The Impact of Social Activities in Video Games on Real-Life

Socialisation and Mental Health

Pengyu Chen

International college, Communication University of China, Nanjing, Nanjing, 210000, China

Keywords: Video Game Social Interaction, Real - World Social Behavior, Mental Health, Influence Mechanism, Social

Interaction.

Abstract: The impact of video game social activities on audiences has become a hot social concern. While some studies

highlight their negative effects on adolescents' mental health, the influence on real-life social behaviors has

been overlooked, with past research often suffering from short research durations and outdated contexts. This

study uses questionnaire surveys, SPSS correlation analysis, and literature reviews to explore the effects of

in-game social interactions (e.g., teamwork, voice communication, virtual community participation) on

individual behavior and psychology. It finds these activities significantly boost real-life social competence

and promote psychological health. The findings bridge theoretical gaps in game social interaction research,

offering practical insights for optimizing game design, formulating educational interventions, and managing

players' mental health, thus aiding the construction of a healthy digital social ecology.

1 INTRODUCTION

1.1 Background to the Study

With digital technology deeply penetrating social life,

video games have evolved from a single

entertainment medium to a complex ecosystem with

social attributes. According to the 2024 China Game

Industry Report, the number of game users in China

has exceeded 680 million, and the proportion of game

hours driven by social functions has reached 42%. As

an active gaming culture region, the average daily

social gaming time of young people in Southwest

China is as high as 3.1 hours, far exceeding the

national average (CNNIC, 2025). This virtual social

practice has not only reconfigured the traditional

social model, but also triggered widespread social

controversy over its mental health impact. For

example, competitive games such as League of

Legends cultivate social skills through teamwork, but

over-indulgence may lead to social alienation in

reality; role-playing games such as World of Warcraft

promote deep interaction, but there is a risk of

confusing virtual identity with the real self. These

phenomena highlight that the dual influence of social

activities in video games on individual behaviour and

psychology needs to be explored in depth.

1.2 Significance of the Study

The significance of this study is to delve into the

impact of social activities in video games on real-life

social behaviour and mental health. By answering

specific questions about how social activities in video

games specifically affect players' social behaviours in

reality, whether these activities have a positive or

negative impact on mental health, and how different

types of video games, as well as player characteristics

(e.g., age, gender, consumption behaviours, etc.),

differ in these effects.

This study aims to fill a gap in the current

literature and provide valuable insights for game

designers, educators, and players. The findings not

merely augment the theoretical edifice of game

studies but also proffer actionable insights for

fostering salutary video gaming practices and

enhancing societal well-being. In addition, this study

also intends to reveal the potential interactive effects

between video game social activities and real-life

social behaviours, contributing to a deeper

understanding of the complex relationship between

video games and mental health.

Chen, P.

The Impact of Social Activities in Video Games on Real-Life Socialisation and Mental Health.

DOI: 10.5220/0013993600004916

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Conference on Public Relations and Media Communication (PRMC 2025), pages 475-483

ISBN: 978-989-758-778-8

475

1.3 Research Issues

In order to delve deeper into the impact of social

activities in video games on real-life socialisation and

mental health, this study asks the following specific

questions:

How do social activities in video games

specifically affect the real-life social behaviour of

their audiences?

Are there adverse or good effects of socialisation

in video games on the mental health of the audience?

2 LITERATURE REVIEW

Since the influence of video games has expanded,

numerous scholars have conducted research on the

impact of video games on audience psychology and

the impact of video games on intimate relationships.

In the context of Chinese dissertations, scholars have

predominantly adopted diverse methodologies to

explore the influence of video games on various

aspects of players. Of these, the questionnaire method

has been particularly prevalent due to its efficiency

and quantitative advantages. For instance, Zhang et al.

(2023) collected data from 678 college students by

formulating a questionnaire and precisely analysed

the quantitative relationship between exposure to

violent video games and interpersonal

communication and psychological health. The

employment of in-depth interviews has yielded rich

qualitative insights, contributing to a more

comprehensive understanding of the subject matter.

Moreover, the experimental method was employed

for context-specific studies. Chen Yuan (2021)

effectively verified the role of enhancing self-esteem

and self-identity in reducing video game addictive

behaviors among middle school students through a

research design incorporating experimental and

control groups in self-esteem-themed group

counselling. The content analysis method plays a

pivotal role in exploring the relationship between

game content and player behavior. Zhou Yan (2019)

explored the influence of social motivation on

players' gaming behaviour through the meticulous

analysis of game content, combined with player

feedback. The views of Chinese scholars can be

broadly divided into the following two points:

The impact of video game social activities on the

real-life social skills of the audience has been a

subject of much debate. Bian, Qing, and Xia, Shixin

(2024) have demonstrated that 'toxic behaviours',

such as in-game bullying, pranks, deception, verbal

abuse, and other interactive behaviours that cause

discomfort to those who are subjected to them, are

prevalent in video game co-playing scenarios. These

behaviours have been shown to directly trigger

negative emotional experiences (game pain), and also

lead to structural ruptures in interpersonal

relationships by destroying social trust mechanisms,

forming a game social model with alienating

characteristics. Guo Ruiman et al. (2023) have

asserted that online games have the potential to

induce dependency in players, thereby impacting

their real-life social behaviours. This may manifest in

reduced communication with classmates and

participation in collective activities, ultimately

contributing to a deterioration in interpersonal

relationships.

Video game socialisation has a twofold effect on

the mental health of the audience.Regarding the

negative impact, Zhang Shichang et al. (2023) noted

that violent video game exposure had a direct

negative impact on college students' interpersonal

communication skills, with mental health playing a

partially mediating role. Chen Yuan (2021) also

found that a certain percentage of middle school

students survived video game addictive behaviours,

and that self-esteem and self-identity had a significant

negative effect on addictive behaviours. Li Jiaojiao

(2021) pointed out that adolescent online game

addiction has become a mental health problem of

world concern, and when adolescents are unable to

meet their social needs in reality, they often turn to

online games to seek care and support, which may

lead to game addiction.

With regard to positive impacts, Sun Hao et al.

(2023) pointed out that e-sports viewing behaviour

(the behaviour of participating in e-sports activities

by watching e-sports events, live broadcasts, etc., and

interacting with anchors or other viewers in real-time

or non-real-time through pop-up interactions, social

exchanges, etc., in order to gain entertainment

experience, social satisfaction or improve relevant

skills) has a positive effects, and esports viewing

behaviour can indirectly promote mental health by

promoting social adaptation. Through a survey of 383

Chinese university students, Tang Lin (2024) found

that co-operative interactions were negatively

associated with gaming addiction and that group

solidarity mediated the relationship between social

interactions to gaming addiction, suggesting that

appropriate social interactions and group solidarity

can reduce the negative effects of gaming addiction

on mental health.

With regard to foreign studies, the study by

Bhagat et al. (2019) utilised cross-sectional

questionnaires and statistical analyses to explore the

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relationship between online social needs,

interpersonal competence, and gaming addiction

(Bhagat et al., 2019). The research methods employed

included a pre- and post-test experimental design (Li

et al., 2013), latent category analysis (Michelle

Colder Carras et al., 2016), a literature review

(Muhannad Quwaider et al., 2019), and linear

regression. A comparison of the results of Chinese

research with those of foreign research on the impact

of video game social activities reveals that the former

is more in-depth. Foreign research includes studies of

the specific manifestations of the impact of video

game social activities on the audience, as well as the

way in which video game social activities affect the

audience. The extant literature on this topic can be

broadly categorised into two distinct points of view.

Video game social activities enhance audience's

real-life social competence by enhancing teamwork

skills and fostering instant communication skills.

For example, Ryan Perry et al. (2018) found that

social interactions in online multiplayer video games,

such as playing with real-life friends, online-only

friends, and strangers, promote social capital building

and enhance teamwork skills. Online role-playing

games (RPGs) and massively multiplayer online

games (MMOs) are typical examples of this. David et

al. (2020) highlighted that online games provide

players with opportunities to interact with others,

promoting co-operation and social support, which

enhances real-life communication skills.

Secondly, video game socialisation has been

demonstrated to engender heightened psychological

stress and anxiety (Jones et al., 2020). However, the

social features of video games have been shown to

have a mitigating effect on loneliness and to enhance

social support among their users (Smith et al., 2021).

Michelle Colder Carras et al. (2017) found that

excessive gaming and problematic gaming symptoms

were associated with increased depressive symptoms

and social anxiety in adolescents. Conversely, Li et

al. (2013) reported that online social network-based

video games were effective in increasing mental

health literacy and providing emotional support to

reduce loneliness.

Despite the existence of a substantial corpus of

academic research, the extant literature is subject to a

number of limitations. These limitations can be

enumerated as follows:

Firstly, the samples were not sufficiently

representative. A preponderance of Chinese and

international studies is afflicted by diminutive sample

sizes and homogenous groups (e.g., specific ages,

game types, or cultural backgrounds), which

compromise the generalisability of the findings.

The study's methodological framework exhibits

several shortcomings, including an overreliance on

cross-sectional designs and self-reported data.

Additionally, there is a lack of causal validation,

stemming from the amalgamation of mixed-methods

(quantitative and qualitative) approaches. This

integration gives rise to conclusions that are

potentially one-sided and susceptible to bias.

In the context of the temporal dimension, the

prevailing nature of studies is that of a relatively brief

duration, thereby resulting in a paucity of long-term

follow-up. Consequently, the dynamic relationship

between gaming behaviours and mental health, as

well as the long-term effects thereof, remains

challenging to reveal.

This study adopts a multi-method approach,

incorporating a questionnaire survey, SPSS

correlation analysis and a literature review. This

strategy is employed to address the limitations of

previous studies, which were hindered by small

sample sizes and insufficient universality. The

combination of diverse methods is intended to

prevent one-sided conclusions, while the integration

of previous studies' results with current data aims to

extend the study's time span, thereby enhancing the

study's credibility.

3 ANALYSIS OF

QUESTIONNAIRES

3.1 Descriptive Statistical Analyses

As demonstrated in Table 1, the sample comprised

406 respondents, of which 217 (53.4 per cent) were

male and 191 (47.0 per cent) were female. This

finding suggests a marginal overrepresentation of

males within the survey sample compared to females.

The age classes of the surveyed groups were

distributed evenly, with a relatively large number of

respondents aged 35-44, constituting 133 or 32.6 per

cent of the total. The distribution of the sample size

across all age groups was found to be uniform, with a

notable predominance of individuals in the middle-

aged category (35-44 years old). Among the

respondents, 91 were students by occupation,

accounting for 22.3 per cent of the total. Furthermore,

142 individuals, constituting 34.8 per cent of the total,

were office workers, while 111 people, amounting to

27.2 per cent of the total, were freelancers, with no

fixed place or time of work. This distribution is

logical, considering that office workers and

The Impact of Social Activities in Video Games on Real-Life Socialisation and Mental Health

477

freelancers have more flexible gaming schedules

compared to students.

With regard to gaming behaviour, 63.72% of

players engage in gameplay for a duration exceeding

five hours on a weekly basis. The genres of

MMORPG (59.31%) and FPS (54.66%) demonstrate

the highest levels of popularity. With regard to game

social participation, 56.62% of players allocate 1-3

hours per day to social activities such as team and

guild participation, primarily through team battles

(57.6%) and chat channels (49.02%). Concerning the

impact of real-life social interaction, 63.73% of

players believe that game social interaction has

expanded their real-life social circle, 56.62% of

players have increased the frequency of real-life

active communication, and 68.3% of those who have

a happy mood in game social interaction have shown

higher motivation for real-life communication. At the

psychological level, 56.62% of the players reported

positive emotions during game socialisation, and

56.37% indicated an increase in self-confidence.

With regard to intervention measures, 71.57%

expressed support for schools to implement relevant

educational programmes, and 58.58% advocated for

game manufacturers to enhance social environment

oversight. The results of the study indicate a positive

trend in the expansion of real-life social interaction,

the enhancement of emotions, and the enhancement

of self-confidence, and a higher level of acceptance

among young and middle-aged groups. The

distribution of data is illustrated in Table 1.

Table 1. Frequency analysis results.

Name of the issue options frequency

ercentages

(%)

Cumulative

percentage (%)

What is your gender?

male 217 53.19 53.19

female 191 46.81 100.00

What is your age range?

Under 18 69 16.91 16.91

18-24 years 97 23.77 40.69

25-34 years 109 26.72 67.40

35-44 years 133 32.60 100.00

What is your current status?

schoolchildren 91 22.30 22.30

office workers (as

social group)

142 34.80 57.11

self-employed 111 27.21 84.31

other 64 15.69 100.00

How do you think video game

socialising affects your real-life

social circle?

significant

expansion

153 37.50 37.50

expanding 107 26.23 63.73

no change 72 17.65 81.37

narrow 42 10.29 91.67

significant

narrowing

34 8.33 100.00

Have you expanded your real-life

social activities (e.g., offline

gatherings, participating in other

activities together, etc.) because of

Regularly 157 38.48 38.48

once in a while 113 27.70 66.18

rarely will 73 17.89 84.07

never 65 15.93 100.00

PRMC 2025 - International Conference on Public Relations and Media Communication

478

the friends you've made through

gaming social activities?

How often do you initiate

communication with people in real

social situations compared to before

engaging in game socialisation:

increase

significantly

96 23.53 23.53

slight increase 135 33.09 56.62

basically unchanged 133 32.60 89.22

Slight decrease 38 9.31 98.53

substantial reduction 6 1.47 100.00

How do you feel that

participating in gaming social

activities has affected your ability to

build trusting relationships with

others in real life?

Helps a lot, it's

easier to build trust

86 21.08 21.08

Some help, a little

boost

141 34.56 55.64

It doesn't matter. 129 31.62 87.25

There's a little bit of

an obstacle. It's a little

bit harder to build trust.

45 11.03 98.28

It's harder to build

trust when there are

more obstacles

7 1.72 100.00

How do you feel that

participating in playful socialising

has impacted on your self-

confidence?

It's a big boost.

Makes me feel more

confident.

80 19.61 19.61

There's been some

improvement, feeling a

little more confident

150 36.76 56.37

It doesn't matter. 133 32.60 88.97

It's a bit of a shock.

My self-confidence has

dropped a bit.

42 10.29 99.26

It's a big blow. My

self-confidence has

dropped significantly.

3 0.74 100.00

add up the total 408 100.0 100.0

3.2 Linear Regression Analysis

The present study employs linear regression analysis

to investigate the influence of video game social

activities on real-life social circles. As demonstrated

in Table 2, the overall model fitting effect is

significant (F(2,405)=272.397, p=0.000), with an R

of 0.574 and an adjusted R

of 0.571, indicating that

the model can explain approximately 57.1% of the

variance of the dependent variable. The D-W value of

2.000 verifies that there is no autocorrelation of the

residuals and that the model assumptions are well-

fitted.

The Impact of Social Activities in Video Games on Real-Life Socialisation and Mental Health

479

Table 2 Linear regression analysis results

Unstandardised

coefficient

Stand

ardised

coefficie

t p

Covarian

Diagnostics

Stan

dard

error

(midpoin

Beta

tole

rance

level

a constant -0.510

0.12

4.035

000**

- -

During your participation in a video game

social event,

our mood is usuall

0.539

0.04

0.398

0.995

000**

.244

0.80

How often do you initiate communication

with people in real social situations compared to

efore en

ame socialisation:

0.643

0.04

0.492

3.586

000**

.244

0.80

0.574

Adjustment R

0.571

(2,405)=272.397,p=0.000

D-W value 2.000

ote: Dependent variable = 6. How do you think video game social activities affect your real-life social

circle?

<0.05 **

<0.01

The findings of the linear regression analysis

demonstrated that 'mood during participation in video

game social activities' exhibited a significant positive

effect on the impact of video game social activities on

real social circles, with an unstandardised coefficient

B=0.539 (p<0.01). This suggests that the more

positive the mood (e.g., 'very pleasant and relaxing',

'more pleasant and stress-relieving') experienced by

players during game socialising, the more likely they

are to be driven by positive moods and to be more

proactive in establishing social relationships within

the game. The hypothesis is that the stronger the

positive mood (e.g., 'very pleasant, relaxing,' 'more

pleasant, can relieve stress'), the more likely they are

to be driven by positive emotions and more actively

establish social relationships within the game. It is

predicted that this positive interaction experience will

be extended to real-life scenarios, thus reinforcing the

recognition that 'game socialisation expands the

social circle in reality.

The frequency of active communication in real

social situations in comparison to before participation

in game socialisation exerts a significant positive

effect on the dependent variable, with an

unstandardised coefficient of B=0.643 (p<0.01) and a

standardised coefficient of β=0.492. This suggests

that an increase in game socialisation is directly

proportional to the frequency of active

communication, thereby reflecting the transfer value

of game socialisation on real social skills. Players

engage in game socialisation, thereby practising their

communication skills and directly promoting the

activation and expansion of their real social circle. It

can thus be concluded that an increase in the

frequency of active communication in reality is

indicative of the transfer value of game social

interaction on real social skills. Players are able to

exercise their communication skills and develop

active communication habits through game social

interaction, which directly promotes the activity and

expansion of the real social circle.

The analysis of the covariance diagnostic indicated

that the independent variable VIF value was 1.244

with a tolerance of 0.804, indicating the absence of

any substantial covariance problem and the reliability

of the regression results. Furthermore, the model

R2=0.574, adjusted R2=0.571, F(2,405)=272.397

(p=0.000), indicating that the model's explanatory

power on the dependent variable is 57.1% and is

statistically significant. In conclusion, game social

mood and real social active communication

frequency are important positive predictors of the

influence of video game social activities on real social

circles. Furthermore, the explanatory power and

stability of the model on the relationship between the

variables are satisfactory.

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4 SUMMARY OF KEY FINDINGS

OF THE STUDY

4.1 Impact of Video Game Socialisation

on Real-Life Socialisation

The descriptive statistical analysis revealed that over

70% of the surveyed players reported an increase in

the frequency of initiating social activities in real life

after socialising in video games (specifically in offline

gatherings, dining and other social occasions, for

example). This finding contradicts the results of

previous studies, which suggested that video game

social interaction mainly affects real-life social

behaviours indirectly through emotion regulation.

Instead, the present study suggests that social

activities in video games tend to affect real-life social

behaviours indirectly by enhancing individuals' real-

life skills (e.g. communication skills, initiative, etc.).

Moderate social activities in video games have

been found to have a positive effect on the mental

health of the audience. The survey responses

pertaining to the impact of game socialisation on

mental health further substantiate this finding. When

queried about their feelings regarding stress relief and

enjoyment while playing the game, 57% of

respondents expressed affirmative sentiments. This

suggests that a significant proportion of players

experience emotional relaxation and stress relief

during gameplay. Concurrently, 58% of respondents

indicated affirmation to the question 'Do you think

your self-confidence has been improved?', thereby

suggesting that game social activities have a

favourable effect on the enhancement of players' self-

confidence. The findings of this study indicate that

moderate participation in video game social activities

can improve the audience's mental health by relieving

psychological pressure and enhancing individual self-

confidence, thereby exerting a positive and beneficial

impact on people's psychological state.

4.2 Comparison of Research Findings

and Existing Studies

A total of seven articles relevant to the subject were

reviewed, of which Mogea et al. used a questionnaire

(Self-Report Surveys) to collect data covering 135

subjects. By designing satisfaction scales and mood

measurement tools (e.g. anxiety and depression

indicators), they analysed the relationship between

video game addiction and mental health. Furthermore,

Mogea et al. explored the potential mitigating effect of

offline social support on this relationship. In contrast,

Bhagat, S., and JeongE. J., & Kim, D. J.'s study

utilised cross-sectional questionnaires and statistical

analyses to explore the relationship between online

social demands, interpersonal competence and

gaming addiction.

Other research methods employed include pre- and

post-test experimental design, latent category analysis,

and literature reviews, and linear regression. This

study incorporated a questionnaire to collect data,

under the premise of using the literature review

method, which seeks to compensate for the lack of

qualitative analysis in the literature review, enhance

the scientific and credibility of the conclusions, and

discover the relationships of the variables that have

not been sufficiently focused on in previous studies in

the literature, by using the questionnaire and

quantitative analysis as a quantitative method of

analysis.

4.3 Components Supporting Existing

Research

The findings of this paper demonstrate partial

congruence with those of extant studies, such as the

proposition that the frequency of co-operative play

with a partner exerts a significant positive effect on

the quality of intimacy. The enhancement of real-life

emotional connection through co-operative gaming is

evidenced by an increase in the quality of interaction

and joint leisure time.

In addition, other scholars have argued that video

game socialisation has broken through virtual

boundaries and become an extension of real

socialisation. For instance, players may cultivate

authentic social relationships offline after

establishing friendships through gaming.

Furthermore, the development of collaborative skills

in players through teamwork in games (e.g., guild

missions) can be transferred to real-life scenarios.

While not explicitly argued, other studies have

implied a potential positive real-life influence by

emphasising the social functions of games (e.g.,

cooperation, identity).

5 SIGNIFICANCE OF THE

FINDINGS

5.1 The Potential Educational and

Social Value of Video Game

Socialisation

The results of this study demonstrate the educational

and social values of video game socialising activities.

The Impact of Social Activities in Video Games on Real-Life Socialisation and Mental Health

481

In terms of educational value, in the global

internationalisation genre of games, conducting video

game socialisation is conducive to players'

understanding of the culture and customs of other

regions and cross-cultural communication. It also

serves to exercise players' language expression skills

and vocabulary in foreign languages.

In terms of social value, the potential for

socialising in video games to transcend geographical

limitations is noteworthy, fostering connections with

individuals worldwide who share common interests

and thereby enriching the social experience.

Furthermore, game socialisation functions as a

medium for emotional release, offering players a

supportive and encouraging environment within the

virtual realm that serves to alleviate real-life

pressures.

5.2 Implications for Individual

Development

In the context of social groups that encounter

significant barriers to social integration, the

utilisation of video game-based socialisation has been

identified as a facilitator for the gradual adaptation to

social life.

In the case of individuals, game socialisation has

been shown to enhance communication skills,

including the ability to articulate one's position, status

and needs with clarity. Furthermore, it has been

demonstrated that game socialisation can enhance an

individual's capacity for emotion management,

thereby facilitating the maintenance of composure in

the face of challenges and frustrations encountered in

real-life scenarios.

5.3 Recommendations for Game

Developers

In this respect, game developers should take measures

to enhance the management of in-game socialising,

expeditiously remove inappropriate words and

actions, optimise the functionality of voice and text

chat to ensure seamless communication, and establish

the foundations for players to socialise within the

context of video games.

5.4 Implications for Society

It is imperative to elevate the societal discourse

concerning the socialisation of young individuals in

the digital landscape, with a particular emphasis on

incorporating a segment that explores the role and

repercussions of online socialisation within

educational contexts. Teachers' capacity building

should be strengthened, with a focus on improving

their ability to observe social gaming behaviours, to

help them identify whether students are addicted to

the Internet.

The promotion of the construction of parent-child

game rooms, the selection of cooperative games

suitable for the whole family, and the cultivation of

children's social skills through video game social

activities are also recommended.

6 RESEARCH LIMITATIONS

Despite the collection of 406 data points, which

served to compensate for the shortcoming of the

preceding study's lack of extensive geographical

coverage, the data sources from western China were

comparatively limited. Consequently, there may be a

certain deficiency in the representativeness of the data.

In terms of the impact of video game social

behaviours on audience real social behaviours and

mental health, further research is needed to

investigate the specific influencing factors, such as

whether different age classes are affected by video

game social behaviours in different ways.

Furthermore, it is crucial to ascertain whether the

family structure of the audience exerts an influence

on the effect of video game social behaviour.

7 CONCLUSION

Today, as video games have evolved from a single

entertainment medium to a complex ecosystem with

social attributes, in order to explore the impact of

social activities in video games on real social

behavior and mental health, this paper uses

questionnaire survey, literature review, SPSS

correlation analysis and other methods. This study

confirmed that the video game social activities have

both educational and social values. It can not only

improve the players' foreign language ability and

promote multicultural cognition through cross-

cultural interaction, but also break through regional

restrictions to build a global social network,

providing emotional support and pressure relief

channels for players. This study enlightens that

individuals can improve their communication ability

and emotional management ability through game

social interaction, and provide social adaptation path

for social disorder groups. It is suggested that game

developers optimize social function management, and

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482

call on the society to pay attention to young people's

online social education. The significance of this study

is to fill in the relevant theoretical gaps, provide cross

field practical guidance for game design optimization,

education intervention strategies and player mental

health management, and help understand the

interaction mechanism of digital social ecology and

social adaptation.

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