Una revisión sistemática sobre usos problemáticos de video juegos y apuestas on line
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Este artículo presenta una revisión sistemática sobre el uso problemático de videojuegos y apuestas online en adolescentes y jóvenes, a partir del análisis de 69 estudios publicados entre 2020 y 2025. Se identifican patrones de riesgo, factores individuales y sociales asociados, y vacíos teóricos y metodológicos. Los hallazgos muestran la centralidad de variables como la impulsividad, la regulación emocional y las desigualdades digitales. También se analizan las tensiones conceptuales y los desafíos para la prevención y regulación. Finalmente, se destacan oportunidades para investigaciones futuras desde enfoques interseccionales, psicosociales y culturales, que articulen políticas públicas y estrategias educativas integrales.
This article presents a systematic review of problematic video gaming and online gambling among adolescents and young people, based on the analysis of 69 studies published between 2020 and 2025. It identifies patterns of risk, individual and social factors, and theoretical and methodological gaps. The findings highlight the relevance of variables such as impulsivity, emotional regulation, and digital inequalities. Conceptual tensions and challenges for prevention and regulation are discussed. Finally, the paper outlines opportunities for future research from intersectoral, psychosocial, and cultural approaches that link public policies with comprehensive educational strategies.
This article presents a systematic review of problematic video gaming and online gambling among adolescents and young people, based on the analysis of 69 studies published between 2020 and 2025. It identifies patterns of risk, individual and social factors, and theoretical and methodological gaps. The findings highlight the relevance of variables such as impulsivity, emotional regulation, and digital inequalities. Conceptual tensions and challenges for prevention and regulation are discussed. Finally, the paper outlines opportunities for future research from intersectoral, psychosocial, and cultural approaches that link public policies with comprehensive educational strategies.
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