The Role of eHealth Literacy in Internet Gaming Disorder and Help-Seeking Among College Students

Background: Internet gaming disorder (IGD) has become a growing mental health problem, especially among young people. eHealth literacy, the ability to find, understand, and assess health information from electronic platforms and apply acquired knowledge to address health problems, may play a crucial role in improving mental health and promoting help-seeking behaviors. Objective: This study aimed to test the role of eHealth literacy in IGD symptoms and help-seeking intentions for IGD and the mediating role of illness representations in these relationships. Methods: A cross-sectional survey was conducted online using a convenience sample of university students in Hong Kong (N = 370). Data were collected using the Brief Illness Perception Questionnaire, 9 diagnostic criteria proposed in the DSM-5, the Mental Help Seeking Intention Scale, and the eHEALS tool. Results: Among participants, 28.9% met criteria for probable IGD, yet only 10.8% self-declared as having IGD. Male students (β = 0.123, P = .018) and those with higher education levels (β = 0.120, P = .021) exhibited elevated IGD symptoms, while higher education (β = 0.128, P = .014) and fewer gaming hours (β = 0.135, P = .009) predicted stronger help-seeking intentions. eHealth literacy was negatively associated with IGD symptoms (β = −0.110, P = .034) and positively correlated with perceptions of treatment control (β = 0.106, P = .040). Path analysis revealed that eHealth literacy indirectly enhanced help-seeking intentions through increased treatment control beliefs (β = 0.031; 95% CI, 0.003-0.074). Conclusion: Findings highlight eHealth literacy’s protective role against IGD and its indirect effect on help-seeking through treatment control beliefs. Interventions targeting eHealth literacy and perceived treatment efficacy may reduce IGD risk and promote help-seeking.