Evaluation of Interventions to Promote Work-Life Balance Among Students at Gaming Schools

Introduction : Internet Gaming Disorder (IGD) affects an estimated 14% of French adolescents, with consequences ranging from sleep disorders and academic failure to social and mental health difficulties. Despite growing recognition of the disorder, evidence-based interventions tailored to high-risk youth remain scarce. Objective : To assess the effect of co-constructed interventions, online (in-game conference and building challenges) and in-person (lecture and campus challenges), on reducing IGD-related risks. Methods Quasi-experimental comparative study. 200 students (18-25 years) recruited across two gaming schools in Bordeaux and Nantes over an academic year. IGD assessed via the Gaming Addiction Scale at baseline (M0) and 6 months (M6), alongside broader health measures (sleep, mental health, sedentary behavior). Implementation data and qualitative insights are also collected. Expected outcomes Reduction in IGD scores, evidence on the relative effectiveness of online vs. in-person formats, and actionable insights for scaling school-based gaming disorder prevention programs.