C.  Sota, 
    Game Play Behavior of Students in a School in Khon Kaen Province, Thailand,
    The Social Sciences,
    Volume 6,Issue 3,
    2011,
    Pages 186-193,
    ISSN 1818-5800,
    sscience.2011.186.193,
    (https://makhillpublications.co/view-article.php?doi=sscience.2011.186.193)
    Abstract: To study game addiction situation in school students and life skills for game addiction behavior and prevention guidelines. The 82 primary and secondary school students in one school were interviewed both qualitative and quantitative data in one school, Khon Kaen province. Quantitative data was analyzed by using STATA program for descriptive statistic and using content analysis for qualitative data. Almost, all students had experienced in game playing on a computer. Most had played games for &gt;2 years 8 months, played 3-5 times week<SUP>-1</SUP>, play 3 or &lt;3 h per time, paid &lt;210 baht month<SUP>-1</SUP> and the popular places were game shops near the university. It was found that most students were not too serious game addicts, most playing games at moderate to low level. Some students had game addiction (&lt;10 %) such as playing games everyday and playing much &gt;2 h. Students would feel anxiety if they could not play. They selected to play games more than other activities, not doing homework or reading books. They tried to decrease playing but could not. The cause of game playing was mostly to relax and release stress and tension for fun, excitement as a challenge, needing to be a winner, score better than before, game shop near school and home, felt in a private world followed new games and updates and from friends&#146; suggestions. Impacts from game playing were found to be reduced study, restlessness, conflict and separation from family and friends and one said theft. In the past 2 months, most students had internet conversation or chat with 46 persons (56.10 %), &lt;4 times week<SUP>-1</SUP> and chatting for &le;1.6 h or less. Most students lack of life skills for game playing prevention in all aspects. Game addiction prevention and alleviation concepts were good regulation setting, life skill enhancement, creative computer use, suitable stress management, teacher, guardian and community giving close attention. Almost of student had experienced game playing in the moderation to low level. The cause of game playing was mostly to relax and release stress and tension. They try to decreasing play but could not. Most students lack of life skills for game playing prevention. Stakeholders should work seriously together for game addiction prevention and alleviation for students.
    Keywords: modlration;STATA program;behavior;student;Game addict;Thailand