# Online Games and Cognitive Distortions: A Comparative Analysis in Students with and without Disabilities

## TL;DR

This study explores how online gaming affects cognitive distortions in university students, finding higher risk profiles among those with disabilities.

## Contribution

The study introduces a comparative analysis of cognitive distortions in students with and without disabilities in the context of online gaming.

## Key findings

- Students with disabilities showed a higher risk profile for gaming addiction.
- This group also exhibited more cognitive distortions related to gambling.
- The findings highlight the need for targeted interventions for students with disabilities.

## Abstract

Online games have experienced significant growth in recent years, with gaming becoming a popular form of entertainment for people of all ages. However, their impact on cognition, especially among vulnerable groups such as students with disabilities, is a topic that requires deeper exploration. The objectives of this study are twofold: firstly, to understand the typology of risk players (non-risk players, players with problems, and pathological players); and secondly, to compare cognitive distortions among students with problematic profiles. Both objectives will be analyzed based on the presence or absence of disability. A total of 704 students from various Spanish universities (135 with disabilities and 569 without disabilities), aged between 18 and 38, participated in the study by completing the Gamblers Belief Questionnaire (GBQ), aimed at measuring cognitive distortions related to gambling problems, as well as the Massachusetts Gambling Screen questionnaire, aimed at measuring gambling addiction. The results indicate a higher percentage of students with disabilities showing a greater risk profile for addiction. Additionally, this group of students exhibits more cognitive distortions. These findings underscore the need for a comprehensive approach to addressing online gaming addiction and cognitive distortions among university students, with and without disabilities. Preventive measures are necessary, such as education on responsible technology use and the promotion of alternative activities. Moreover, specific intervention strategies need to be developed, including access to psychological health services for this student population.