The Mediating Role of Nomophobia and the Moderating Role of Netlessphobia in the Effect of Digital Game Addiction on Fatigue Among University Students

The increase in digital game addiction among university students can have significant effects on time management and psychological health within their learning processes. This study examines the impact of digital game addiction on fatigue levels through nomophobia among students and explores how netlessphobia moderates this effect. The study sample consists of 2,310 undergraduate students enrolled at a university. Data were collected using the “Sociodemographic Characteristics Questionnaire,” the “Fırat Netlessphobia Scale,” the “Fırat Nomophobia Scale,” the “Digital Game Addiction Scale,” and the “Chalder Fatigue Scale.” Findings indicate that digital game addiction and nomophobia have a positive and significant effect on fatigue. As levels of digital game addiction and nomophobia increase, students’ fatigue levels also rise. Furthermore, it was found that nomophobia plays a mediating role in the effect of digital game addiction on fatigue. The indirect effect of digital game addiction on fatigue through nomophobia was also found to be dependent on netlessphobia. Netlessphobia, in this context, plays a moderating role in the effect of digital game addiction on fatigue through nomophobia. The results underscore the importance of universities taking more active steps in promoting digital health education to mitigate the psychological anxieties associated with digital game addiction. Developing guidelines that encourage healthy boundaries for smartphone and internet usage in higher education could play a key role in enhancing students’ academic productivity and reducing the negative effects of digital addiction. Incorporating digital health education into university curricula can help students develop more conscious technology usage habits, potentially lowering levels of stress and fatigue related to digital addiction.