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Purpose – To examine video gamers’ attitudes about and perspectives on the controversial topic of video game “addiction.”

Approach – Ethnographic interviews and participant observation with a group of 52 regular video gamers, most also reporting considerable experience with substance use and/or dependence.

Findings – Gamers tended to endorse one of two explanations for video game addiction, either arguing that games operate on the same reward centers in the brain as drugs or that gamers who do become addicted are weak, unintelligent, or actively pursue an addictive state. Several rejected the category of addiction as applied to video gaming due to the lack of withdrawal symptomatology or the confusion of pleasure-seeking with pathology. None offered sociostructural explanations for the phenomenon, despite the relative oversampling of poor and minority participants with low degrees of education.

Research implications – Future research should attend to ideologies of causality and agency among populations affected by behavioral “addictions.”

Practical implications – The perspectives of video gamers themselves are critical to research and advocacy that departs from a position of slightly greater sensitivity, both to the formal dimensions of those games held to be most habit-forming and to the ideological dimensions of video gamers’ thinking about what constitutes “addiction.”

Purpose: Online gaming (OG) has become an increasing societal phenomenon during the current Pandemic times. This is due to lockdowns and people being confined to home environments. This chapter sheds light on the attraction of OG, from the perspective of it being a virtual immersion tool of emancipation. There has been an increasing amount of working from home arrangements during Pandemic times and more time is being spent in virtual immersion. As discussed in the article, there is a potential conflict between individual accountabilities, for example, to attain a certain degree of work-related performance and the hedonistic pleasure attained from OG (which is the type of focus of virtual immersion in this chapter). OG bears personal, business and societal costs, which are discussed in this chapter.

Need for this study: This study provides a picture of the implications of an individual’s virtual reality immersion for the purpose of OG, from the perspectives of personal and social accountabilities in the virtual and physical worlds in the current Pandemic environment.

Methodology: This is a concise overview of the theoretical underpinnings, impacts on accountabilities and implications relating to OG. The chapter provides a survey and discussion of the literature on increasing trends of OG, profit-making potential of OG and the related accountability perspectives.

Findings: This chapter has extended on the Internet accounting and accountability research literature by considering OG accountabilities and costs and benefits. OG supports an individual’s emancipation. From the perspective of OG, there are numerous forms of emancipations that can be achieved and that may result in ‘sacrifices’ by others including other online gamers. There is a substantial risk of a lack of accountability towards the others in the online and real-life environment on behalf of the one who is emancipated through escape.

This study uses the ‘Dragon Age’ series by BioWare as a case study to examine the impact of video game player diversity on the inclusion of Lesbian, Gay, Bisexual and Transgender (LGBT) content in mainstream games. It explores the degree to which the perception of video games as ‘hegemonically masculine and heteronormative’ accurately reflects gamers’ own experiences.

The study is based on an online survey in the Dragon Age community forum, including open-ended qualitative questions.

The main findings show that male and female respondents widely believed in the presence of heterosexual (male) privilege within gaming culture at large. However, respondents’ own personal views and experiences demonstrated that they largely accept the inclusion of LGBT content in games. Finally, respondents showed considerable ‘disinhibition’ when it came to experimenting with sexuality and sexual identity in video games as compared to in real life.

This was a small exploratory study and was limited by its size and a possible self-selection bias.

The findings indicate that gender diversity, diversity of sexualities and acceptance of LGBT content are all greater than previously thought. Moreover, role-playing games are fertile ground for experimentation with sexual identities among gamers. These results call for more research in this area.

This chapter seeks to investigate the role of student emotional intelligence (EI) in countering in-class cyberloafing behaviour by students, by exploring the mediating role of boredom proneness through a quantitative approach. A sample of 163 postgraduate university students in India was selected. The authors assessed the mediation model using PROCESS macro. The authors found that students who are more aware of their emotions are better equipped to handle internal and external distractions and work towards a desired goal or outcome and therefore are less likely to experience boredom. Results from this study revealed a significant direct and indirect negative relationship between students’ EI and cyberloafing behaviour. This chapter contributes to the body of literature by highlighting the positive effects of EI as an important antidote to student cyberloafing behaviour. On the practical front, the findings of this study can be used by academicians who are charged with the responsibility of understanding and enhancing student learning by diminishing cyberloafing behaviour among them. The proposed framework could provide a foundation for countering cyberloafing behaviour in educational settings.

The chapter studies the flow experience among academicians and the determinants of flow initiation and development. The academicians’ studied, have both research and teaching duties. The data for the study is drawn from 12 interviews conducted with academicians in India, with science, social science, and statistics as their fields of study. The study finds that different psychological needs can lead to flow experiences. It is proposed that the relationship between flow and psychological needs is influenced by personality traits (openness to experience and conscientiousness), which are reflected in day-day behavior (spontaneity and structuring). Interaction between humans (either students or collaborators) induced and strengthened flow-like feelings and emotional well-being, subject to certain conditions. Problem solving was found to be the key determinant of flow. Overall flow was found to be higher among research-oriented people working in science.