction among Middle School Students (A Case Study)

Abstract

This study aims to explore the relationship between electronic games and family and social interaction among middle school students using a descriptive-analytical approach. It relies on a three-part questionnaire (game use, family interaction, and social interaction) administered to a sample of middle school students, and SPSS analysis using Pearson and Spearman's coefficients. The main research question explores the extent to which these games affect interactions, with sub-questions addressing prevalence, levels, and statistical relationships. The results show a moderate positive correlation between game use (especially online multiplayer games) and social interaction. Games enhance communication and coordination skills and improve integration when playing with friends or family, while excessive individual use leads to a slight decrease in direct family interaction. Family interaction, however, remained stable without statistical significance, more closely linked to internal family factors and time balance. These findings are consistent with symbolic interaction theory, which explains self-construction through digital symbols. They partially align with previous studies, such as Hussein's (2019) on increased electronic interaction and Al-Zahrani's (2020) on the importance of rules but contradict the findings of Al-Assaf (2021) and Al-Shammari (2022) regarding the lack of a direct negative impact on the family. The study recommends encouraging cooperative games to promote communication, raising students' awareness of choosing socially beneficial games, integrating educational games into school activities, balanced parental supervision without excessive prohibition, developing family dialogue about games with joint sessions, focusing on supportive family activities, time management training, school awareness campaigns, future studies on the quality of games, and activating the role of teachers in positive guidance.