The Impact of Perceived Autonomy in Open-World Video Games on Anxiety Levels among Adolescents
Research Article
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The Impact of Perceived Autonomy in Open-World Video Games on Anxiety Levels among Adolescents

Yihan Feng 1*
1 New Channel Qingdao
*Corresponding author: ellen.fyh@icloud.com
Published on 11 July 2025
Volume Cover
LNEP Vol.106
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-80590-253-9
ISBN (Online): 978-1-80590-254-6
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Abstract

Adolescents globally face significant mental health challenges, with anxiety disorders affecting approximately 31.9% of this demographic. Concurrently, video gaming occupies a substantial portion of teenagers' leisure time, reported at 88%. While concerns about excessive gaming exist, emerging research suggests potential therapeutic benefits, particularly regarding games that fulfill psychological needs like autonomy. This study investigates the relationship between perceived autonomy within open-world video games and self-reported anxiety levels among high school students. Utilizing a mixed-methods design, 50 participants (aged 15-18, M=16.4, SD=0.9) engaged in a standardized 60-minute gameplay session of the popular open-world game 'Genshin Impact'. Perceived autonomy was assessed using an adapted Player Experience Inventory (PEI), while state anxiety was measured before and after gameplay using the State-Trait Anxiety Inventory (STAI) Short Form. Results revealed a significant negative correlation (r = -0.45, p < .05) between overall perceived autonomy and reductions in state anxiety. Analysis of autonomy subscales showed exploration autonomy (freedom to explore the world) had the strongest negative correlation with anxiety reduction (r = -0.52, p < .01), followed by narrative autonomy (meaningful choices) (r = -0.38, p < .05), while immersion alone showed no significant effect. Qualitative insights from participant reflections highlighted themes of empowerment and escapism as key mechanisms. This research contributes to nuanced debates on gaming's role in adolescent mental health, suggesting that open-world games emphasizing player autonomy may serve as accessible tools for emotional regulation. The findings underscore the importance of game design features and encourage parents and educators to consider the quality of gaming experiences over solely focusing on screen time quantity.

Keywords:

autonomy, open-world games, anxiety, emotional regulation, adolescent mental health

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Feng,Y. (2025). The Impact of Perceived Autonomy in Open-World Video Games on Anxiety Levels among Adolescents. Lecture Notes in Education Psychology and Public Media,106,9-16.

References

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[2]. Pew Research Center. (2022). Teens, Social Media and Technology 2022. Pew Research Center: Internet, Science & Tech.

[3]. Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https: //doi.org/10.1037/a0034857

[4]. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https: //doi.org/10.1037/0003-066X.55.1.68

[5]. Przybylski, A. K., Rigby, C. S., & Ryan, R. M. (2010). A motivational model of video game engagement. Review of General Psychology, 14(2), 154–166. https: //doi.org/10.1037/a0019440

[6]. Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining learning and crafting scientific experiments: A literature review on the use of Minecraft in education and research. Journal of Educational Technology & Society, 19(2), 355–366.

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[8]. Spielberger, C. D. (1983). Manual for the State-Trait Anxiety Inventory (STAI Form Y). Consulting Psychologists Press.

[9]. Kowert, R., Domahidi, E., & Quandt, T. (2014). The relationship between online video game involvement and gaming-related friendships among emotionally sensitive individuals. Cyberpsychology, Behavior, and Social Networking, 17(7), 447–453. https: //doi.org/10.1089/cyber.2013.0656

[10]. Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https: //doi.org/10.1080/1047840X.2014.940781

[11]. Ferguson, C. J. (2010). Blazing angels or resident evil? Understanding violent video game effects via experimental and longitudinal designs. Computers in Human Behavior, 26(4), 256–258. https: //doi.org/10.1016/j.chb.2009.09.007

[12]. Griffiths, M. D. (2005). A 'components' model of addiction within a biopsychosocial framework. Journal of Substance Use, 10(4), 191–197. https: //doi.org/10.1080/14659890500114359

[13]. Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.

[14]. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

[15]. Martey, R. M., & Consalvo, M. (2011). Performing the looking-glass self: Avatar appearance and group identity in Second Life. Popular Communication, 9(3), 165–180. https: //doi.org/10.1080/15405702.2011.583830

[16]. Iyengar, S. S., & Lepper, M. R. (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of Personality and Social Psychology, 79(6), 995–1006. https: //doi.org/10.1037/0022-3514.79.6.995

[17]. Johnson, D., Wyeth, P., Sweetser, P., & Gardner, J. (2012). Player Experience Inventory: A validated questionnaire for measuring player experience at a granular level. Proceedings of the 8th Australasian Conference on Interactive Entertainment: Playing the System, Article 5, 1–6. https: //doi.org/10.1145/2336727.2336732 (Note: Year corrected to 2012 based on common publication date)

References

[1]. Kessler, R. C., Avenevoli, S., Costello, E. J., Georgiades, K., Green, J. G., Gruber, M. J., ... & Merikangas, K. R. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Supplement. Archives of General Psychiatry, 69(4), 372–380. https: //doi.org/10.1001/archgenpsychiatry.2011.160

[2]. Pew Research Center. (2022). Teens, Social Media and Technology 2022. Pew Research Center: Internet, Science & Tech.

[3]. Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https: //doi.org/10.1037/a0034857

[4]. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https: //doi.org/10.1037/0003-066X.55.1.68

[5]. Przybylski, A. K., Rigby, C. S., & Ryan, R. M. (2010). A motivational model of video game engagement. Review of General Psychology, 14(2), 154–166. https: //doi.org/10.1037/a0019440

[6]. Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining learning and crafting scientific experiments: A literature review on the use of Minecraft in education and research. Journal of Educational Technology & Society, 19(2), 355–366.

[7]. Twenge, J. M., Cooper, A. B., Joiner, T. E., Duffy, M. E., & Binau, S. G. (2019). Age, period, and cohort trends in mood disorder indicators and suicide-related outcomes in a nationally representative dataset, 2005–2017. Journal of Abnormal Psychology, 128(3), 185–199. https: //doi.org/10.1037/abn0000410

[8]. Spielberger, C. D. (1983). Manual for the State-Trait Anxiety Inventory (STAI Form Y). Consulting Psychologists Press.

[9]. Kowert, R., Domahidi, E., & Quandt, T. (2014). The relationship between online video game involvement and gaming-related friendships among emotionally sensitive individuals. Cyberpsychology, Behavior, and Social Networking, 17(7), 447–453. https: //doi.org/10.1089/cyber.2013.0656

[10]. Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https: //doi.org/10.1080/1047840X.2014.940781

[11]. Ferguson, C. J. (2010). Blazing angels or resident evil? Understanding violent video game effects via experimental and longitudinal designs. Computers in Human Behavior, 26(4), 256–258. https: //doi.org/10.1016/j.chb.2009.09.007

[12]. Griffiths, M. D. (2005). A 'components' model of addiction within a biopsychosocial framework. Journal of Substance Use, 10(4), 191–197. https: //doi.org/10.1080/14659890500114359

[13]. Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.

[14]. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

[15]. Martey, R. M., & Consalvo, M. (2011). Performing the looking-glass self: Avatar appearance and group identity in Second Life. Popular Communication, 9(3), 165–180. https: //doi.org/10.1080/15405702.2011.583830

[16]. Iyengar, S. S., & Lepper, M. R. (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of Personality and Social Psychology, 79(6), 995–1006. https: //doi.org/10.1037/0022-3514.79.6.995

[17]. Johnson, D., Wyeth, P., Sweetser, P., & Gardner, J. (2012). Player Experience Inventory: A validated questionnaire for measuring player experience at a granular level. Proceedings of the 8th Australasian Conference on Interactive Entertainment: Playing the System, Article 5, 1–6. https: //doi.org/10.1145/2336727.2336732 (Note: Year corrected to 2012 based on common publication date)

Cite this article

Feng,Y. (2025). The Impact of Perceived Autonomy in Open-World Video Games on Anxiety Levels among Adolescents. Lecture Notes in Education Psychology and Public Media,106,9-16.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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Volume title: Proceedings of ICEIPI 2025 Symposium: AI Am Ready: Artificial Intelligence as Pedagogical Scaffold

ISBN: 978-1-80590-253-9(Print) / 978-1-80590-254-6(Online)
Editor: Kurt Buhring, Gregg S. Lloren
Conference website: https://2025.iceipi.org/Cebu.html
Conference date: 23 July 2025
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.106
ISSN: 2753-7048(Print) / 2753-7056(Online)

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