Hadi Wijaya
In an increasingly digitized society where screens have become the primary windows to the world, the challenge of managing children’s relationship with technology has emerged as a paramount concern for developmental experts and parents alike. Novi Poespita Candra, a prominent psychologist from Universitas Gadjah Mada (UGM), recently emphasized that the cornerstone of preventing gadget and gaming addiction lies not in draconian prohibitions, but in the cultivation of open, meaningful dialogue between parents and their children. Speaking on Saturday, February 11, 2023, Candra highlighted that as gaming becomes an inseparable facet of modern childhood, the role of the family unit must evolve from mere supervision to active engagement and psychological partnership.
The necessity for this shift in parental strategy is rooted in the way digital entertainment interacts with the human brain. According to Candra, gaming is not merely a passive pastime; it is a powerful neurochemical catalyst. When children engage with digital games, their brains release a cocktail of "happiness hormones," including dopamine, oxytocin, serotonin, and endorphins. These chemicals create a feedback loop of pleasure and achievement that, if left unmanaged, can lead to a physiological and psychological dependency. By understanding these mechanisms, parents can better approach the issue of screen time with empathy and scientific clarity rather than frustration.
The Neurobiology of Digital Engagement
To address the root causes of addiction, it is essential to understand the biological reward systems triggered by modern gaming. Candra explained that the surge of dopamine—often referred to as the "reward molecule"—is what drives the "just one more level" mentality. This is often supplemented by serotonin, which regulates mood, and endorphins, which can mask fatigue or stress. In multiplayer environments, the release of oxytocin, the "bonding hormone," further complicates the issue as children feel a sense of social belonging within virtual spaces that they may lack in the physical world.
This hormonal surge creates a natural inclination for the body to seek repetitive engagement. When a child experiences a high level of stimulation from a game, the mundane activities of daily life, such as schoolwork or household chores, can seem unrewarding by comparison. Over time, the brain’s threshold for stimulation increases, potentially leading to a state where the child feels "flat" or unmotivated without digital input. This is the physiological threshold of addiction that Candra warns must be addressed through conscious self-management and parental intervention.
A Chronology of Developing Dependency
The path from casual play to chronic addiction often follows a predictable timeline that parents are encouraged to monitor. The process typically begins with "Explorative Play," where the child uses the gadget as a tool for curiosity or as a reward for completing tasks. During this phase, the digital device is seen as a peripheral part of life.
As the child moves into the "Engagement Phase," the frequency of play increases, and the child begins to identify with their digital persona or achievements. It is at this stage that the "happiness hormones" begin to establish a dominant reward pathway. If boundaries are not established here, the child may enter the "Preoccupation Phase," where they spend significant mental energy thinking about the game even when they are not playing.
The final stage, "Dependency and Withdrawal," is characterized by the negative symptoms Candra identified: irritability when the device is taken away, neglect of physical health, and a decline in academic or social performance. By identifying where a child sits on this timeline, parents can tailor their dialogue to the specific level of intervention required.
The Strategy of Intense Dialogue and Mutual Agreement
Candra advocates for a model of "intense dialogue" as the primary preventative measure. This involves more than just asking a child to stop playing; it requires an inquiry into the child’s internal experience. Parents are encouraged to ask probing questions: What do they feel when they win? How does their body feel after three hours of play? Do they notice a difference in their mood when they are away from the screen?
"These dialogues and agreements are what will create awareness and self-management in the proper use of gadgets," Candra stated. The goal is to shift the locus of control from the parent to the child. By involving the child in the creation of "digital contracts"—agreements that specify duration, content, and the balance of responsibilities—the child learns to view technology as a tool that requires management rather than a master of their time.
Furthermore, Candra suggests that parents should help children find alternative ways to trigger the same happiness hormones. Physical sports can provide the endorphin rush of gaming, while family outings or community service can provide the oxytocin and serotonin boosts that children often seek in online guilds or multiplayer lobbies.
Supporting Data and National Context
The concerns raised by the UGM psychologist are reflected in broader national and international data. According to reports from the Indonesian Internet Service Providers Association (APJII), internet penetration among children and adolescents has surged significantly over the last decade, with the post-pandemic era seeing a permanent shift toward digital-first education and recreation.
Globally, the World Health Organization (WHO) officially recognized "Gaming Disorder" in the 11th Revision of the International Classification of Diseases (ICD-11). The WHO defines this disorder as a pattern of gaming behavior characterized by impaired control over gaming, increasing priority given to gaming over other interests, and the continuation of gaming despite negative consequences.
In Indonesia, studies have shown that children who spend more than five hours a day on gadgets without supervision are at a 60% higher risk of developing social anxiety and physical ailments such as "Computer Vision Syndrome" (CVS) and repetitive strain injuries in the wrists and neck. These statistics underscore the urgency of the "self-management" philosophy advocated by Candra.
Physical and Mental Health Implications
The consequences of failing to manage digital habits are multifaceted. Physically, the "sedentary digital lifestyle" leads to a lack of movement that can stunt physical growth or lead to childhood obesity. Candra also noted that chronic gaming can lead to joint pain and eye strain, which are becoming increasingly common in pediatric clinics.
Mentally, the impact is even more profound. The lack of face-to-face social interaction can lead to "social atrophy," where a child loses the ability to read non-verbal cues or engage in nuanced conversation. This often results in apathy, chronic fatigue, and a significant drop in motivation for non-digital activities. The "happiness" provided by the game becomes a hollow substitute for the complex emotional development required in the real world.
Institutional and Official Responses
While Candra’s advice focuses on the family unit, there is a growing consensus among Indonesian educational and governmental bodies that a systemic approach is needed. The Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) has previously issued guidelines regarding digital literacy, urging schools to incorporate "healthy digital habits" into their curricula.
Educational experts from various institutions have echoed Candra’s sentiments, noting that the "digital native" generation requires a different pedagogical approach—one that emphasizes critical thinking about media consumption rather than just technical proficiency. The consensus among child development experts is that the "gatekeeper" role of the parent is the most effective defense against the negative externalities of the digital age.
Broader Implications and the Path Forward
The long-term implications of juvenile gaming addiction extend beyond the individual family. As this generation enters the workforce, their ability to focus, socialize, and manage stress will be dictated by the habits they formed in childhood. A society of individuals who are "digitally dependent" may face challenges in productivity, mental health costs, and social cohesion.
However, Candra’s perspective offers a hopeful roadmap. By fostering self-awareness and self-management, parents are not just preventing an addiction; they are teaching their children a vital life skill for the 21st century. The ability to navigate a world filled with high-stimulation distractions while maintaining physical and mental health is perhaps the most important form of "literacy" a child can acquire.
In conclusion, the integration of gadgets and games into daily life is an irreversible reality. The solution, as proposed by the UGM psychologist, lies in the quality of the human connection. Through intense dialogue, clear boundaries, and the encouragement of diverse activities that promote holistic well-being, the "happiness hormones" can be harnessed for a balanced life. The digital world should be an extension of a child’s reality, not a replacement for it. As parents and educators implement these strategies, the focus remains on building a future where technology serves humanity, rather than the other way around.
