An ERP Study on The Effects of Video Games on Stress Reactions of College Students

Abstract

Abstract Background: Stress refers to a series of physiological and psychological reactions that occur in an organism when it is exposed to specific environmental influences in order to maintain internal homeostasis. Prolonged stress can have negative effects on psychological and physiological resilience, thus impacting health. Stress is a common manifestation in daily life, and contemporary electronic games have gained popularity as a form of entertainment, particularly action-based games which have emerged as a new type of sports activity. Although previous research has confirmed the role of the brain as the central regulator of stress responses and the ability of electronic games to modulate brain structure, further investigation is needed to understand the relationship between electronic games and the regulation of stress responses. Methodology: This study utilized a modified version of the multiplication mental arithmetic task paradigm and BP electroencephalography equipment. The accuracy and reaction time of participants were examined in three stages under stress conditions. Additionally, EEG data signals were collected to analyze and compare the amplitude and latency of ERP components. Results: The reaction time of the participants in the multiplication mental arithmetic task was significantly shorter under stress conditions compared to the control condition, while the accuracy was significantly lower. Following intervention with electronic games, the participants' reaction time in the mental arithmetic task was reduced. Even during the resting recovery period, the participants' reaction time remained significantly shorter than in the previous stages, accompanied by a significant increase in accuracy. The analysis of the ERP component data revealed that, under stress conditions, the amplitude of the P2 component was significantly lower compared to the control condition. Moreover, there were significant differences in the amplitude of the P1, P2, and LPP components during the recovery stage compared to the baseline testing and game intervention. Conclusion: The multiplication mental arithmetic task successfully induced stress responses in the participants as a laboratory stressor. Male university students exhibited improved accuracy and faster reaction times after playing electronic games. Under stress conditions, male university students demonstrated a positive effect and enhanced inhibitory ability due to the delayed impact of electronic games.