Community-Based Intervention to Reduce Problematic Video Game Use in First-Year Secondary School Students: A Cluster Randomised Controlled Trial

NCT07357792 | Active Not Recruiting

• 1 other identifier: AQUÉJUGAMOS 2025/317
• Study Type: interventional
• Target: 492
• Locations: 1 country
• Sites: 1

Brief Summary

This cluster randomised controlled trial will evaluate whether a community-based, multicomponent intervention can reduce problematic video game use and gaming disorder among first-year secondary school students in Pontevedra, Spain. The intervention combines three coordinated components: a participatory community programme in which adolescents identify local leisure resources and co-design healthy screen-free activities; a classroom-based mindfulness programme for adolescents; and an online mindfulness programme for parents, caregivers, teachers, healthcare professionals, and other adults in the adolescents' environment. Schools will be randomly assigned to either the intervention group or a control group that continues with usual educational practice. Adolescents will be assessed before the intervention, after the intervention, and at 6-month follow-up. Adults will be assessed before and after the intervention. The main hypothesis is that adolescents in intervention schools will show a greater reduction in problematic video game use and gaming disorder than adolescents in control schools. The study will also examine whether the intervention improves mindfulness, psychological well-being, perceived social support, and self-regulation, and reduces impulsivity and involvement in cyberbullying. In addition, it will explore whether changes in mindfulness and other psychological factors help explain the intervention's effects, and whether family involvement, adult mindfulness, cyberbullying, and baseline severity influence the results.

Conditions

Video Game Addiction; Gaming Disorder

Keywords

gaming disorder; video game addiction; mindfulness; social support; cyberbullying; impulsivity; well-being

Outcome Measures

Primary Outcomes (1)

• Problematic Video Game Use and Game Addiction

  Change in problematic video game use and gaming disorder symptoms among adolescents, assessed using the validated Spanish versions of the Game Addiction Scale for Adolescents (GASA) and the Ten-Item Internet Gaming Disorder Test (IGDT-10). The GASA is a seven-item self-report instrument. Total scores range from 7 to 35, with higher scores indicating greater severity of problematic gaming and addiction-related symptoms. The scale has shown adequate internal consistency, with Cronbach's alpha values ranging from 0.81 to 0.83. The IGDT-10 is a ten-item self-report instrument assessing the nine DSM-5 criteria for Internet Gaming Disorder. Using the criteria-based scoring procedure, total scores range from 0 to 9, with higher scores indicating that a greater number of diagnostic criteria are met and greater gaming disorder severity. The instrument has demonstrated acceptable internal consistency, with Cronbach's alpha values ranging from 0.62 to 0.75.

  One year and a half, and at follow-up (6 months after study completion)

Secondary Outcomes (8)

• Mindfulness in Adolescents

  One year and a half, and at follow-up (6 months after study completion)

• Psychological Well-Being in Adolescents

  One year and a half, and at follow-up (6 months after study completion)

• Impulsivity in Adolescents

  One year and a half, and at follow-up (6 months after study completion)

• Cyberbullying Involvement

  One year and a half, and at follow-up (6 months after study completion)

• Perceived Social Support

  One year and a half, and at follow-up (6 months after study completion)

Other Outcomes (3)

• Adherence to the Community Component

  Throughout the intervention period (an average of 1 year).

• Adherence to the Group-Based Mindfulness Program (Adolescents)

  Throughout the intervention period (an average of 1 year).

• Adherence to the Individual Online Program (Adults)

  Throughout the intervention period (an average of 8 months).

Study Arms (2)

Intervention Group

EXPERIMENTAL

Participants in this arm include first-year secondary school students attending educational centres assigned to the intervention group, together with participating adults from the adolescents' immediate environment. Adolescents receive a coordinated multicomponent intervention comprising: (1) a participatory community-based programme in which they identify local leisure resources and co-design healthy, screen-free activities; and (2) a structured classroom-based mindfulness programme aimed at strengthening attention, emotional awareness, and self-regulation. Participating adults (including family members, caregivers, teachers, healthcare professionals, and community representatives) complete an individual, self-guided online programme combining mindfulness practices with cognitive-behavioural strategies. All intervention components are delivered in addition to usual educational activities.

Behavioral: Community-Based Component; Behavioral: Adolescent Mindfulness Component; Behavioral: Adult Mindfulness Component

Control Group

NO INTERVENTION

Participants in this arm include first-year secondary school students attending educational centres assigned to the control group. They do not receive any of the multicomponent intervention activities and continue with usual educational practice throughout the study period. Control-group participants complete the study assessments at the predefined time points to allow comparison with participants from intervention schools.

Interventions

Community-Based Component BEHAVIORAL

The community component is based on participatory action research and actively involves adolescents in identifying local leisure needs, recognising community assets, and co-designing healthy screen-free alternatives. It consists of three 50-minute classroom sessions facilitated by trained members of the research team. Students use community mapping and photovoice to explore their everyday leisure environments, produce photographs with short narratives, and contribute to a collective map. The materials are then discussed in small groups to identify available resources, barriers, and opportunities for improvement. Finally, students prioritise the proposals through voting and jointly develop two feasible community-based leisure activities. The core structure is standardised across schools, while the specific content and activities are adapted to each local context. Attendance, adaptations, and implementation fidelity are recorded throughout the process.

Intervention Group

Adolescent Mindfulness Component BEHAVIORAL

The adolescent mindfulness component is a structured classroom-based programme adapted from established Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy protocols. It aims to strengthen attention, emotional awareness, and behavioural self-regulation. The programme consists of eight face-to-face group sessions of approximately 50 minutes, delivered during school hours. Content follows a progressive sequence focused on awareness of the body and breathing, physical sensations, emotions, thoughts, and open awareness. Sessions combine guided mindfulness practices with age-appropriate reflection and discussion, helping students recognise internal experiences and respond to them in a less automatic way. Brief mindfulness exercises are also encouraged in other school settings to support the transfer of skills to daily life. No minimum group size is required, and the intervention is delivered in addition to usual educational activities.

Intervention Group

Adult Mindfulness Component BEHAVIORAL

The adult mindfulness component is an individual, self-guided online programme for parents, caregivers, teachers, healthcare professionals, and community representatives in the adolescents' immediate environment. It aims to improve participants' mindfulness and psychological well-being while providing practical tools to support adolescents in developing healthier leisure habits. The programme consists of six sessions of approximately 45 minutes each and is designed to be completed over eight weeks at the participant's own pace. Its content combines mindfulness practices with cognitive-behavioural strategies focused on emotional regulation, stress management, self-awareness, and more mindful responses in everyday situations. The programme is accessed through digital devices, requires no minimum number of participants, and is intended to strengthen adults' role as supportive models within adolescents' family, school, healthcare, and community environments.

Intervention Group

Eligibility Criteria

• Age: 11 Years - 15 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Publicly funded
• Located in the province of Pontevedra
• Provide compulsory secondary education
• Agree to participate in the study
• Allow implementation of the programme

You may not qualify if:

• Simultaneous participation in another structured programme specifically addressing problematic video game use, gaming disorder, mindfulness or screen use.
• Unable to guarantee the minimum conditions required for programme implementation
• Adolescents
• Enrolled in the first year of compulsory secondary education at a participating centre
• Provide signed informed consent
• Have sufficient proficiency in the language used for the intervention and questionnaires
• Are able to complete the study assessments
• Difficulties that prevent participation in the sessions or completion of the questionnaires and cannot be managed with reasonable support
• Signed informed consent is not provided
• Consent is withdrawn at any time
• Adults
• Parent, legal guardian, or caregiver of a participating adolescent and/or an adult involved in the school-based coordinating group
• Agree to participate
• Provide signed informed consent
• Have access to an internet-connected electronic device to complete the online mindfulness programme and questionnaires

Sponsors & Collaborators

• Fundacin Biomedica Galicia Sur: lead
• Universidad de Zaragoza: collaborator

Study Sites (1)

Centro de Saúde de Rosalía de Castro

Vigo, Pontevedra, 36201, Spain

Location

Related Publications (9)

• Mettler, J., Mills, D.J., Heath, N.L. (2020). Problematic Gaming and Subjective Well-Being: How Does Mindfulness Play a Role? International Journal of Mental Health and Addiction, 18(3), 720-736.

  BACKGROUND

• Kim J, Lee S, Lee D, Shim S, Balva D, Choi KH, Chey J, Shin SH, Ahn WY. Psychological treatments for excessive gaming: a systematic review and meta-analysis. Sci Rep. 2022 Nov 28;12(1):20485. doi: 10.1038/s41598-022-24523-9.

  PMID: 36443408 BACKGROUND

• Ji Y, Yin MXC, Zhang AY, Wong DFK. Risk and protective factors of Internet gaming disorder among Chinese people: A meta-analysis. Aust N Z J Psychiatry. 2022 Apr;56(4):332-346. doi: 10.1177/00048674211025703. Epub 2021 Jul 10.

  PMID: 34250835 BACKGROUND

• Király, O., Griffiths, M.D., & Demetrovics, Z. (2015). Internet Gaming Disorder and the DSM-5: Conceptualization, Debates, and Controversies. Current Addiction Reports, 2(3), 254-262.

  BACKGROUND

• King DL, Delfabbro PH, Billieux J, Potenza MN. Problematic online gaming and the COVID-19 pandemic. J Behav Addict. 2020 Apr 29;9(2):184-186. doi: 10.1556/2006.2020.00016. Print 2020 Jun.

  PMID: 32352927 BACKGROUND

• Andrade-Pérez, B.A., Guadix-García, I.G., Rial-Boubeta, A.R., & Suárez-Lorenzo, F.S. (2021). El impacto de la tecnología en la adolescencia: relaciones, riesgos y oportunidades. UNICEF.

  BACKGROUND

• Gao YX, Wang JY, Dong GH. The prevalence and possible risk factors of internet gaming disorder among adolescents and young adults: Systematic reviews and meta-analyses. J Psychiatr Res. 2022 Oct;154:35-43. doi: 10.1016/j.jpsychires.2022.06.049. Epub 2022 Jul 19.

  PMID: 35926424 BACKGROUND

• Derevensky JL, Hayman V, Lynette Gilbeau. Behavioral Addictions: Excessive Gambling, Gaming, Internet, and Smartphone Use Among Children and Adolescents. Pediatr Clin North Am. 2019 Dec;66(6):1163-1182. doi: 10.1016/j.pcl.2019.08.008.

  PMID: 31679605 BACKGROUND

• Rial Boubeta, A. R. (2022). Adolescencia, tecnología, salud y convivencia: un estudio integral y proactivo desde los propios adolescentes. Fundación Barrié.

  BACKGROUND

MeSH Terms

Conditions

Technology Addiction; Cyberbullying; Impulsive Behavior

Condition Hierarchy (Ancestors)

Behavior, Addictive; Compulsive Behavior; Behavior; Bullying; Aggression; Behavioral Symptoms; Harassment, Non-Sexual; Social Behavior

Study Officials

• Ana M. Clavería Fontán, Primary Care Health Technician

  Servicio Gallego de Salud

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: This is a community-based, non-blinded, two-arm cluster randomised controlled trial with parallel groups. Allocation is performed at the educational-centre level, with participating schools randomly assigned to either the intervention group or the control group. The study uses a longitudinal design with repeated assessments at baseline, post-intervention, and 6-month follow-up to evaluate the effectiveness of a multicomponent intervention implemented under real-world school and community conditions.

Study Record Dates

• First Submitted: December 12, 2025
• First Posted: January 22, 2026
• Study Start: November 15, 2025
• Primary Completion: May 10, 2026
• Study Completion (Estimated): April 1, 2027
• Last Updated: July 17, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)