internet uses and abuses essay

Essay on Uses of Internet – Advantages and Disadvantages

Essay on uses of Internet – advantages, and disadvantages: – The Internet is one of the best gifts of science. It has made our life and lifestyle much easier than before. Today Team GuideToExam brings to you a number of essays on the internet along with the advantages and disadvantages of the internet.

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Table of Contents

Essay on Internet advantages and disadvantages (50 Words)

The Internet is a modern gift of science to us. In this modern world, we can’t do anything without the use of the internet. We all know the use of the internet in business, online transactions, different official works, etc. Students also use the internet to boost their studies.

But there are both advantages and disadvantages of the internet for students. Some students know how can the internet be used to improve their studies, but due to misuse of the internet some students loss, their valuable time and can’t score well in exams. But we can’t deny the use of the internet in education, business, online transactions, etc.

Essay on Internet advantages and disadvantages (150 Words)

The Internet is the greatest invention of science. It helps us in getting every piece of information with a click. We can share information, and get connected with people around the world through the use of the internet.

The Internet is a vast storage of information where we can get a bunch of information from different fields. There are both uses and abuses of the internet. The use of the internet in business has developed the business in modern times.

In today’s world, the use of the internet in education can also be seen. Some advanced schools and colleges in our country have introduced the digital class. It has become possible due to the uses of the internet.

Though there are a lot of advantages of the internet, a few disadvantages of the internet can also be seen. Misuse of the internet has always been a headache for national security. We need to know the proper uses of the internet so we can be beneficial from this modern invention of science.

Essay on Internet advantages and disadvantages (200 Words )

In today’s world, we use the internet in every walk of our life. About two decades ago there was a question in most people’s minds ‘how can the internet be used’. But in today’s world, the uses of the internet are very common almost in every field.

Today the use of the internet for students has been very common. Students can get online help from different websites, they can opt for online coaching, online courses, etc. use of the internet can be seen in every sphere of life.

It has connected the whole world. The Internet provides us with various moods of communication like email, social networking sites, web and video calls, etc. on the other hand use of the internet in business has brought a revolutionary change to the market.

The Internet has promoted the online marketing platform in the world. Now a businessman can sell his product online from his home.

Though we can point out many advantages of the internet, there are some abuses of the internet too. The misuse of the internet can be seen among some students. They sometimes stick to social networking sites and waste their valuable time.

As a result of that, they don’t get much time for studies. They should know the proper uses of the internet and should use it for their benefit.

Essay on Internet advantages and disadvantages (300 Words )

Introduction to internet essay: – The Internet is a modern invention of science that has brought a revolutionary change to our lives. Using the internet, we can access any information from anywhere that has been stored on the web.

In today’s world, we can’t imagine anything without the internet. There are a lot of advantages of the internet, but it is impossible to turn our faces from the disadvantages of the internet.

Uses of the internet: – The internet is used for any purpose. It is used to send emails, online chat, online transactions, share files, access different web pages, etc. On the other hand, in this modern era, a businessman can’t grow his business without the use of the internet in business.

Again the use of the internet in education has completely changed our education system. The use of the internet for students is very necessary as a student can get all his syllabus-oriented information on the web.

Abuses of the internet/ Disadvantages of the internet: – We all know the advantages of the internet. But there are some abuses of the internet too. We can’t deny the fact that the internet has brought a revolutionary change to our lifestyle, but we can’t ignore the disadvantages of the internet.

First of all, a person who spend too much time in from of a computer may fall ill. It may damage his/her eyesight. On the other hand, sometimes the internet can provide us with the wrong information. Because on internet or web anyone can post any information.

So sometimes wrong information can also be posted on the internet. Again hackers may post malicious links and can cause harm to our confidential data. One of the most dangerous disadvantages of the internet in today’s time is fraud business. With the popularity of the internet, we can see rapid growth in the fraud business.

Conclusion to internet essay: – The Internet has made our work easy in every field. With the invention of the internet human civilization has developed a lot. Though there are both advantages and disadvantages of the internet, we can’t deny the fact that the internet has developed us a lot.

Everything depends on its use. We all need to know “how can the internet be used” and should use the internet for our benefit.

Essay on Internet advantages and disadvantages (400 Words )

Introduction to internet essay: – The Internet has completely changed our lifestyle and the style of our work as well. The invention of the internet has saved our time and reduced our effort in almost every work. The Internet can provide any information to us in no time that has been stored in it. So the question is ‘how can the internet be used?’. In order to use the internet, we require a telephone connection, a computer, and a modem.

Uses of the internet: – The uses of the internet are immense. Internet is used everywhere such as in schools, colleges, banks, shopping malls, railways, airports, etc. Moreover, we use the internet at home for different purposes. We can access different websites, and social networking sites can make online transactions through the internet.

Different files and information can be shared via emails or messengers. The use of the internet in business has made a different platform for both- buyers and sellers. We have lots of advantages of the internet.

Uses of the internet for students: – The use of the internet for students is like a blessing to them. Students can find any needed information on the web to boost up their studies. Now a day the use of the internet in education is very common. The educational institutions provide internet for students at schools so that their knowledge can be improved.

Abuses of the internet or Disadvantages of the internet: – We can’t decline the fact that the uses of the internet have developed human civilization a lot, But we must agree that we have both advantages and disadvantages of the internet. The abuses of the internet or misuse of the internet can ruin a person at any moment.

Generally, abuses of the internet or internet abuse mean the improper use of the internet. These days teenagers are found addicted to the internet as they spend most of their time on the internet playing online games, surfing social networking sites, etc.

As a result, they are lacking behind in their study. On the other hand, lots of people have become victims of cybercrime. Some anti-social groups use the internet to deceive people through cheating funds. Again hackers may easily access our personal information that has been stored in the internet. Misuse of the internet can spoil our life.

Conclusion to internet essay: – Excess or misuse of everything is bad. The use of the internet has developed us to a great extent. It has made our life simple, easy, and comfortable as well.

Uses of the internet in education have made us wiser than before, use of the internet in business has formed a different and wider market for us. Misuse of the internet can definitely ruin us but if we use the internet for our benefit, it will make our life easier and more simple in the future.

Long Essay on Internet advantages and disadvantages (800 Words)

Introduction to internet essay: – The internet is naturally one of the most exciting and brilliant gifts of science to mankind. The invention of the internet and its uses of the internet have radically changed the ways of our life and living standards as well. In today’s world, most of our routine activities are done through the internet.

How can the internet be used: – Everybody knows the uses of the internet. In order to use the internet, we need a telephone connection, a computer, and a modem. We can also use the internet through mobile via hotspot.

Uses of the internet: – In this modern era, there is hardly any walk of life that is not affected by the internet. Most shops, offices, factories, and service centers use the internet to make their work easier. It is called ‘the storehouse of information. The whole world has been made a global village with the invention of the internet.

The Internet has reduced the load of work from our offices. A huge amount of data can be stored on the internet. We can get each and every information in a click from our doorstep, can communicate with our near and dear ones at any time from anywhere, can make payments online, can buy and sell products online, etc. All these become possible only because of the internet.

Uses of the internet in Education: – The use of the internet in education has brought a remarkable change to our education system. Now a student can have access to any required information on the web.

Earlier it was very difficult for a student to collect data in order to prepare a project on a specific subject. But now it can be found on the web with a click. Moreover, they can share their ideas with their friends through email or social networking sites.

Use of the internet in business: – The use of the internet in business has upgraded the standard of business. In this century it is really hard to imagine an established business without the use of the internet. Now the internet has become a vital tool for marketing and advertising.

The use of the internet in business can boost the business by promoting or advertising the product. It can reach a more targeted audience/buyer/consumers through online promotion. Thus now the day internet is considered very useful in business.

Use of the internet in communication: – The invention of the internet helps a lot in globalization. The whole world is connected directly or indirectly through the internet. In earlier days’ people had to write letters to communicate with others who were not near to them.

But after the invention of the telephone, people could make calls to each other. But then came the internet as the blessing of science and now people can not only talk to each other on phone, but also they can watch each other live sitting at home.

Through social networking sites, we can get in touch with our friends, we can share information, and documents via emails, etc.

Abuses of internet / Disadvantages of the internet: – Does the internet have any disadvantages? YES, there a few disadvantages to the internet. It is very hard to believe that there are a few abuses of internet too. We know that excess of everything is bad. Excess use of the internet can also be harmful to our health.

On the other hand, internet can distract us at our work. Teenagers are seen as addicted to the internet. They spend hour after hour in front of the mobile or computer and waste their valuable time.

The Internet is a source of vast information, simultaneously it offers numerous sources of entertainment too. The major disadvantage of the internet is that sometimes it provides illegal sources of entertainment like pornography, private videos, etc.

People who fall prey to it may get addicted and thus may get distracted from their work. We can get benefited if we can skip the abuses of internet and use it to enhance our knowledge.

Misuse of internet: – There are numerous uses of the internet. But as we discussed earlier there are disadvantages to the internet too. Misuse of the internet may cause serious harm to mankind. One of the main misuses of the internet is Cyberbullying. A fake profile can be made on social networking sites to threaten people.

Anti-social groups or terrorist may use internet to spread anti-social activities. On the other hand, lots of black hate activities take place on the internet. After the invention of internet our personal and official data are accessible in the internet.

Though they are kept protected, the misuse of internet always causes a threat to that confidential information. Hackers may hack those data any may threat to reveal that information in public. Again with the popularity of social networking sites, a new trend of spreading rumors in public is seen these days.

Conclusion to internet essay: – Different people have different opinions on the internet. But we can’t ignore the benefits of internet. It has completely changed our lives and lifestyle as well. Though there are a few disadvantages of the internet too, we need to skip those internet abuses and try to use it for the development of mankind.

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Long Essay on Internet advantages and disadvantages (650 Words)

Introduction to internet essay: – internet is one of the modern wonders of science that connects crores of computers across the world. After the invention of the internet, it has become very easy to do our day-to-day activities which took too much time before. With the use of internet, a lots of work can be done in a minute or two.

How can the internet be used: – In today’s world it is not necessary to teach anyone “how can the internet be used?”. Everybody knows how to use internet. Earlier we need a telephone connection, a modem and a computer to use the internet.

Now modern technology has provided us lots of other methods to use the internet. Now we can use the internet through mobile or other modern routers.

Uses of internet: – In this modern era, the internet is used in every walk of life. In the world of communication, internet plays a vital role. With the invention of the internet, communication has become very easy and simple. In earlier days’ letters were the most depended mode of communication.

But it was very time taking. A piece of urgent information can’t be shared through letters. But now we can share information via emails, SMS, or social networking sites within a minute.

Simultaneously the uses of the internet have reduced the use of paper and paperwork to a great extent. Now information or important documents can be kept on the web or through emails rather than keeping it in the paper. Internet is the storehouse of vast knowledge. We can get any information within a minute on the web.

We can make online transactions, take online courses, book our train-bus-air tickets online, watch videos, share thoughts, ideas using internet. (But there are both uses and abuses of internet. We will discuss the abuses of the internet or internet abuse separately).

Uses of internet for students: – There are various internet for students. A student can do research online degrees, get involved in part-time jobs, and appear in the mock test using internet. Students need to know the proper uses of internet to get benefited from it.

In the web, students can find various applications and tools that can enhance their studies. In this developing world, educational institutions are seen spending a huge amount of money to set up internet facilities for students at their institutions as they are aware of the various uses of the internet for students.

Use of internet in business: – The uses of internet in business has strengthened the business opportunity and business standard as well. The internet can maximize the profit in business. There are many advantages of using internet in business.

The use of internet for business purpose can create a platform for business. Now a day’s internet is the most powerful tool for advertising and marketing as well. Online advertising is proved to be the best publicity in this century. It can reach more targeted audience rather than manual publicity.

On the other hand, with the use of the internet business meetings can be organized through video conferencing. Again there are lots of tools and software available for accounting and bookkeeping in business. The Internet has introduced a new method of payment i.e. online payment. Now a businessman can sell his product online and can reach a wider market than before.

Abuses of internet / Disadvantages of the internet: – The improper use of internet is known as abuses of the internet. The first and foremost abuses of internet are the excessive use of social networking sites like Facebook, Instagram, Twitter etc.

The social media is to communicate with our near and dear ones. But some people especially some students spend too much time on those social networking sites and waste their valuable time. Again internet has promoted some cheat funds that have ruined many people.

Conclusion to internet essay: – The Internet has developed mankind to a great extent. We need to use internet for the wellness of mankind.

Essay on uses and abuses of internet (950 Words)

Uses of internet.

The Internet is nowadays a kind of compulsory thing in our daily lives. Uses of the Internet in our daily life have become obligatory. We spend lots of time on the Internet to get an answer to every question which strikes our minds.

We can even fulfill our desire to learn more with the help of the internet. The optimistic use of the Internet makes our lives straightforward and plain. As every single thing on this earth has both its positive and negative sides, the Internet has also got its negative and positive sides.

It is up to us to utilize our time on the internet in a productive manner. While there are various uses of the Internet but you can use the internet for getting an online education. You can use the Internet to promote your business online.

The uses of the internet in education

Nowadays with the help of the internet, we can do online courses and improve our writing. We also get the answer of every answer to every question on the internet is it a question of English or of algebra.

If we want to become flourishing in our career or business the Internet is a miraculous tool, but only the positive and productive use of the Internet will assist us to do so. Students these days are using the Internet to gain knowledge of fresh skills and even to acquire degrees in professional online courses.

Likewise, educators use the Internet for teaching and sharing their knowledge and experience throughout the world with the help of the internet. The internet has changed the lives of students massively.

Students nowadays are starting to use the Internet so that they can learn more and pass the competitive exams or entrance exams. That’s why more than half of the students are coupled with the internet.

Abuses of internet

Cybercrime (use of computers in unlawful doings.): Offenses those are committed against individuals or groups with a criminal purpose to deliberately harm the status/name of the victim or cause physical or mental damage, or loss, to the victim using modern networks such as the Internet.

Cyberbullying: Cyberbullying is a form of bullying or harassment using electronic devices or simply using the internet. Cyberbullying is also known as online bullying. Cyberbullying is when someone bullies or hassles others on social media sites.

Damaging bullying behavior can include posting rumors, threats, and a victim’s personal information on the internet.

Electronic spam: This refers to sending the unwanted advertisement.

Advantages of internet

Internet helps us to boost the speed of our daily tasks. The Internet is used for research and development. The quality of research is developed by Internet tools only. Again the Use of the Internet provides us speedy and free-of-charge communication.

The best thing is that Communication on the Internet is free and fast. We all are linked with each other on social media sites. Social media is common for both personal and professional purposes.

Uses of the internet in money management

We can use the internet in money management also. The use of the Internet is not limited to only earning money; it can also be used to manage money. Nowadays we can see thousands of apps, websites, etc. that help us in handling daily management, budget planning, transactions, transfers, etc. and this trend is rising gradually.

The use of Internet banking and mobile banking is also rising. All the banks are really functioning tough to provide Internet banking and mobile apps to empower people to utilize the power of the Internet and the latest money management tools. This is helping the common people a lot.

Uses of the internet in business

People also use the internet to promote their business. They sell their products by using various e-commerce solutions on the internet. E-commerce is booming on the internet and we can see new services and creative businesses starting up every single day, which in turn is creating jobs and thereby reducing unemployment. This is helping numerous people to earn money.

Uses of the internet for shopping in our daily life.

Shopping has become a stress-free task now and almost everybody can order products online there’ll be no one to say anything if you see numerous of products still find nothing to be nice to you or simply if you don’t buy anything.

The competitions in online shopping business are obvious. Shopping sites are more interesting because of the huge discounts different companies are offering to the customers also they offer real choice to the customers. The best part is people get attracted to those things more easily.

The customers can pay cash for the product after the delivery also and also can return the product if they don’t like the same. There are numerous online shops where we can buy the things we need in a very cheap rate in comparison to the local shops.

Conclusion to internet essay: – Internet has completely changed our lifestyle. It has made our works much easier than before. Internet has brought a remarkable change in the world of communication.

Final Words

So we have come to the concluding part of internet essay or essay on internet. In conclusion, we can say that internet and the uses of internet is a very vast topic to discuss. We have tried to cover as much as we can in our essay on internet.

We have also tried to discuss thoroughly on the different related topic such as uses of the internet for students along with advantages and disadvantages of the internet for students and uses of the internet in education.

Abuses of internet, misuse of internet, use of internet in business etc. These essays on internet are composed in such a way that you can also prepare an article on the internet or a speech on the internet and its uses and abuses. Hope these essays helped you.

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Essay on Uses and Abuses of Internet

The advent of the internet has ushered in an era of unprecedented connectivity, transforming the way we live, work, and communicate. As a powerful tool that shapes various facets of our daily lives, the internet presents a duality – a spectrum of uses and potential abuses. This essay explores the multifaceted nature of the internet, delving into its constructive applications and the challenges it poses when misused.

Quick Overview:

Information Access: One of the primary uses of the internet is as a vast repository of information. It serves as a knowledge hub, providing access to a plethora of educational resources, news articles, and research materials, democratizing information on a global scale.
Communication and Connectivity: The internet has revolutionized communication, facilitating instant connectivity across the globe. Social media platforms, email, and messaging apps enable seamless interaction, fostering relationships and bridging geographical gaps.
Economic Opportunities: In the digital age, the internet has become a catalyst for economic growth. E-commerce, freelancing, and online marketplaces create opportunities for entrepreneurship and employment, empowering individuals to showcase their skills and products to a global audience.
Entertainment and Recreation: Streaming services, online gaming, and virtual entertainment have become integral parts of internet use. The platform offers a plethora of options for leisure and recreation, providing a diverse range of content to cater to individual preferences.
Cybersecurity Concerns: The internet’s vast reach also brings forth challenges, particularly in the realm of cybersecurity. Issues such as hacking, identity theft, and cyberbullying highlight the darker side of internet usage, underscoring the need for robust digital security measures.

Conclusion: In conclusion, the internet stands as a double-edged sword, offering immense possibilities for positive transformation while simultaneously harboring potential pitfalls. Its uses, ranging from information dissemination to economic empowerment, demonstrate the profound impact it has on our lives. However, as we navigate this digital landscape, it becomes imperative to address the abuses that stem from its misuse.

The constructive uses of the internet underscore its role as a facilitator of progress, knowledge, and global connectivity. Yet, the challenges posed by cyber threats, online harassment, and the dissemination of misinformation necessitate a collective effort to create a safer and more responsible digital environment.

As individuals, we bear the responsibility of leveraging the internet’s potential for good, promoting ethical practices, and safeguarding against its potential abuses. Initiatives for digital literacy, cybersecurity education, and responsible internet usage play pivotal roles in fostering a healthier online ecosystem.

In this dynamic interplay between uses and abuses, society finds itself at a crossroads. The evolution of the internet will continue to shape our future, and how we navigate this digital landscape will determine the legacy we leave for generations to come. With thoughtful consideration, ethical practices, and a commitment to digital well-being, we can harness the positive potential of the internet while mitigating its darker aspects, ensuring a harmonious coexistence in the digital age.

Rahul Kumar is a passionate educator, writer, and subject matter expert in the field of education and professional development. As an author on CoursesXpert, Rahul Kumar’s articles cover a wide range of topics, from various courses, educational and career guidance.

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Essay on Internet Uses For Students

500 + words internet essay.

The internet is described as a global network of computer systems interconnected and following the internet security protocol. However, have you ever considered why the internet is important? This 500+ Words Essay on internet advantages and disadvantages will help students ace essay writing during exams.

A combination of high-end science and advanced technology, the internet is a viral invention. Here, in an essay on the internet, students can learn about the uses and impact of the internet.

Why the Internet Is Important

The internet has undergone significant development from the time of its birth to the present. Over a period of time, the internet has become more interactive and user-friendly. It has also helped man in day-to-day transactions and interactions. The Internet is widely used for numerous functions such as learning, teaching, research, writing, sharing content or data, e-mails, job hunting, playing games, listening to music, watching videos, exploring and finally surfing the internet. Meanwhile, though it makes life easy for people, the internet also comes with a lot of pros and cons. Find the advantages and disadvantages of the internet from this essay.

Essay on Advantages of Internet

Read this essay on internet advantages to know the effects of using the internet. Look for the points mentioned below.

The internet has helped reduce the usage of paper and paperwork to a large extent by computerising offices, schools, NGOs, industries and much more.
Internet helps to provide updated information and news from all over the world
Education, business and travel have been thriving with the growth of the Internet
The internet is of high educational and entertainment value
The internet makes access to public resources, libraries and textbooks much easier
The internet makes it easy by reducing the time and energy taken to do work
Work has become more efficient, quick and accurate
Meetings and conferences are made easier with video calls and other brilliant tools

Apart from all these, as mentioned in the above paragraph on Internet uses, it helps carry out banking activities, exchange information, shop for various goods and more.

Essay on Internet Disadvantages

Despite the use of the internet and its positives, there are also some internet disadvantages. Continuous use of the internet can affect our lifestyle and health. Let us check out the disadvantages of the internet from this paragraph.

Over-dependence on the internet can lead to many health problems
People tend to spend more of their productive time doing nothing but browsing
Even if the internet is now used extensively at work, overuse of the internet could lead to depression
Quality time with friends and relatives is primarily reduced due to the use of the internet
Cybercrime has also increased as internet security and privacy are compromised

Thus, we have seen the uses of the internet and its impact on students and working professionals. While we know that overuse of the internet should be avoided, we also have to acknowledge that the internet has still not been exploited to its full potential, despite its massive growth. In conclusion, we can state that to make internet use more comfortable and pleasurable, school students should be taught about the pros and cons of using the internet, thus ensuring that they can stand up against cybercrime and ensure safety.

Also Read: Social Media Essay | Essay on Women Empowerment | Essay On Constitution of India

Frequently asked Questions on Internet Essay

What is the internet.

The internet is a global system of interconnected computers and this system uses a standardised Internet Protocol suite for communication and sharing information.

What are the top 5 uses of the Internet?

The Internet is mostly used by people to send emails and to search on any topic. It can be used to download large files. People depend on the internet for electronic news and magazines these days. A lot of people, especially the young generation use it to play interactive games and for entertainment.

What is WiFi?

WiFi is the latest wireless technology used to connect computers, tablets, smartphones and other electronic devices to the internet.

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Essay on Uses of Internet for Students and Children

500 words essay on uses of internet.

The Internet has become a sensation nowadays. It is something that humans cannot function without anymore. It has occupied a great part of our lives. We use the internet for almost every little and a big task now. It ranges from searching for a job to listening to music.

The Internet has basically made our lives easier and convenient. The world is at our fingertips now, thanks to the internet. When we see how it has changed the scenario of the modern world, we can’t help but notice its importance. It is used in all spheres of life now.

Internet and Communication

The world has become smaller because of the internet. Now we can communicate with our loved ones oceans away. The days of letter writing are gone where we had to wait for weeks to get a reply. Everything is instant now. Even though telephones allowed us to do that, but the cost was too high. The common man could not afford to call people overseas because of the costs.

However, the internet changed that. Communicating with people both near and far is now easy and affordable. We can send them emails and chat with them through instant messaging apps. We may also video call them using the internet which allows us to see them clearly even though we are miles away.

Furthermore, we can now get instant news updates from all over the world. The moment anything takes place anywhere in the world, we get to know about it. In addition, we are informed about the natural calamities within the correct time. Moreover, we can easily contact our job recruiters using the internet. Job application has been made so much easier through the internet.

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Internet and Entertainment

Entertainment and the Internet go hand in hand now. Everything is at your fingertips to enjoy. You can book movie tickets easily on the internet. Gone are the days of waiting in long queues to get the ticket for the latest movie. It can all be done through the comfort of your home. Similarly, you can also book match tickets and concert tickets without going through the hassle of standing in long lines.

In addition, we can now do all our shopping online. You won’t have to go out in the harsh weather to shop for stuff. The Internet allows you to browse through a large assortment of products with all the details given. It ranges from something as small as a mug to a laptop, you can have it all. Furthermore, you may also filter the categories to find exactly what you are looking for within seconds.

Nowadays, web series are quite a hit amongst the youth. They do not watch TV anymore; rather they enjoy the web series. Various platforms have created shows which they release on the internet that has a major fan following. You can get your daily dose of entertainment from the internet now. Whether you want to hear the latest music, you don’t have to spend a hefty amount to buy the CD. You can simply listen to it on the internet.

Thus, we see how the internet has changed and made our lives easy in various ways. We can connect with our loved ones easily and get access to unlimited entertainment instantly.

FAQs on Uses of Internet

Q.1 How does the internet help in communicating?

A.1 We can now communicate with our loved ones using the internet. We can video call them and connect with our relatives living overseas.

Q.2 What does internet offer in terms of entertainment?

A.2 Internet offers us various modes of entertainment. We can watch movies and shows online. We can also book tickets and shop for products online.

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Home — Essay Samples — Information Science and Technology — Dependence on Technology — The Impact of Excessive Internet Use

The Impact of Excessive Internet Use

Categories: Dependence on Technology Digital Era Internet

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Published: Aug 31, 2023

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Essay On Uses And Abuses Of Internet

Table of Contents

Introduction

The Internet has become an integral part of our lives. It has revolutionized how we communicate, access information, and conduct business. However, along with the many advantages, several cases of abuse are also associated with the Internet. In this Essay On Uses And Abuses Of Internet , we will examine the uses and abuses of the Internet and discuss its impact on individuals and society.

The Internet has numerous uses, some of which are discussed below:

Communication

The Internet has made communication easier and more efficient. People can now connect with others from all around the world in real time. Email, instant messaging, and social media platforms such as Facebook, Twitter, and Instagram have become popular modes of communication.

Access to Information

The Internet is a vast Database of information on almost every topic imaginable. It has made access to information much easier and more convenient. People can now access news, research papers, and educational material anywhere.

Online Shopping

Online shopping has become extremely popular in recent years. The Internet has made it possible for people to buy almost anything they need from the comfort of their own homes. This has made shopping more convenient and has increased many online businesses.

Online Education

The Internet has revolutionized the way we learn . Online courses and degree programs have become increasingly popular, allowing people to study at their own pace and from anywhere in the world.

Entertainment

The Internet has also become a major source of entertainment. People can now stream movies and TV shows, listen to music, and play video games online. This has made entertainment more accessible and convenient.

Essay On Uses And Misuses Of Internet

Abuses of the Internet

Along with the many advantages, several cases of abuse are associated with the Internet. Some of these abuses are discussed below:

Cyberbullying

Cyberbullying has become a serious problem in recent years. People use the Internet to harass, intimidate, and bully others. This can have serious consequences, especially for young people who may not know how to cope with this behavior.

Online Addiction

The Internet can be addictive, and many people spend hours each day browsing the Internet or using social media platforms. This can hurt their health and well-being.

The Internet has introduced several new types of crime, including identity theft, online scams, and hacking. These crimes can cause significant financial and emotional damage to individuals and businesses.

Spread of Misinformation

The Internet has made it easier for misinformation and fake news to spread. This can have serious consequences, especially concerning public health and politics.

Privacy and Security Concerns

The Internet has raised concerns about privacy and security. Many people worry about how their personal information is being used online, and numerous data breaches and hacking incidents have occurred.

Impact of the Internet

The Internet has had a significant impact on individuals and society as a whole. Some of the impacts are discussed below.

Positive Impact

The Internet has had several positive impacts, such as making communication and access to information easier and more convenient. It has also created new business opportunities and has revolutionized the way we learn.

Negative Impact

The Internet has also had some negative impacts, such as spreading misinformation and the rise of cyberbullying and online addiction. It has also significantly impacted our privacy and security, with many people now concerned about how their personal information is being used online.

Social Impact

The Internet has had a significant social impact, changing how we interact with each other and our communities. Social media platforms have become a major way for people to connect and share information, but they have also been criticized for contributing to the spread of misinformation and polarization.

Economic Impact

The Internet has had a major impact on the global economy, creating new business opportunities and transforming traditional industries. E-commerce and online marketplaces have become major players in the retail industry, and many businesses now rely on the Internet to conduct their operations.

Political Impact

The Internet has also significantly impacted politics, providing a platform for political discourse and activism. Social media platforms have played a major role in political campaigns and have been used to organize protests and social movements.

Several solutions have been proposed to address the abuses associated with the Internet. Some of these solutions are discussed below:

Education and Awareness

One of the most important solutions is education and awareness. People need to be educated about the potential risks associated with the Internet, such as cyberbullying, online addiction, and identity theft.

Regulation and Legislation

Regulation and legislation can also play a role in addressing the abuses associated with the Internet. Governments and regulatory bodies can impose stricter rules and regulations on businesses and individuals that use the Internet and penalties for those who violate these rules.

Online Safety Tools

Some online safety tools, such as parental controls and anti-virus software, are available to help people protect themselves from the abuses associated with the Internet. These tools can help prevent cyberbullying, online addiction, and other threats.

Community and Social Support

Communities and social networks can also play a role in addressing the abuses associated with the Internet. By creating supportive networks, people can help each other cope with the negative impacts of the Internet, such as cyberbullying and online addiction.

This essay on uses and abuses of Internet concludes that The Internet has revolutionized communication, accessing information, and conduct of business. However, along with the many advantages, many waves of abuse are also associated with the Internet. Cyberbullying, online addiction, cybercrime, the spread of misinformation, and privacy and security concerns are just a few examples. To address these abuses, education and awareness, regulation and legislation, online safety tools, and community and social support can all play a role. Working together can help create a safer and more secure online environment for everyone.

What are uses and abuses of internet?

Our lives now revolve around the Internet, which offers many advantages and opportunities. Its uses are vast and varied, from communication and information access to entertainment and e-commerce. People can connect with others worldwide through social media platforms, stay updated on current events through news websites, conduct research for academic or professional purposes, and even seek medical advice online.

However, alongside these advantages, there are also potential abuses associated with the Internet. It can be misused for cyberbullying, identity theft, spreading false information, online scams, and illegal activities such as hacking or piracy. Therefore, while the Internet offers immense benefits, using it responsibly and being aware of its potential risks is crucial.

What are 5 misuse of the internet?

Despite its many advantages, the Internet can be misused in several ways. Here are five common examples: a) Cyberbullying: Some individuals may use the Internet to harass, intimidate, or threaten others through social media platforms or online forums. b) Online Scams: The Internet allows scammers to deceive people into revealing personal information or making fraudulent transactions. c) Spread of False Information: False information, rumors, and conspiracy theories can easily spread on the Internet, leading to misinformation and confusion. d) Online Piracy: The Internet allows for the unauthorized sharing and distribution of copyrighted materials, such as movies, music, and software. e) Hacking and Cyber Attacks: Computer networks and systems include vulnerabilities that knowledgeable users can exploit to obtain access without authorization, steal data, or interfere with services.

What are the uses of internet short paragraph?

The Internet is a vast virtual empire that enables us to access a tremendous amount of resources and connect globally. It has transformed how we interact, conduct business, acquire knowledge, and entertain ourselves. Through the Internet, we can communicate with friends, family, and colleagues instantly via email, messaging apps, or video calls. It provides a wealth of information through search engines, allowing us to research any topic of interest, explore academic resources, or gather news from various sources. Additionally, the Internet facilitates online shopping, making purchasing items and services from our homes convenient. It offers countless entertainment options, including streaming movies, TV shows, music, and online gaming. The Internet has changed how we work, live, and interact with the outside world.

The Psychology of Cyberbullying

Arlin Cuncic, MA, is the author of The Anxiety Workbook and founder of the website About Social Anxiety. She has a Master's degree in clinical psychology.

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

Adah Chung is a fact checker, writer, researcher, and occupational therapist.

Verywell / Nez Riaz

Forms of Cyberbullying

Why do people cyberbully.

How Cyberbullying Is Different

Effects of Cyberbullying

Characteristics of victims, how to deal with a cyber bully, what if you are the cyberbully.

Cyberbullying refers to the use of digital technology to cause harm to other people. This typically involves the use of the Internet , but may also take place through mobile phones (e.g., text-based bullying). Social media is one of the primary channels through which cyberbullying takes place, including Facebook, Instagram, TikTok, Snapchat, and more.

Cyberbullying has been deemed a public health problem, with the prevalence of cyberbullying doubling from 2007 to 2019, and 59% of teens in the United States reporting that they have been bullied or harassed online.

In general, cyberbullying is a recent issue with increasing numbers of people using the Internet. Much of the focus of research is on how cyberbullying affects the victim, without a lot of focus on how to cope with cyberbullying, how to reduce cyberbullying, or what to do if you are a cyberbully yourself.

Cyberbullies can appear through social media, inside wellness apps, in public forums, during gaming, and more. However, more personal cyberbullies will operate through email, texting, or direct messaging.

It has been argued that cyberbullying is defined in light of five main criteria: intention to harm, repetition, power imbalance, anonymity, and publicity.

Intention to harm

Cyberbullies generally have the intention to cause harm when they engage in online bullying. However, bullying can still take place without intention if a victim reasonably perceives actions to be harmful.

Repetition is a hallmark characteristic of cyberbullying. This refers to repeated actions on the part of the bully, but also the fact that material that is shared on the Internet could last much longer than the original post through sharing and re-posting by others. This is especially true in the case of sharing personal information or photos as a form of cyberbullying.

Power Imbalance

One of the other hallmark traits of bullying is that victims usually experience a power imbalance with their bully. The power differential can be due to the bully having more status, wealth, popularity, talent, etc. Cyberbullying can be severe and relentless, and the victim often has little control to stop the bullying.

Some cyberbullies make use of anonymity to hide behind their computer screen when they engage in bullying. In this case, there is no need for a power imbalance in the relationship between the bully and the victim, making it possible for anyone to be a bully. Anonymity allows the bully to engage in an increased degree of cruelty that would not occur if their identity was known.

Finally, another trait of cyberbullying is that it sometimes involves the use of publicity. This is especially true for those who choose to publicly humiliate or shame someone which can be especially impactful if it takes place in a public forum with the potential to reach a large audience.

What are the various forms of cyberbullying? Below are the types of cyberbullying that exist.

Flaming : Flaming (or roasting) refers to using inflammatory language and hurling insults at someone or broadcasting offensive messages about them in the hopes of eliciting a reaction. One example would be Donald Trump's use of the phrases "Crooked Hilary" or "Sleepy Joe Biden."
Outing : Outing involves sharing personal or embarrassing information about someone on the Internet. This type of cyberbullying usually takes place on a larger scale rather than one-to-one or in a smaller group.
Trolling : Trolling refers to posting content or comments with the goal of causing chaos and division. In other words, a troll will say something derogatory or offensive about a person or group, with the sole intention of getting people riled up. This type of cyberbully enjoys creating chaos and then sitting back and watching what happens.
Name Calling : Name-calling involves using offensive language to refer to other people. Reports show that 42% of teens said they had been called offensive names through their mobile phone or on the Internet.
Spreading False Rumors : Cyberbullies who spread false rumors make up stories about individuals and then spread these false truths online. In the same report, 32% of teens said that someone had spread false rumors about them on the Internet.
Sending Explicit Images or Messages : Cyberbullies may also send explicit images or messages without the consent of the victim.
Cyber Stalking/Harassing/Physical Threats : Some cyberbullies will repeatedly target the same people through cyberstalking, cyber harassment, or physical threats. In that same report, 16% of teens reported having been the victim of physical threats on the Internet.

Why do people engage in cyberbullying? There can be numerous different factors that lead to someone becoming a cyberbully.

Mental Health Issues

Cyberbullies may be living with mental health issues that relate to their bullying or make it worse. Examples include problems with behavioral issues such as aggression , hyperactivity, or impulsivity , as well as substance abuse .

In addition, those with personality features resembling the " dark tetrad " of psychopathy , Machiavellianism (deceptive, manipulative), sadism (deriving pleasure from harming others), and narcissism may be at risk for cyberbullying. These individuals tend to violate social norms, have a low level of empathy for other people, and may bully others as a way to increase their sense of power or worth.

Victims of Bullying

Cyberbullies sometimes become bullies after having experienced cyberbullying themselves. In this way, they may be looking to feel more in control or lash out after feeling victimized and being unable to retaliate to the original bully. It may feel like a dichotomous world of "bully or be bullied," not having the insight that there is another pathway.

Result of Conflicts or Breakups

Cyberbullying that takes place between two people who were previously friends or in a relationship may be triggered by conflicts in the friendship or the breakdown of the relationship . In this way, this type of cyberbullying might be viewed as driven by anger, jealousy, or revenge.

Boredom or Trying Out a New Persona

It has been suggested that some people engage in cyberbullying due to boredom or the desire to try out a new persona on the Internet. This is more likely among young adults or teenagers who are still developing their sense of identity. This type of cyberbullying would typically be anonymous.

Loneliness or Isolation

Cyberbullies may also be people who struggle with feeling isolated or lonely in society. If they feel ignored by others, they may lash out as a way to get attention and feel better, or vent their rage at society.

Why People Become Cyberbullies

While some people are bullies both in real life and online, there are others who only become bullies in the digital space. Why is this the case? Why would someone bully others online when they would never do that in their everyday life? There are multiple possible explanations for this behavior.

Non-Confrontational & Anonymous

The first reason why people may become bullies online when they would not bully in their everyday life has to do with the nature of the Internet. A person can bully others online and remain completely anonymous. Clearly, this is not possible with traditional bullying.

In addition, online bullying can be done in a non-confrontational way, particularly if it is anonymous. This means that a cyberbully may skip about the Internet leaving nasty comments and not stick around to hear the replies.

No Need for Popularity or Physical Dominance

In order to be a bully in real life, you typically need to have some advantage over your victim. This might mean that you are physically larger than them. It might mean that you are more popular than them. Or, it might mean that you have some sort of power imbalance over them.

In contrast, anyone can be a cyberbully. There is no need to have physical dominance or popularity. This means that people who want to bully can easily do it on the Internet regardless of their status in their real life.

No Barrier to Entry

Similar to the concept of there being no need to be dominant or popular, there is also a very low barrier to entry to becoming a cyberbully. Anyone with access to the Internet can get started. Friends are defined loosely online, which creates a situation that makes it very easy to bully others.

No Feedback From Victim

Finally, the last reason why people who do not bully in real life may engage in cyberbullying has to do with a lack of feedback from their victim. Cyberbullies usually engage in bullying over an extended period of time, largely because there is generally less personal feedback from the victim and less retaliation compared to face-to-face interaction. Someone, who in real life would see the impact on their victim and back off, may not do the same in the case of cyberbullying.

How Cyberbullying Differs From In-Person Bullying

In the case of cyberbullying, the victim generally has no escape from the abuse and harassment. Unlike real life encounters, online bullying and the Internet never really shut down and bullying may be unrelenting.

This can make victims feel as though they have no escape, particularly if the bullying involves sharing of their personal information or when something posted about them goes viral. This type of bullying can go on for an extended period of time.

There are numerous effects that may be seen in those who are dealing with cyberbullying. It can be helpful to know what to expect to see in a victim, as this can be one way to identify when someone is being bullied online.

Some of these effects are even stronger than what is seen with traditional bullying, as the victim often cannot escape the abusive situation. They may include:

Feelings of distress and anxiety about the bullying
Increased feelings of depression and mood swings
Problems falling asleep or staying asleep (e.g., insomnia)
Increased feelings of fearfulness
Feelings of low self-esteem or self-worth
Social isolation, withdrawing from friend groups, or spending a lot of time alone
Avoiding doing things that they used to enjoy
Increased feelings of anger, irritability, or angry outbursts
Poor academic performance
Problems in relationships with family members and friends
Symptoms of post-traumatic stress
Self-harm (e.g., cutting, hitting yourself, headbanging)
Suicidal ideation or suicide attempt
Substance abuse

There are indeed some common aspects of the victim that tend to repeat themselves including the following characteristics:

Teens and young adults are the most at risk.
In the case of spreading false rumors and being the recipient of explicit images, girls are more likely to be victims.
People who are gay, lesbian, bisexual, or transgender may be victims more often.
Those who are shy, socially awkward, or don't fit in easily may become victims.
People from lower-income households are more likely to be victims.
People who use the Internet constantly are more likely to be victims of online bullies.

Anyone can become a victim of cyberbullying, even people who are considered public figures. People who have large followings on social media often tend to become targets for cyberbullies.

There are many ways to deal with a cyberbully as a child, an adult, or a parent of a child being bullied on the Internet. Let's take a look at each of these issues separately.

As a Child or Teen

Cyberbullying can come from classmates, people in chatrooms, gamers, family members, or anonymous internet trolls. It can be mildly annoying to severely threatening. If you are being harassed, bullied, stalked, or threatened, here are a few things we recommend.

Talk to an adult that you trust for assistance (parents, a teacher, the principal, or another adult you can rely on). If the bully is making threats, the police may need to get involved.
Save every form of communication that the bully is sending to you (emails, pictures, texts, links, documents, etc.) and take screenshots if needed.
Do not feed the lions. Your response can be like "food" for the bully and makes them want to harass you even more.
Do not give any personal information, such as your address, birthday, phone number, social security number, bank account information, etc.
Even if you willingly participated in a conversation with someone online, you did not ask to be bullied. Don't let guilt or embarrassment stop you from getting help. It is not your fault.

As a Parent

If your child is being bullied online, the best course of action is to instruct them not to respond to the Internet bully. In addition, tell them to document each instance of cyberbullying by saving text messages, emails, photos, and any other forms of communication. This can be done using screenshots if necessary. Ask your child to forward this information to you so that you have records of everything.

Next, if the bullying originates from a school contact, report the instances of cyberbullying to the teacher, principal, or administrative staff at your school. In the case of extreme bullying or threats, you should also report the bullying behavior to the police.

Finally, it's important to reassure your child that they are not to blame for the bullying online. Some victims may feel that their behavior created the problem or that they are somehow to blame. For this reason, it's important to make sure your child knows that what happened is not their fault.

As an Adult

Many of the same principles as above will apply to your situation as an adult dealing with a cyberbully.

First of all, be sure to keep records of all instances of bullying, whether they come through your text messages, messenger chats, in Facebook groups, Instagram DMs, or other online sources. Take screenshots and keep folders on your computer with evidence of the cyberbullying.

Next, if you know the source of the cyberbullying, determine whether there is a course of action you can take with regard to that person. For example, if it is a work colleague or supervisor, is there someone in HR at work that you can speak to? If it is a family member, is there a way to bring up this issue to other family members to ask for their support? Finally, if it is someone you only know online, can you block and delete them from all your social media?

The best course of action will be to ignore the cyberbullying as much as possible. However, if you are receiving threats, then you will want to report this to the police, along with the evidence that you have collected.

As a Community

It is not enough for victims of cyberbullying to deal with their bullies and try to find solutions. Oftentimes, these victims are emotionally distraught and unable to find help.

It is our job as a community to work toward establishing systems that prevent cyberbullying from taking place at all. Some potential ideas for initiatives are listed below.

Kids and teens who are cyberbullied are still learning how to regulate emotions and deal with social situations. Cyberbullying at this age could have lasting permanent effects. Mental health resources should be put in place to help victims of cyberbullying manage their mental health.

Cyberbullying thrives on status and approval. Cyberbullies will stop when social rejection of cyberbullying becomes so widespread and prevalent that they no longer have anything to gain. This means that every instance of online bullying that is witnessed (especially in the case of troll comments) should be ignored. In addition, there should be awareness campaigns that online bullying is not only not acceptable, but that it is a sign of weak social status.

Schools are the point of contact for parents trying to help their children who are being cyberbullied. For this reason, schools should have programs and protocols in place to immediately and swiftly deal with cyberbullying. Parents should not have to ask multiple times for help without receiving it.

What happens if you are the cyberbully yourself? If you are engaging in cyberbullying and want to stop, you'll need to take stock of your reasons for engaging in the bullying, as this will inform your best course of action. Let's consider each of these and what you could do.

You Are Struggling With a Mental Health Issue

If you feel as though your mental health is not in good shape and this might be contributing to your cyberbullying behavior, make an appointment with your doctor to discuss your options. For example, if you struggle with anger or aggression, you might benefit from an anger management program .

If you have low empathy for others or identify with the traits of psychopathy , then it may be harder for you to find insight and desire to change. However, you could try to channel your energy into different pursuits.

For example, if you are cyberbullying someone because it gives you a thrill, is there a hobby you could take up or business that you could start that would give you a thrill without consequences for another person?

You Were a Victim Yourself

If you were once a victim yourself of cyberbullying, and that is the reason why you are now engaging in cyberbullying yourself, it's time to take a look at your options for change. It could be that you have unresolved anger that needs to be taken out in a different way.

You may also feel more powerful when you bully, which helps you to stop feeling like a victim. In that case, you may need to work on other ways to improve your sense of self so that you can stop feeling helpless and out of control. After all, you were once a victim yourself, and you know how that feels.

Rather than continue a cycle of bullying and victimhood, you have a chance to break the cycle and rise above your past. You'll likely need help to do that, most likely in the form of professional assistance to work through your past.

You Had a Conflict or Breakup

If you are cyberstalking someone because of a conflict you had with them or a bad breakup, it's time to re-evaluate your behavior. What do you hope to achieve from your cyberstalking? Again, you may need the help of a professional to work through your feelings that have led to this behavior.

You Are Lonely or Isolated

What if you are just lonely, and this is the reason you have resorted to cyberbullying? This type of bullying falls into the arena of people who may feel like the world has passed them by. Or that everyone else is out there enjoying life while you are alone.

In this case, find ways to start building up your in-person social connections. Join a club, volunteer somewhere, or take up a hobby to meet other people like yourself.

You Are Bored

If you are cyberbullying because you are bored (and you're not a psychopath), then you'll want to consider why you think it is acceptable to hurt someone else in exchange for making yourself less bored.

Certainly, lots of people are bored in the world but they never cyberbully. Take up a hobby, learn a second language, or find something to do.

A Word From Verywell

If you are a victim of cyberbullying, know that you are not alone and there are options to help. If you are struggling, you can visit the following.

The CyberBullyHotline
1-800-Victims
StopBullying.gov

Finally, if you are a cyberbully yourself, it's never too late to change. Examine your reasons for being a bully, and see if you can find some alternatives to stop the behavior.

Pacer's National Bullying Prevention Center. Bullying statistics .

Pew Research Center. A majority of teens have experienced some form of cyberbullying .

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By Arlin Cuncic, MA Arlin Cuncic, MA, is the author of The Anxiety Workbook and founder of the website About Social Anxiety. She has a Master's degree in clinical psychology.

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World J Psychiatry
v.6(1); 2016 Mar 22

Internet addiction and problematic Internet use: A systematic review of clinical research

Correspondence to: Dr. Daria J Kuss, International Gaming Research Unit, Nottingham Trent University, Burton St, Nottingham NG1 4BU, United Kingdom. [email protected]

Telephone: +44-115-8484153 Fax: +44-115-8484153

AIM: To provide a comprehensive overview of clinical studies on the clinical picture of Internet-use related addictions from a holistic perspective. A literature search was conducted using the database Web of Science.

METHODS: Over the last 15 years, the number of Internet users has increased by 1000%, and at the same time, research on addictive Internet use has proliferated. Internet addiction has not yet been understood very well, and research on its etiology and natural history is still in its infancy. In 2013, the American Psychiatric Association included Internet Gaming Disorder in the appendix of the updated version of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) as condition that requires further research prior to official inclusion in the main manual, with important repercussions for research and treatment. To date, reviews have focused on clinical and treatment studies of Internet addiction and Internet Gaming Disorder. This arguably limits the analysis to a specific diagnosis of a potential disorder that has not yet been officially recognised in the Western world, rather than a comprehensive and inclusive investigation of Internet-use related addictions (including problematic Internet use) more generally.

RESULTS: The systematic literature review identified a total of 46 relevant studies. The included studies used clinical samples, and focused on characteristics of treatment seekers and online addiction treatment. Four main types of clinical research studies were identified, namely research involving (1) treatment seeker characteristics; (2) psychopharmacotherapy; (3) psychological therapy; and (4) combined treatment.

CONCLUSION: A consensus regarding diagnostic criteria and measures is needed to improve reliability across studies and to develop effective and efficient treatment approaches for treatment seekers.

Core tip: Internet addiction has appeared as new mental health concern. To date, reviews have focused on clinical and treatment studies of Internet addiction and Internet Gaming Disorder, limiting the analysis to a specific diagnosis of a potential disorder that has not yet been officially recognised, rather than a comprehensive investigation of Internet-use related addictions (including problematic Internet use) more generally. This systematic literature review outlines and discusses the current empirical literature base for clinical studies of Internet addiction and problematic Internet use. A total of 46 relevant studies on treatment seeker characteristics, psychopharmacotherapy, psychological therapy, and combined treatment were identified.

INTRODUCTION

Over the last 15 years, the number of Internet users has increased by 1000%[ 1 ], and at the same time, research on addictive Internet use has proliferated. Internet addiction has not yet been understood very well, and research on its etiology and natural history is still in its infancy[ 2 ]. Currently, it is estimated that between 0.8% of young individuals in Italy[ 3 ] and 8.8% of Chinese adolescents[ 4 ] are affected. The reported higher prevalence rates in China suggest Internet addiction is a serious problem in China, and the country has acknowledged Internet addiction as official disorder in 2008[ 5 ].

A comprehensive systematic review of epidemiological research of Internet addiction for the last decade[ 6 ] indicated Internet addiction is associated with various risk factors, including sociodemographic variables (including male gender, younger age, and higher family income), Internet use variables (including time spent online, using social and gaming applications), psychosocial factors (including impulsivity, neuroticism, and loneliness), and comorbid symptoms (including depression, anxiety, and psychopathology in general), suggesting these factors contribute to an increased vulnerability for developing Internet-use related problems. Despite the gradually increasing number of studies concerning Internet addiction, classification is a contentious issue as a total of 21 different assessment instruments have been developed to date, and these are currently used to identify Internet addiction in both clinical and normative populations[ 6 ]. Conceptualisations vary substantially and include criteria derived from pathological gambling, substance-related addictions and the number of problems experienced. In addition to this, the cut-off points utilised for classification differ significantly, which impedes research and cultural cross-comparisons and limits research reliability.

Increasing research efforts on Internet addiction have led the American Psychiatric Association (APA) to include Internet Gaming Disorder in the appendix of the updated version of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) in 2013 as condition that requires further research before it can be accepted for inclusion in the main manual[ 7 ]. This has resulted in researchers commencing efforts to reach an international consensus for assessing Internet Gaming Disorder using the new DSM-5 approach based on an international expert panel[ 8 ]. However, various limitations to this recently proposed “consensus” have been identified, including the lack of a representative international community of experts in the field, the voting method used to arrive at the consensus, the criteria and nosology identified, lack of critical measurement of the disorder and lack of field testing[ 9 ]. For the purpose of a comprehensive and inclusive understanding of the potential disorder, in this systematic literature review, Internet addiction will be referred to as encompassing Internet-use related addictions and problematic Internet use, including Internet Gaming Disorder. It is argued that until this concept is understood more fully (including nosology, etiology and diagnostic criteria), limiting our understanding of Internet-use related addictions to Internet gaming-related problems does neither pay sufficient respect to the affected individuals’ personal experience nor to the variety of online behaviours that can be engaged in excessively online. For example, other potential online addictions and Internet-use related disorders have been recently reviewed[ 10 ], suggesting that limiting a diagnosis to online gaming exclusively misses out many cases of individuals who experience negative consequences and significant impairment due to their Internet use-related behaviours.

For some individuals, their online behaviours are problematic and they require professional help as they cannot cope with their experiences by themselves, suggesting treatment is necessary. Based on in-depth interviews with 20 Internet addiction treatment experts from Europe and North America, Kuss and Griffiths[ 11 ] found that in inpatient and outpatient clinical settings, Internet addiction and Internet-use related problems are associated with significant impairment and distress for individuals, which have been emphasised as the criteria demarcating mental disorders[ 12 ]. This suggests that in the clinical context, Internet addiction can be viewed as mental disorder requiring professional treatment if the individual presents with significant levels of impairment. Psychotherapists treating the condition indicate the symptoms experienced by the individuals presenting for treatment appear similar to traditional substance-related addictions, including salience, mood modification, tolerance, withdrawal, conflict and relapse[ 11 ]. This view is reflected by patients who seek treatment for their excessive gaming[ 13 ].

In 2002, the South Korean government-funded National Information Society Agency has opened the first Internet addiction prevention counselling centre worldwide, and has since developed large-scale projects (including prevention, training, counselling, treatment, and policy formulation) to tackle the pervasive problem of technology overuse[ 14 ]. Across the United States and Europe, Internet addiction treatment is not funded by the government, often leaving individuals seeking help either for other primary disorders or through private organisations, although new clinical centres that specialise in treating Internet-use related problems are being developed[ 15 ]. Based on the available evidence, recent research furthermore suggests that the best approach to treating Internet addiction is an individual approach, and a combination of psychopharmacotherapy with psychotherapy appears most efficacious[ 16 ].

To date, reviews have focused on clinical and treatment studies of Internet addiction[ 16 - 19 ] and Internet Gaming Disorder[ 2 ]. This arguably limits the analysis to a specific diagnosis of a potential disorder that has not yet been officially recognised in the Western world, rather than a comprehensive and inclusive investigation of Internet-use related addictions (including problematic Internet use) more generally. Previous reviews relied on overly restrictive inclusion criteria, and this has led to ambiguities in the conceptualisation of the problem, and consequently resulted in limitations regarding both validity and reliability. In order to overcome these problems, the aim of this literature review is to provide a comprehensive overview of clinical studies on the more inclusive clinical picture of Internet-use related addictions from a holistic perspective.

MATERIALS AND METHODS

Between July and August 2015, a literature search was conducted using the database Web of Science. This database is more comprehensive than other commonly used databases, such as PsycINFO or PubMed because it includes various multidisciplinary databases. The following search terms (and their derivatives) were entered: “Internet addict*”, “Internet gaming addiction”, “gaming addiction”, “Internet Gaming Disorder”, “compuls* Internet use”, “compuls* gam*”, “pathological Internet use”, “excessive internet use”, or “problematic Internet use”, and “clinic*”, “diagnos*”, “treat*, “therap*”, or “patient*”. Studies were selected based on the following inclusion criteria. Studies had to (1) contain quantitative empirical data; (2) have been published after 2000; (3) include clinical samples and/or clinical interventions for Internet and/or gaming addiction; (4) provide a full-text article (rather than a conference abstract); and (5) be published in English, German, Polish, Spanish, Portuguese, or French as the present authors speak these languages. The initial search yielded 152 results. Following a thorough inspection of the articles’ titles and abstracts, the articles that did not meet the inclusion criteria were excluded. The search strategy is presented in Figure Figure1 1 .

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Flow chart displaying the search process.

Additional articles were identified through searching the citations in the literature selected, resulting in the inclusion of another eight studies[ 20 - 27 ].

A total of 46 studies met the inclusion criteria. These studies are presented in Table Table1. 1 . The included studies used clinical samples, and focused on characteristics of treatment seekers and online addiction treatment. Four main types of clinical research studies were identified, namely research involving (1) treatment seeker characteristics; (2) psychopharmacotherapy; (3) psychological therapy; and (4) combined treatment. The results section will outline each of these.

Clinical studies reviewed


Atmaca[ ]	To describe a case of problematic Internet use successfully treated with an SSRI-antipsychotic combination	Case report	SSRI-antipsychotic combination: Citalopram 20 mg/d increased to 40 mg/d within 1 wk, continued for 6 wk; then quetiapine (50 mg/d) added and increased to 200 mg/d within 4 d	SCID-IV to assess Axis I psychiatric comorbidity[ ]	Y-BOCS score decreased from 21 to 7 after treatment
		= 1 male 23-yr old single 4 year medical student		YBOCS[ , ]	Nonessential Internet use decreased from 27 to 7 h/wk; essential Internet use decreased from 4.5 to 3 h/wk
		= 1 male 23-yr old single 4 year medical student		YBOCS[ , ]	Improvement maintained at 4 mo follow-up with the same medication
Bernardi et al[ ]	To describe a clinical study of individuals with Internet addiction, comorbidities and dissociative symptoms	= 50 adult outpatients self-referred for internet overuse in Italy (age M = 23.3, SD = 1.8 yr)	N/A	Youngs Internet Addiction Scale IAS[ ]	Clinical diagnoses included 14% ADHD, 7% hypomania, 15% generalized anxiety disorder, 15% social anxiety disorder; 7% dysthymia, 7% obsessive compulsive personality disorder, 14% borderline personality disorder, and 7% avoidant personality disorder, 2% binge eating disorder
		9 women and 6 men scored ≥ 70 on Internet Addiction Scale; 19 with “possible Internet addiction” (scoring 40-69 on IAT)		Clinical interview
				DES[ ]
				CGI[ ]
				Sheehan Disability Scale[ ]
				Structured Clinical Interviews for DSM-IV (SCID I and II)[ , ]	IAD associated with higher perception of family disability and higher Yale-Brown Obsessive Compulsive Severity score
				Hamilton Rating Scale for Depression[ ]	Scores for the Dissociative Experience Scale were higher than expected and related to higher obsessive compulsive scores, hours per week on the Internet, and perception of family disability
				Hamilton Rating Scale for Anxiety[ ]
				Liebowitz Social Anxiety Scale[ ]
				YBOCS[ ]
				CAARS:S[ ]
Beutel et al[ ]	To present the assessment and clinical characterisation of individuals seeking help for computer and Internet addiction a telephone hotline	= 346 phone consultations (85.8% relatives, 14.2% persons affected)	Telephone consultations	Skala zum Computerspielverhalten [CSV-S (Scale for the Assessment of Pathological Computer Gaming)][ ]	Consultation mainly sought by relatives (86% mothers)
			Telephone consultations		48% reported achievement failure and social isolation, lack of control (38%), family conflicts (33%)
		= 131 patients (M = 21.9, SD = 6.6, range 13-47 yr, 96.2% male)	First diagnostic interview with expert clinicians	Symptom-Checklist SCL-90-R[ ]	96% of patients ( = 131) met criteria for pathological computer gaming
		Specialised clinic for behavioural addictions in Germany	First diagnostic interview with expert clinicians	Symptom-Checklist SCL-90-R[ ]
Bipeta et al[ ]	To compare control subjects with or without Internet addiction with patients with pure obsessive compulsive disorder with or without Internet addiction	= 34 control subjects with or without Internet addiction (age M = 26.9, SD = 6.6 yr)	OCD patients treated for 1 year with standard pharmacological treatment for OCD (TAU), received clonazepam, tapered off in three weeks, and an SSRI or clomipramine	Youngs Diagnostic Questionnaire[ ]	11 OCD patients (28.95%) diagnosed with IA compared to 3 control subjects
		= 38 patients with obsessive compulsive disorder with or without Internet addiction (age M = 27.0, SD = 6.1 yr)	IA OCD group: 5 received 150-200 mg fluvoxamine/d, 4 received 150-200 mg sertraline/d, 1 received 60 mg fluoxetine/d, 1 received 200 mg clomipramine/d	IAT[ ]	OCD group, no difference in OCD scores btw IA/OCD and non-IA/OCD groups
			Non-IA OCD group: 8 received 150-300 mg fluvoxamine/d, 5 received 100-200 mg sertraline/d, 11 received 40-80 mg fluoxetine/d, 3 received 150-200 mg clomipramine/d	Diagnostic and Statistical Manual of Mental Disorders, DSM-IV (psychiatric interview)[ ]	IA scores higher in IA/OCD group
				BIS-11[ ]	Treatment improved test scores
				YBOCS[ ]	At 12 mo, 2/11 patients with OCD fulfilled IA criteria
Claes et al[ ]	To investigate the association among CB, CIU, and reactive/regulative temperament in patients with ED	= 60 female patients with eating disorders in the Netherlands (38.3% with Anorexia nervosa, 6.7% with Anorexia binging-purging type, 26.7% with bulimia nervosa, and 28.3% with Eating Disorder not otherwise specified; age range 15-57 yr, mean age = 27.8, SD = 9.8 yr)	N/A	DSM-IV, standardised clinical interview[ ]	Positive association btw CB and CIU, emotional lability, excitement seeking, lack of effortful control (lack of inhibitory and lack of activation control)
				EDI-2[ , ]	11.7% of CB patients with IA
				CBS[ ]	No significant differences between ED subtypes regarding CIU
				Dutch Compulsive Internet Use Scale[ ]
				BIS/BAS scales[ , ]
				DAPP[ , ]
				Adult Temperament Questionnaire-Short Form[ , ]
Cruzado Díaz et al[ ]	To describe clinical and epidemiological characteristics of inpatients in a clinical centre in Perú between 2001-2006	= 30 patients with “IA“ 90% devoted themselves to online games) in Perú	N/A	Reviewed 30 clinical registers through FEIA[ ], a semi-structured instrument for psychiatric evaluation applied to clinical histories	Patient characteristics:
					Young age (18.3 ± 3.8 yr old)
		All single males from 13 to 28 yr old (M = 18.3, SD = 3.8), 63.3% with secondary education completed and 66.7% dropped out		Patients completed a brief survey through an interview regarding information about their Internet use and online behaviours	Extensive daily Internet use (50% remained online for more than 6 h/d)
		Descriptive, retrospective and transversal study			Primary Internet use: Online gaming (43.3% excessive gaming and 6.7% excessive gambling)
		Descriptive, retrospective and transversal study			Comorbidities (DSM-IV): High frequency of psychopathic behaviours (antisocial personality traits: 40%), 56.7% affective disorders (30% major depression and 26.7% dysthymia), 26.7% other addictions (13.3% gambling, 10% alcohol, 10% marihuana, 6.7% nicotine and 3.3% cocaine), 16.7% antisocial disorders (13.3% ADHD, social phobia 10% and 3.3% dysmorphic corporal disorder)
DellOsso et al[ ]	To assess the safety and efficacy of escitalopram in IC-IUD using a double-blind placebo-controlled trial	= 19 adult subjects (12 men, mean age = 38.5, SD = 12.0 yr) with IC-IUD (as primary disorder)	Escitalopram started at 10 mg/d, increased and maintained at 20 mg/d for 10 wk	Structured Clinical Interview for DSM-IV Axis I[ ]	Following double-blind phase, there were no significant differences in weekly non-essential Internet use and overall clinical response between treatment and placebo group
		19 wk prospective trial with 2 consecutive phases: 10 wk treatment phase ( = 17, 11 men, mean age = 37.5, SD = 12.0 yr = and 9 wk randomised double-blind placebo controlled trial ( = 14, 10 men, mean age = 40.0, SD = 11.5 yr)	Subsequently, participants randomly assigned to placebo or escitalopram for 9 wk	Time spent in non-essential Internet use (hours/wk)
				CGI-I[ ]	Side effects: Fatigue and sexual side effects in treatment, but not placebo group
				BIS[ ]
				IC-IUD version of YBOCS[ ]
Du et al[ ]	To evaluate the therapeutic effectiveness of group CBT for Internet addiction in adolescents	= 56 adolescents with IA (age range 12-17 yr)	Group cognitive behavioural therapy:	Beards Diagnostic Questionnaire for Internet addiction[ ]	Internet use decreased in both groups
		= 32 active treatment group (28 male, mean age = 15.4, SD = 1.7 yr)	Active treatment group: 8 1.5-2 h sessions of multimodal school-based group CBT with 6-10 students/group run by two child and adolescent psychiatrists (topics: Control, communication, Internet awareness, cessation techniques); group CB parent training; psychoeducation delivered to teachers	Internet Overuse Self-Rating Scale[ , ]	Only treatment group had improved time management skills and better emotional, cognitive and behavioural symptoms
				Time Management Disposition Scale[ ]
				Strength and Difficulties Questionnaire (Chinese edition)[ ]
		= 24 clinical control group (17 male, mean age = 16.6, SD = 1.2 yr)	Clinical control group: No intervention	SCARED[ ]
Dufour et al[ ]	To describe the sociodemographic characteristics of Internet addicts in a CDR, and to document their problems associated with other dependencies (alcohol, drugs, game practices), self-esteem, depression and anxiety	= 57 Internet addiction treatment seekers (88.4% males, 11.6% females; age range = 18-62 yr (M = 30.5, SD = 11.8 yr).	N/A	IAT[ , ]	88% of Internet addicts were male, with a mean age of 30, living with their parents with low income
		Canada		Becks Anxiety inventory[ ]	M = 65 h of Internet use per week: 57.8% MMORPGs, 35,1% video streaming, and 29.8% chat rooms
				Becks Depression inventory[ ]	Rosenberg test: 66.6% weak and very weak self-esteem; Depression in only 3.5% and anxiety in 7.5%
				DÉBA-Alcohol/Drugs/Gaming[ ]	45.6% received pharmacological treatment for mental disorders (psychotropic) and 33.3% had a chronic physical problem
				Self-esteem[ ]
Duven et al[ ]	To investigate whether an enhanced motivational attention or tolerance effects are reported by patients with IGD	= 27 male clinical sample from specialised behavioural addiction centre in Germany ( = 14 with IGD, = 13 casual computer gamers)	N/A	AICA-S[ ]	Attenuated P300 for patients with IGD in response to rewards relative to a control group
Duven et al[ ]		Semi-natural EEG designed with participants playing a computer game during the recording of event-related potentials to assess reward processing		SCL-90-R[ ]	Prolonged N100 latency and increased N100 amplitude, suggesting tolerance during computer game play, and gaming reward attention uses more cognitive capacity in patients
Floros et al[ ]	To assess the comorbidity of IAD with other mental disorders in a clinical sample	= 50 clinical sample of college students presenting for treatment of IAD in Greece (39 males, mean age = 21.0, SD = 3.2 yr; 11 females, mean age = 22.6, SD = 4.5 yr)	N/A	OCS[ ]	25/50 presented with comorbidity of another Axis I disorder (10% with major depression, 5% with dysthymia and psychotic disorders, respectively), and 38% (19/50) with a concurrent Axis II personality disorder (22% with narcissistic, and 10% with borderline disorder)
				DSQ[ ]
				ZKPQ[ , ]
				SCL-90[ , ]
		Cross-sectional study		SCL-90[ , ]	The majority of Axis I disorders (51.85%) were reported before IAD onset, 33.3% after onset
Ge et al[ ]	To investigate the association between P300 event-related potential and IAD	= 41 IAD subjects (21 males, age M = 32.5, SD = 3.2 yr)	CBT	Standard auditory oddball task using American Nicolet BRAVO Instrument	IA individuals had longer P300 latencies, but similar P300 amplitudes compared to controls
		= 48 volunteers (25 males, age M = 31.3, SD = 10.5 yr)			Following treatment, P300 latencies decreased significantly, suggesting cognitive function deficits associated with IAD can be ameliorated with CBT
		Experimental task
Han and Renshaw[ ]	To test whether bupropion treatment reduces the severity of EOP and MDD	= 50 male subjects with EOP and MDD (aged 13-45 yr)	Random allocation to either bupropion and EDU group or placebo and EDU group	Structured Clinical Interview for DSM-IV[ ]	During active treatment period, Internet addiction, gaming, and depression decreased relative to placebo group
		= 25 treatment group (mean age = 21.2, SD = 8.0 yr, range = 13-42)	12-wk treatment (8 wk active treatment phase and 4-wk post treatment follow-up period)	Youngs Internet Addiction Scale[ , ]	During follow-up, bupropion-associated reductions in gaming persisted, while depressive symptoms recurred
		= 25 placebo group (mean age = 19.1, SD = 6.2 yr, range = 13-39)		Youngs Internet Addiction Scale[ , ]
		Randomised controlled double-blind clinical trial	150 mg/d Bupropion SR given and increased to 300 mg/d during first week	Becks Depression Inventory[ ]
Han et al[ ]	To test the effects of bupropion sustained release treatment on brain activity for Internet video game addicts	= 11 IAG (IAG; mean age = 21.5, SD = 5.6 yr; mean craving score = 5.5, SD = 1.0; mean playing time = 6.5, SD = 2.5 h/d; mean YIAS score = 71.2, SD = 9.4)	Placebo group started with one pill and then raised to two pills	Structured Clinical Interview for DSM-IV[ ]	Bupropion sustained release treatment works for IAG in a similar way as it works for patients with substance dependence
		= 8 HC (HC; mean age = 11.8, SD = 2.1 yr; mean craving score = 3.9, SD = 1.1; mean Internet use = 1.9, SD = 0.6 h/d; mean YIAS score = 27.1, SD = 5.3) in South Korea	Buproprion sustained release treatment: 6 wk	Beck Depression Inventory[ ]	During exposure to game cues, IAG had more brain activation in left occipital lobe cuneus, left dorsolateral prefrontal cortex, left parahippocampal gyrus relative to HC
			Buproprion sustained release treatment: 6 wk	Youngs Internet Addiction Scale[ ]
		Experimental design	Participants underwent 6 wk of bupropion sustained release treatment (150 mg/d for first week, 300 mg/d afterwards)	Craving for Internet video game play: 7-point visual analogue scale	After treatment, craving, play time, cue-induced brain activity decreased in IAG
		Experimental design		Brain activity measured at baseline and after treatment using 1.5 Tesla Espree fMRI scanner
Han et al[ ]	To assess the effect of methylphenidate on Internet video game play in children with ADHD	= 62 children (52 males, mean age = 9.3, SD = 2.2 yr, range = 8.12), drug-naïve, diagnosed with ADHD, and Internet video game players in South Korea	Treatment with Concerta (OROS methylphenidate HCI, South Korea)	YIAS-K[ , ]	Following treatment, Internet addiction and Internet use decreased
			Initial dosage: 18 mg/d, and maintenance dosage individually adjusted based on changes in clinical symptoms and weight	Korean DuPaul's ADHD Rating Scale[ , ]
				Korean DuPaul's ADHD Rating Scale[ , ]	Changes in IA between baseline and treatment completion correlated with changes in ADHD, and omission errors from the Visual Continuous Performance Test
				Visual Continuous Performance Test using the Computerised Neurocognitive Function Test[ ]
Hwang et al[ ]	To directly compare patients with IA to patients with AD regarding impulsiveness, anger expression, and mood	= 30 patients with IA (mean age = 22.7, SD = 6.7 yr)	N/A	Korean version of Youngs IAT[ , ]	IA and AD groups showed lower agreeableness and higher neuroticism, impulsivity, and anger expression compared to the HC group (all related to aggression)
		= 30 patients with AD (mean age = 30.0, SD = 5.9 yr)		SCID[ ]	Addiction groups had lower extraversion, openness to experience, and conscientiousness, were more depressive and anxious than HCs
		= 30 HCs (HCs, mean age = 25.3, SD = 2.8 yr)		Alcohol Use Disorder Identification Test-Korean version[ ]	Severity of IA and AD positively correlated with these symptoms
		Outpatient clinic in South Korea		Korean version of the NEO-PI-R[ , ]
				Korean version of the BIS-11[ , ]
				Korean version of the STAXI-K[ , ]
Kim[ ]	To examine the effect of a reality therapy (R/T) group counselling programme for Internet addiction and self-esteem	= 25 university students in South Korea (20 males, mean age = 24.2 yr)	Treatment group ( = 13, 10 males): Participated in R/T group counselling programme, 2 60-90 min sessions/wk for 5 consecutive weeks (with the purpose of taking control and changing thinking and behaviours)	K-IAS[ ]	Treatment programme reduced addiction level and increased self-esteem
				CSEI[ ]
		Randomised controlled trial/quasi- experimental design
		Randomised controlled trial/quasi- experimental design	Control group ( = 12, 10 males): No treatment
Kim et al[ ]	To evaluate the efficacy of CBT combined with bupropion for treating POGP in adolescents with MDD	= 65 adolescents with MDD and POGP in South Korea (aged 13-18 yr)	= 32 CBT group (medication and CBT): 8 wk intervention; 159 mg bupropion/d for 1 wk, then 300 mg/d for 7 wk; participated in 8 session weekly group CBT; weekly 10 min interviews	BDI[ ]	Internet addiction decreased and life satisfaction increased in CBT and medication group relative to medication only group, but no changes in depression
				BAI[ ]
				YIAS[ , ]
				Modified-School Problematic Behaviour Scale[ ]	Anxiety increased in medicated group
		Prospective trial	= 33 clinical control group (medication only, as above)	Modified Students Life Satisfaction scale[ ]	Anxiety increased in medicated group
Kim et al[ ]	To investigate the value of Youngs IAT for subjects diagnosed with Internet addiction	= 52 individuals presenting with Internet addiction at university hospital in South Korea (47 males; mean age = 21.7, SD = 7.1 yr, range: 11-38)	N/A	Clinical interview	Samples mean IAT score below cut-off (70)
				Youngs IAT[ , ]	Samples mean IAT score below cut-off (70)
				Classification of IA severity DSM-IV-TR[ ]	IAT detected only 42% of sample as having Internet addiction
					No significant differences in IAT scores between mild, moderate and severe Internet addition found
					No association between IAT scores and Internet addiction duration of illness found
					IAT has limited clinical utility for evaluating IA severity
Kim et al[ ]	To compare patients with IGD with patients with AUD and HC regarding resting-state ReHo	= 45 males seeking treatment in South Korea	N/A	Youngs IAT[ ]	Significantly increased ReHo in PCC of the IGD and AUD groups
		= 16 IGD patients (mean age = 21.6, SD = 5.9 yr)		SCID[ ]	Decreased ReHo in right STG of IGD, compared with AUD and HC groups
		= 14 AUD patients (mean age = 28.6, SD = 5.9 yr)		AUDIT-K[ ]	Decreased ReHo in anterior cingulate cortex of AUD patients
		= 15 HCs (mean age = 25.4, SD = 5.9 yr)		BDI[ ]	Internet addiction severity positively correlated with ReHo in medial frontal cortex, precuneus/PCC, and left ITC in IGD
				BAI[ ]	Impulsivity negatively correlated with ReHo in left ITC in IGD
				BIS-11[ ]	Increased ReHo in PCC: Neurobiological feature of IGD and AUD
				FMRI resting data acquired via Philips Achieva 3-T MRI scanner using standard whole-head coil, obtaining 180 T2 weighted EPI volumes in each of 35 axial planes parallel to anterior and posterior commissures	Reduced ReHo in STG: Neurobiological marker for IGD specifically relative to AUD and HCs
King et al[ ]	To present a case study of an individual with GPIU	= 1, 16-yr old male in Australia	N/A	N/A	PIU identified due to: (1) use of several different Internet functions; (2) social isolation; (3) procrastination and time-wasting tendencies
King et al[ ]	To present a case study of an individual with GPIU	Case study	N/A	N/A	Problems unlikely to have occurred without the Internet
Ko et al[ ]	To evaluate the diagnostic validity of IGD criteria, and to determine the cut-off point for IGD in DSM-5	= 225 adults in Taiwan ( = 75 individuals with IGD (63 males, mean age = 23.4, SD = 2.6 yr), no IGD (63 males, mean age = 22.9, SD = 2.5 yr), and IGD in remission (63 males, mean age = 23.8, SD = 2.9 yr), respectively)	N/A	Diagnostic interview based on DSM-5 IGD criteria[ ]	Diagnostic accuracy of DSM-5 IGD items between 77.3% and 94.7% (except for deceiving and escape), and differentiated IGD from remitted individuals
				DC-IA-C[ ]	Meeting ≥ 5 IGD criteria: Best cut-off point to differentiate IGD from non-IGD and remitted individuals
				Chinese version of the MINI[ ]
				QGU-B[ ]
				CIAS[ ]
Liberatore et al[ ]	To describe the prevalence of IA in a clinical sample of Latino adolescents receiving ambulatory psychiatric treatment	= 71 adolescent patients in Puerto Rico (39 males, aged 13-17 yr), 39.4% diagnosed with disruptive disorder, 31.0% with mood disorder, 19.7% with mood and disruptive disorder	N/A	Spanish version of the Internet Addiction Test (IAT)[ ]	Sample did not involve any cases of severe IA
					71.8% of the sample had no IA problem
					11.6% discussed Internet use with therapists
					IA correlated with mood disorders
Liu et al[ ]	To test the effectiveness and underlying MFGT	= 92 (46 adolescents with 12-18 yr old, and 46 parents, aged 35-46 yr old)	MFGT is a new approach to treat Internet addiction (IA) behaviours that has not been tested before	Structured questionnaires at pre-test (T1), post-test (T2) and follow-up (T3):	Significantly decreased IA in EG at T2 and maintained in T3 (adolescents IA rate dropped from 100% at baseline to 4.8% after intervention, then remained at 11.1%)
		2 groups: 1 experimental (EG; MFGT adolescents and parents) and 1 control (CG; waiting-list similar adolescents and parents)	MFGT = group therapy for families, both adults and adolescents that have the same problem (IA)	Adolescents scales:
				Adolescents scales:	Significantly better reports in the EG from adolescents and parents compared with those in the CG
				Adolescent Pathological Internet Use Scale APIUS[ ]	Underlying mechanism of less IA was partially explained by adolescent satisfaction of their psychological needs and improved parent-adolescent communication and closeness
		EG: Adolescents: 17 males and 4 females (age: M = 15, SD = 1.73);	Advantage: Peer group (support and learn from peer confrontation)	Parents scales:
		Parents: 5 males and 16 females (age: M = 40.9, SD = 2.85)	Transference reactions occur within and between families	Closeness to Parents[ ]
		CG: Adolescents: 21 males and 4 females (age: M = 15.7, SD = 1.2); Parents: Idem to EG (no sign. Diff).		Parent-Adolescent Communication Scale[ ]
		China		College Students Psychological Needs and Fulfillment Scale[ ]
		Quasi-experimental design
Müller et al[ ]	To characterize German treatment seekers and to determine the diagnostic accuracy of a self-report scale for	= 290 mostly male (93.8%) treatment seekers between 18 and 64 yr (M = 26.4, SD = 8.22)	Treatment of behavioural addictions	SCL-90R[ ]	71% met clinical IA diagnosis
			Treatment of behavioural addictions	PHQ[ ]	Displayed higher levels of psychopathology, especially depressive and dissociative symptoms
	IA	Germany	Non-experimental design	GAD-7[ ]	Half met criteria for one further psychiatric disorder, especially depression
				CDS-2[ ]	Level of functioning decreased in all domains
				CDS-2[ ]	AICA-S showed
				AICA-S[ ]	good psychometric properties and satisfying diagnostic accuracy (sensitivity: 80.5%; specificity: 82.4%)
Müller et al[ ]	To compare personality profiles of a sample of patients in different rehabilitation centres	IA group: 70 male patients with an addiction disorder that additionally met the criteria for IA; M =29.3 yr (SD = 10.66; range 16-64)	N/A	Computer game	Patients with comorbid IA can be discriminated from other patients by higher neuroticism and lower extraversion and lower conscientiousness
			Non-experimental design	Addiction (AICA-S)[ ]
		AD group: 48 male patients suffering from AD; M = 31.7 yr; SD = 9.18; range 17-65)		NEO-FFI[ ]	After controlling for depressive symptoms, lower conscientiousness turned out to be a disorder-specific risk factor
		Germany		BDI-II[ ]
Müller et al[ ]	To evaluate the relationships between personality traits and IGD	= 404 males aged 16 yr and above	N/A	AICA-S[ ]	IGD associated with higher neuroticism, decreased conscientiousness and low extraversion
		4 groups:	Experimental design: Characteristics of people selected for assigning them to two groups, non-random allocation	AICA-S[ ]	The comparisons to pathological gamblers indicate that low conscientiousness and low extraversion in particular are characteristics of IGD
		IGD group: 115 patients with IGD		AICA-C[ ]	Etiopathological model proposed for addictive online gaming
		Clinical CG: 74 controls seeking treatment for IGD, but not diagnosable		Berlin Inventory for Gambling[ ]
		Gambling group: 115 gambling patients		NEO Five-Factor Inventory[ ]
		Healthy CG: 93 individuals with regular or intense use of online games
		Germany
Park et al[ ]	To examine the effectiveness of treating an Internet-addicted young adult suffering from interpersonal problems based on the MRI interactional model and Murray Bowen's family systems theory	1 family case study consisting of husband (age 50), wife (age 50), 2 sons (ages 22, 23), older son with Internet addiction and interpersonal problems		Comparative analysis method	Characteristics of the parents family of origin and dysfunctional communication pattern associated with interpersonal problems revealed by participants
Park et al[ ]		South Korea		Miles and Huberman's matrix and network[ ]	Both the MRI model and Bowen's family systems theory produced effective treatments
Poddar et al[ ]	To describe a pilot intervention using MET and CBT principles to treat IGD in an adolescent	= 1	Initial therapy session: Rapport building with patient, detailed interview, primary case formulation	IQ ESDST,	IGD due to child neglect and boredom, consolidated by subsequent negative reinforcements
		14-yr-old boy	Subsequent sessions: Psychoeducation, cost/benefit analysis of behaviour (motivation level improved)	BVMGT, and TAT
		India	Progressive muscle relaxation because gaming urge accompanied by physiological/emotional arousal	IAT	Individual interventions encouraged as there are varied antecedents and consequences for IGD development
		Case study			MET-CBT principles for IGD resulted in improvement
			Subsequently: Game addiction assessment, contract for behaviour modification (reduce gaming time, increase other activities)		Therapy terminated when gains had consolidated
			Tokens introduced as positive reinforcement		Good exam scores achieved
			Less time spent gaming on weekdays, but excess on weekends		Weekend gaming times reduced
			Patient recorded Thoughts,		IAT score reduced to 48 (from 83)
			Emotions and Behaviors (TE and B) contributing to gaming (result: Gaming due to boredom)
			Non-gaming behaviour reinforced scooty rides
Santos et al[ ]	To describe a treatment of a patient with PD, OCD (both anxiety disorders) and IA involving pharmacotherapy and CBT and test its efficacy	Case report	Pharmacotherapy and CBT	Hamilton Anxiety Scale (HAMA-A)[ ]	Treatment effective for anxiety and IA
		= 1	CBT 1x/week for 10 wk	Hamilton Depression Scale (HAM-D)[ ]
		24-yr-old Caucasian woman	Pharmacotherapy [clonazepam (0.5 mg) and sertraline (50 mg) once daily]	Chambless BSQ[ ]
		A patient with PD, OCD and IA	Both (pharmaco and CBT) started together	Bandelow PA[ ]
		Brazil	CBT focus: Teach patient how to deal with anxiety and internet use ( ., breathing retraining with diaphragmatic breathing exercise, education about PD and OCD symptoms and internet use, time management, identifying PIU triggers, changing habits, cognitive restructuring, exposure and response prevention, social support promotion, building alternative activities, functional internet use promotion)	IAT
		Brazil		CGI[ ]
Senormanci et al[ ]	To investigate the attachment styles and family functioning of patients with IA	= 60	N/A	IAT[ ]	Patients with IA had higher BDI and higher attachment anxiety sub-scores on the ECR-r compared with those in the CG
		2 groups:		BDI[ ]
		EG: 30 male patients with IA [age: M = 21.6 (18-20) yr]		Experiences in Close Relationships Questionnaire-r [ ]	IA patients evaluated their family functioning as more negative and reported problems in every aspect addressed by the FAD
		CG: 30 healthy males without IA		Experiences in Close Relationships Questionnaire-r [ ]
		Non-experimental		Family Assessment Device[ ]	Scores on the FAD behaviour control, affective responsiveness, and problem-solving subscales (and on the FAD communication, roles, and general functioning subscales) significantly higher in patients compared with CG
Senormanci et al[ ]	To determine the predictor effect of depression, loneliness, anger and interpersonal relationship styles for IA in patients diagnosed with IA	= 40 male IA patients with at least 18-yr-old	N/A	IAT[ ]	Duration of Internet use (hours/day) and STAXI anger in subscale predicted IA. Although the duration is not adequate for IA diagnosis, it predicts IA
		Turkey		BDI[ ]	It is helpful for clinicians to regulate the hours of Internet use for patients with excessive or uncontrolled internet use
				STAXI[ ]
				UCLA Loneliness Scale[ ]
				IRSQ, subscale “Contributing and inhibiting styles”[ ]	Psychiatric treatments for expressing anger and therapies focussing on emotion validation may be useful
Shek et al[ ]	To described an indigenous multi-level counselling programme designed for young people with IA problems based on the responses of clients	= 59	Indigenous multilevel counselling program designed to provide services for young people with Internet addictive behaviour in Hong Kong:	3 versions of IA Young's assessment tools[ ]: 10-item, 8-item and 7-item measures[ - ]	The outcome evaluation, pretest and posttest data showed IA problems decreased after joining programme
		58 male and 1 female	(1) Emphasis on controlled and healthy use of the Internet; (2) Understanding the change process in adolescents with Internet addiction behaviour; (3) Utilization of motivational interviewing model; (4) Adoption of a family perspective; (5) Multi-level counselling model; (6) Utilization of case work and group work	Goldberg's framework[ ]
		Most in early adolescence (aged 11-15 yr; = 29) and late adolescence (aged 16-18 yr; = 27), while 3 were over 18		Chinese Internet Addiction Scale (CIA-Goldberg)	Slight positive changes in parenting attributes
		China		Items for assessing beliefs and behaviours for using Internet: 7 items from Computer Use Survey[ ]	Participants subjectively perceived the programme was helpful
				6 items from OCS[ ]
				6 items from Internet Addiction-Related Perceptions and Attitudes Seale[ ]
				2 items from IAD-Related Experience Scale[ ]
				33-item C-FAI developed[ ]
				Chinese Purpose in Life Questionnaire[ ]
				Chinese Beck Depression Inventory[ ]
				Chinese Hopelessness Seale[ ]
				Chinese Rosenberg Self-Esteem Seale[ ]
Tao et al[ ]	To develop diagnostic criteria for IAD and to evaluate the validity of proposed diagnostic criteria for discriminating non-dependent from dependent Internet use in the general population	3 stages: Criteria development and item testing; criterion-related validity testing; global clinical impression and criteria evaluation;	N/A	N/A: Authors developed the proposed Internet addiction diagnostic criteria, which have been one of the main sources for the APAs IGD criteria	Proposed Internet addiction diagnostic criteria: Symptom criterion (7 clinical IAD symptoms ), clinically significant impairment criterion (functional and psychosocial impairments), course criterion (duration of addiction lasting at least 3 mo, with at least 6 h of non-essential Internet use per day) and exclusion criterion (dependency attributed to psychotic disorders)
		Stage 1: = 110 patients with IA in SG, M = 17.9 SD = 2.9 yr (range: 12-30 yr), 91.8% ( = 101) males; 408 patients in IA in TG, M = 17.6, SD = 2.7 yr (range: 12-27 yr), 92.6% ( = 378) male; Stage 2: = 405; Stage 3: = 150 (M = 17.7, SD = 2.8, (92.7% males)			Diagnostic score of 2 + 1, where first 2 symptoms (preoccupation and withdrawal symptoms) and min. 1/5 other symptoms (tolerance, lack of control, continued excessive use despite knowledge of negative effects/affects, loss of interests excluding Internet, and Internet use to escape or relieve a dysphoric mood) was established
		China			Inter-rater reliability: 98%
Te Wildt et al[ ]	To examine the question whether the dependent use of the Internet can be understood as an impulse control disorder, an addiction or as a symptom of other psychiatric conditions	EG: = 25 patients (76% male, M = 29.36 yr, SD = 10.76)	2 groups matched: The EG and CG	Preliminary telephone interview to test inclusion criteria with Young's and Beard's IA criteria[ , ]	Compared to controls, patient group presented significantly higher levels of depression (BDI), impulsivity (BIS) and dissociation (DES)
		CG: Matched for age (M = 29.48; SD = 9.56), sex (76% males) and school education, and similar level of intelligence	Non-experimental design	Statistical Clinical Interview for DSM-IV[ ]	PIU shares common psychopathological features and comorbidities with substance-related disorders
				German Internet Addiction Scale ISS[ ]
				German version of the Barratt Impulsiveness Scale BIS[ ]	Should be viewed as diagnostic entity in itself within a spectrum of behavioural and substance dependencies
				Derogatis Symptom Checklist (SCL-90-R)[ , ]
				BDI[ , ]
				DES[ , ]
				SOC[ , ]
				IIP-D[ , ]
Tonioni et al[ ]	To test whether patients with IA present different psychological symptoms, temperamental traits, coping strategies and relational patterns relative to patients with PG	Two clinical groups:	N/A	IAT[ ]	IA and PG had higher scores than control group on depression, anxiety and global functioning
		31 IA patients (30 males) and 11 PG patients (10 males) and a control group (38 healthy subjects; 36 males) matched with the clinical groups for gender and age were enrolled		Hamilton Anxiety Rating Scale[ ]	IA patients had higher mental and behavioural disengagement associated with an important interpersonal impairment relative to PG patients
				Hamilton Depression Scale[ ]	IA and PG groups used impulsive coping, and had socio-emotional impairment
				Global Assessment of Functioning[ ]
				Snaith-Hamilton Pleasure Scale[ ]
				Temperament and Character Inventory-Revised[ ]
				Coping Orientation to Problems Experienced[ ]
				Inventory of Parent and Peer Attachment[ ]
Tonioni et al[ ]	To investigate psychopathological symptoms, behaviours and hours spent online in patients with IAD	= 86: 21 clinical patients in hospital-based psychiatric IAD service (mean age=24, SD = 11 yr); 65 control subjects	N/A	Internet addiction interview[ ]	IAD patients had significantly higher scores on IAT relative to controls
				IAT[ ]	Only item 7 (how often do you check your e-mail before something else that you need to do?) showed a significant inverse trend
				Symptom Checklist-90-Revised[ ]	SCL-90-R anxiety and depression scores and IAT item 19 (How often do you choose to spend more time online over going out with others?) positively correlated with weekly online hours in IAD patients
van Rooij et al[ ]	To evaluate the pilot treatment for IA created for the Dutch care organization (to explore the possibility of using an existing CBT and MI based treatment programme (lifestyle training) from therapists experiences with 12 Internet addicts	= 12 Internet addicts and = 5 therapists treating them	Treatment: A manual-based CBT	Data sources: (1) Session Reports; (2) Case Review Meeting Minutes; (3) Questionnaires:	Therapists report programme (originally used for substance dependence and pathological gambling) fits problem of Internet addiction well
		The Netherlands	Standard Lifestyle Training programme, a manual-based treatment programme[ , ]	Compulsive Internet Use Scale (CIUS)[ ]	Interventions focused on controlling and reducing Internet use, and involved expanding (real life) social contacts, regaining proper daily structure, constructive use of free time, and reframing beliefs
			Therapy combines CBT and MI[ , ]	Brief Situational Confidence questionnaire[ ]	Therapist report: Treatment achieved progress for all 12 treated patients
			Focuses on eliciting and strengthening motivation to change, choosing a treatment goal, gaining self-control, relapse prevention, and coping skills training[ , ]		Patient report: Satisfaction with treatment and behavioural improvements
			10 outpatient sessions of 45 min each, with 7 of these taking place within a period of 10 wk, the remaining 3 within a period of 3 mo
			Each session: Introduction, evaluation of current status, discussing homework, explaining theme of the day, practicing a skill, receiving homework, and finally closing the session
Wölfling et al[ ]	To investigate whether IA is an issue in patients in addiction treatment	= 1826 clients in impatient centres	N/A	Internet and Computer Game Addiction (AICA-S)[ , ]	Comorbid IA associated with higher levels of psychosocial symptoms, especially depression, obsessive-compulsive symptoms, and interpersonal sensitivity
		Male patients meeting criteria for comorbid IA (EG; = 71) compared with a matched control group of male patients treated for alcohol addiction without addictive Internet use (CG; = 58)		Symptom Checklist 90R (SCL-90-R)[ ]
				PHQ[ ]	IA patients meet criteria for additional mental disorders more frequently and display higher rates of psychiatric symptoms, especially depression, and might be in need of additional therapeutic treatment
				GAD-7[ ]
		Germany		GAD-7[ ]
Wölfling et al[ ]	To test the effects of a standardized CBT programme for IA	= 42 patients with IA, all male from 16-yr-old (M = 26.1, SD = 6.60, range: 18-47)	Short-Term outpatient Treatment for Internet and Computer Game	Inclusion criteria:	70.3% of patients completed therapy
			Addiction STICA (127) based on CBT techniques known from treatment programmes of other forms of addictive behaviour, consisting of 15 group sessions and additional 8 individual therapy sessions	AICA-S[ , ]	After treatment, symptoms of IA decreased significantly
				Standardized clinical interview of IA (AICA-C; Checklist for the Assessment of Internet and Computer Game Addiction)[ ]	Psychopathological symptoms and associated psychosocial problems decreased
			Individual sessions dealt with individual contents; group sessions followed clear thematic structure: First third of programme: Main themes about development of individual therapy aims, identification of Internet application associated with symptoms of IA, conducting holistic diagnostic investigation of psychopathological symptoms, deficits, resources, and comorbid disorders	GSE[ ]
				NEO Five-Factor Inventory[ ]
				Symptom Checklist 90R[ ]
			Motivational techniques applied to enhance patients intention to cut down dysfunctional behaviour
			Second third: Psychoeducation elements; deepened Internet use behaviour analysis (focusing on triggers and patient reactions on cognitive, emotional, psychophysiological, and behavioural levels in that situation (SORKC scheme)[ ] for development of a personalized model of IA for each patient based on interaction between online application, predisposing and maintaining factors of the patient ( ., personality traits) and the patients social environment
			Last stage: Situations with heightened craving for getting online further specified and strategies to prevent relapse developed
Wölfling et al[ ]	To investigate the occurrence of BSD in patients with excessive Internet use and IA	= 368 treatment seekers with excessive to addictive Internet use screened for bipolar spectrum disorders	N/A	AICA-S[ ]	Comorbid BSD more frequent in patients meeting criteria for IA (30.9%) than among excessive users (5.6%)
		Germany		BSD assessed using MDQ[ ]	This subgroup showed heightened psychopathological symptoms, including substance use disorders, affective disorders and personality disorders
				SCL-90R[ , ]
					Further differences were found regarding frequency of Internet use regarding social networking sites and online-pornography in patients with BSD who engage more frequently
					Patients with IA have heightened probability for meeting BSD criteria
					Recommendation: Implement BSD screening in patients presenting with IA
Young[ ]	To investigate the efficacy of using CBT with Internet addicts	= 114 Internet addicts in treatment (42% women (mean age = 38; men mean age = 46)	Sessions conducted between client and principle investigator	IAT[ ]	Preliminary analyses indicated most clients managed their presenting complaints by the eighth session
			Initial sessions gathered familial background, nature of presenting problem, its onset and severity	Self-devised Client Outcome Questionnaire administered after 3 , 8 , and 12 online session, and at 6 mo follow-up:	Symptom management sustained at 6-mo follow-up
			CBT utilized to address presenting symptoms related to computer use, specifically abstinence from problematic online applications and strategies to control online use	12 items regarding clients behaviour patterns and treatment successes during counselling process; questions rated how effective counselling was at helping clients achieve targeted treatment goals associated with Internet addiction recovery; questions assessed motivation to quit Internet abuse, ability to control online use, engagement in offline activities, improved relationship functioning, and improved offline sexual functioning (if applicable)
			Counselling also focused on behavioural issues or other underlying factors contributing to online abuse, such as marital discord, job burnout, problems with co-workers, and academic troubles, depending on respective client
Young[ ]	To test a specialized form of CBT, CBT-IA	= 128 clients to measure treatment outcomes using CBT-IA (65% male; age range: 22-56 yr)	CBT-IA: 3-phase approach including behaviour modification to control compulsive Internet use, cognitive restructuring to identify, challenge, and modify cognitive distortions that lead to addictive use, and harm reduction techniques to address and treat co-morbid issues associated with the disorder	IAT[ ]	Over 95% of clients managed symptoms at the end of the 12 wk period
					78% sustained recovery six months following treatment
			Administered in 12 weekly sessions		CBT-IA ameliorated IA symptoms after 12 weekly sessions and consistently over 1, 3 and 6 mo after therapy
			Sessions conducted between client and principle investigator
			Initial sessions gathered familial background,
			symptoms of the presenting problem, its onset, and severity
			CBT-IA addressed presenting symptoms related to computer use, specifically abstinence from problematic online applications and strategies to control use
			CBT-IA also focused on cognitive issues and harm reduction for underlying factors contributing to Internet abuse such as marital discord, job burnout, problems with co-workers, or academic troubles, depending on respective client
			Internet use routinely evaluated and treatment outcomes evaluated after 12 sessions and at 1, 3 and 6 mo follow-up
Yung et al[ ]	To improve IAD involving Google Glass through residential treatment for alcohol use disorder	= 1 (31-yr-old man who exhibited problematic use of Google Glass)	Navys SARP	N/A regarding SARP and measures, only about his reactions ( ., withdrawal, craving, .)	Following treatment, reduction in irritability, movements to temple to turn on device, and improvements in short-term memory and clarity of thought processes
		Case report	All electronic devices and mobile computing devices customarily removed from patient during substance rehabilitation treatment
		United States	35-d residential treatment		Patient continued to intermittently experience dreams as if looking through the device
Zhou et al[ ]	To examine whether Internet addicted individuals share impulsivity and executive dysfunction with alcohol-dependent individuals	= 66	N/A	BIS-11	Impulsiveness scores, false alarm rate, total response errors, perseverative errors, failure to maintain set of IAD and AD group significantly higher than that of NC group
		22 IAD, 22 patients with AD, and 22 NC (NC consisting of citizens living in the city)		Go/no-go task
				Wisconsin Card Sorting Test (Beijing Ka Yip Wise Development Co., Ltd, computerized version VI)	Hit rate, percentage of conceptual level responses, number of categories completed, forward scores, backwards scores of IAD and AD group significantly lower than that of NC group
		China		Digit span task
		Experimental design		Modified Diagnostic Questionnaire for Internet Addiction (YDQ)[ ]	No differences in above variables between IAD group and AD group
				Structured clinical interview (Chinese version)	Internet addicted individuals share impulsivity and executive dysfunction with alcohol-dependent patients
				SADQ[ ]
				Hamilton Depression Scale[ ]
				Barratts Impulsivity Scale (BIS-11)[ ]
Zhu et al[ ]	To observe the effects of CT with EA in combination with PI on cognitive function and ERP, P300 and MMN in patients with IA	= 120 patients in China with IA randomly divided into 3 groups:	Overall treatment period = 40 d	Internet Addiction Test[ ]	Following treatment, IA decreased in all groups
		= 39 EA group ( = 40, 27 male, mean age = 22.5, SD = 2.1 yr)	EA applied at acupoints Baihui (GV20), Sishencong (EX-HN1), Hegu (LI4), Neiguan (PC6), Taichong (LR3), Sanyinjiao (SP6) and retained for 30 min once every other day	Wechsler Memory Scale (WMS)[ ]	Decrease stronger in CT group relative to both other groups
		= 36 PI group ( = 25 male, mean age = 21.0, SD = 2.0 yr)	PI with cognitive-behaviour mode every 4 d	ERP observation[ ] using MEB 9200-evoked detector	P300 latency depressed and amplitude raised n EA group
		= 37 CT group ( = 40, 27 males, mean age = 22.5, SD = 2.3 yr)	EA and PI used in CT group	Latency and amplitude of MMN and P300 recorded EEG	MMN amplitude increased in CT group
					Short-term memory capacity and short-term memory span improved
					EA and PI improves cognitive function in IA acceleration of stimuli discrimination and information processing on brain level

AD: Alcohol dependence; ADHD: Attention-deficit/hyperactivity disorder; AICA-C: Checklist for the assessment of internet and computer game addiction; AICA-S: Scale for the assessment of internet and computer game addiction; AUD: Alcohol use disorder; AUDIT-K: Korean version of alcohol use disorder identification test; BAI: Beck anxiety inventory; BDI: Beck depression inventory; BDI-II: Beck depression inventory II; BIS: Barratt impulsiveness scale; BIS-11: Barratt’s impulsivity scale-11; BSD: Bipolar spectrum disorders; BSQ: Body sensations questionnaire; CAARS:S: Conners’ adult ADHD rating scales self; CB: Compulsive buying; CBS: Compulsive buying scale; CBT: Cognitive behavioural therapy; CBT-IA: Cognitive-behavioural therapy for internet addiction; CDR: Centre for dependence rehabilitation; CDS-2: Cambridge depersonalization scale; C-FAI: Chinese family assessment instrument; CGI: Clinical global impression scale; CGI-I: Clinical global impressions-improvement scale; CIAS: Chen internet addiction scale; CIU: Compulsive internet use; CSEI: Coopersmith’s self-esteem inventory; CT: Comprehensive therapy; DAPP: Dimensional assessment of personality pathology-short form; DC-IA-C: Diagnostic criteria of internet addiction for college students; DES: Dissociative experience scale; DSQ: Defense style questionnaire; EA: Electroacupuncture; EEG: Electroencephalogram; ED: Eating disorders; EDI-2: Eating disorder inventory 2; EDU: Education for internet use; EOP: Excessive online game play; EPI: Echo-planar image; ERP: Event-related potentials; GAD-7: Seven-item generalized anxiety disorder; GPIU: Generalised pathological internet use; GSE: General self-efficacy scale; HC: Healthy controls; IA: Internet addiction; IAD: Internet addiction disorder; IAG: Internet video game addicts; IAT: Internet addiction test; IC-IUD: Impulsive-compulsive internet usage disorder; IGD: Internet gaming disorder; IIP-D: Inventory of interpersonal problems; IRSQ: Interpersonal relationship styles questionnaire; ITC: Inferior temporal cortex; K-IAS: K-internet addiction scale; MDD: Major depressive disorder; MDQ: Mood disorder questionnaire; MET: Motivational enhancement therapy; MFGT: Mechanism of multi-family group therapy; MI: Motivational interviewing; MINI: Mini international neuropsychiatric interview; MMN: Mismatch negativity; MRI: Mental research institute; NC: Normal controls; NEO-FFI: NEO five factors inventory; NEO-PI-R: NEO personality inventory-revised; OCD: Obsessive compulsive disorder; OCS: Online cognitions scale; PA: Panic and agoraphobia scale; PCC: Posterior cingulate cortex; PD: Panic disorder; PG: Problematic gambling disorder; PHQ: Patient health questionnaire; PI: Psycho-intervention; POGP: Problematic online game play; QGU-B: Questionnaire on gaming urge-belief; ReHo: Regional homogeneity; SADQ: Severity of alcohol dependence questionnaire; SARP: Substance addiction recovery program; SCARED: Screen for child anxiety related emotional disorders; SCID: Structured clinical interview for DSM-IV; SCID-IV: Structured clinical interview for DSM-IV-patient version; SCL: Symptom checklist; SCL-90R: Symptom checklist 90-revised; SG: Survey group; SOC: Sense of coherence scale; STAXI-K: State-trait anger expression inventory; STG: Superior temporal gyrus; TG: Training group; YBOCS: Yale-brown obsessive compulsive severity scale; YIAS: Young’s internet addiction scale; YIAS-K: Young's internet addiction scale, korean version; ZKPQ: Zuckermann-kuhlman personality questionnaire.

Treatment seeker characteristics

A total of 25 studies[ 19 , 26 , 27 , 32 , 43 , 50 , 62 , 72 , 78 , 79 , 93 , 106 , 109 , 111 , 112 , 118 , 124 , 130 , 133 , 143 , 146 , 163 , 164 , 188 , 204 ] investigated the characteristics of treatment seekers. Here, treatment seekers are defined as individuals seeking professional support for online addiction-related problems. The following paragraphs will outline the treatment seekers’ sociodemographic characteristics, Internet/gaming addiction measures used to ascertain diagnostic status in the respective studies, differential diagnoses and comorbidities.

Sociodemographic characteristics

In the included studies, sample sizes ranged from a case study of a male in Australia presenting with the problem of generalised pathological Internet use[ 112 ] to a total of 1826 clients sampled from 15 inpatient alcohol addiction rehabilitation centres in Germany, of which 71 also presented with Internet addiction and were then compared to a control group of 58 patients treated for alcohol addiction only[ 188 ]. Ages ranged from 16 years[ 112 ] to a mean age of 30.5 years[ 72 ]. The majority of studies used male participants, with one study using female participants only[ 50 ]. Most studies included individuals seeking treatment for Internet addiction and/or problematic Internet use in specialised inpatient and outpatient treatment centres. A number of studies included particular samples, such as individuals sampled via phone consultations ( i.e ., including 86% relatives of the affected individuals)[ 43 ], patients sampled in alcohol rehabilitation centres[ 130 ], patients diagnosed with obsessive compulsive disorder (OCD)[ 46 ], and female patients treated for eating disorders[ 50 ].

Treatment seekers were sampled from various continents. Within Europe, samples included treatment seekers in Germany[ 43 , 78 , 124 , 130 , 133 , 164 , 188 , 197 ], The Netherlands[ 50 ], Italy[ 26 , 27 , 32 ], and Greece[ 79 ]. In North America, a Canadian sample was included[ 72 ]. In South America, samples included individuals from Perú[ 62 ], Puerto Rico[ 118 ], and Brazil[ 139 ]. In Western Asia, Turkish individuals were sampled in two studies[ 143 , 146 ], whereas in East Asia, participants were from China[ 163 , 204 ], South Korea[ 93 , 106 , 109 ], and Taiwan[ 113 ]. One case study included an Australian adolescent[ 112 ].

Internet/gaming addiction

Internet and/or gaming addiction were measured with a number of different psychometric tools in the included studies, sometimes combined with structured clinical interviews. Clinical interviews were explicitly mentioned in the reports of eight studies[ 32 , 50 , 62 , 93 , 106 , 109 , 164 , 204 ], and these consisted mostly of the Structured Clinical Interview for DSM-IV[ 64 ], a semi-structured interview for DSM-IV Axis I diagnoses for mental disorders.

In terms of psychometric measures, in the majority of studies, Young’s popular Internet Addiction Test[ 48 ], the IAT, was used[ 26 , 32 , 72 , 93 , 106 , 109 , 118 , 143 , 146 ]. The IAT is a 20-item self-report scale that measures the extent of Internet addiction based on criteria for substance dependence and pathological gambling[ 51 ], and includes loss of control, neglecting everyday life, relationships and alternative recreational activities, behavioural and cognitive salience, negative consequences, escapism/mood modification, and deception. Significant problems due to Internet use are identified if individuals score between 70-100 on the test, and frequent problems when they score between 40-69[ 48 ]. However, previous research has suggested that across studies, different cut-off scores for the IAT have been used to classify individuals[ 6 ], impairing comparisons across studies.

Another popular measure appeared to be the Assessment of Internet and Computer Game Addiction Scale (AICA-S)[ 44 , 194 ], which was used in seven studies[ 43 , 78 , 124 , 130 , 133 , 188 , 197 ]. The AICA-S is a 16-item scale and includes questions about the frequency of specific Internet usage, associated negative consequences and the extent to which use is pathological from a diagnostic point of view. Fourteen out of the total sixteen main questions are used to calculate a clinical score, and to distinguish normal from potentially addictive use[ 211 ].

Other measures included the Compulsive Internet Use Scale (CIUS)[ 55 ], a 14-item unidimensional self-report questionnaire including loss of control, preoccupation (cognitive and behavioural), withdrawal symptoms, coping/mood modification, and conflict (inter- and intrapersonal). The CIUS classification is based on the DSM-IV TR diagnoses for substance dependence and pathological gambling[ 12 ], and was used in one study[ 50 ]. Moreover, in one study[ 79 ], the Online Cognitions Scale was used[ 80 ], which is a 36-item questionnaire that measures cognitions related to problematic Internet use, and includes subscales on loneliness/depression, diminished impulse control, social comfort, and distraction. In another study[ 113 ], Chen’s Internet Addiction Scale[ 117 ] was administered, which is a 26-item self-report measure of core Internet addiction symptoms, including tolerance, compulsive use, withdrawal, and related problems ( i.e ., negative impact on social activities, interpersonal relationships, physical condition, and time management). Another study[ 164 ] used the Internet Addiction Scale[ 212 ], as well as a combination of Young’s[ 213 ] and Beard’s[ 66 ] Internet addiction criteria, including preoccupation, tolerance, loss of control, withdrawal, overall impairment, deception, and escapism[ 164 ]. The latter was also used in another study[ 204 ].

A different approach was taken by Tao et al[ 163 ], who intended to develop diagnostic criteria for Internet Addiction Disorder (IAD) and to evaluate the validity of these criteria. Accordingly, in order to be diagnosed with IAD, patients had to fulfil the following criteria: The presence of preoccupation and withdrawal (combined with at least one of the following: Tolerance, lack of control, continued excessive use despite knowledge of negative effects/affects, loss of interests excluding the Internet, and Internet use to escape or relieve a dysphoric mood). In addition to this, clinically significant impairment had to be identified ( i.e ., functional and psychosocial impairment), and the problematic behaviour had to last a minimum of three months, with at least six hours of non-essential Internet use a day. This study has been used as a basis for the APA’s research classification of Internet Gaming Disorder in the DSM-5.

As this section demonstrates, a wide variety of measurements have been applied in order to ascertain Internet or Internet-use related addiction, sometimes involving an expert assessment by an experienced professional. As has been stated in previous research[ 6 ], no gold standard exists to measure Internet addiction with high sensitivity and specificity, which is exacerbated by the use of different cut-off points on the same measures across studies. To mitigate this diagnostic conundrum, a diagnosis of Internet addiction would significantly benefit from including a structured clinical interview administered by a trained professional[ 214 ], and this would help eliminating false positives and false negatives in the context of diagnosis.

Differential diagnoses/comorbidities

A number of studies investigated differential diagnoses and/or comorbidity of Internet addiction and other psychopathology. In terms of assessing potential comorbidities, the Structured Clinical Interview for DSM-IV mental disorders[ 64 ] was used by five studies[ 32 , 50 , 93 , 106 , 164 ]. Psychopathological symptomatology was also assessed using the Symptom-Checklist, SCL-90-R[ 125 , 191 ] and the Chinese version of the Mini International Neuropsychiatric Interview[ 115 ]. Personality disorders were identified by using the Dimensional Assessment of Personality Pathology-Short Form[ 58 , 59 ]. Other addiction-related assessments included alcohol and drug addiction measured with the DÉBA[ 76 ], the Alcohol Use Disorder Identification Test-Korean version[ 95 ], and the Severity of Alcohol Dependence Questionnaire[ 205 ], as well as shopping addiction, assessed via the Compulsive Buying Scale[ 54 ]. The presence of eating disorders was assessed using the Eating Disorder Inventory 2[ 52 , 53 ]. Mood disorders were assessed using the Hamilton Rating Scale for Depression[ 39 ], Beck’s Depression Inventory[ 132 ], and the Mood Disorder Questionnaire[ 198 ]. Levels of anxiety were measured with the Hamilton Rating Scale for Anxiety[ 40 ], Beck’s Anxiety Inventory[ 74 ], and the Generalized Anxiety Disorder scale (GAD-7)[ 127 ]. Symptoms of Attention Deficit Hyperactivity Disorder (ADHD) were investigated by means of Conners’ Adult ADHD Rating Scales Self (CAARS:S)[ 42 ]. Finally, dissociation and depersonalisation were measured using the Dissociative Experiences Scale[ 34 ] and the Cambridge Depersonalization Scale[ 128 ].

The results of comorbidity and differential diagnosis analyses revealed the following. Of 50 adult outpatients self-referred for their Internet overuse, 14% presented with comorbid ADHD, 7% hypomania, 15% GAD, 15% social anxiety disorder, 7% dysthymia, 7% obsessive compulsive personality disorder, 14% borderline personality disorder, 7% avoidant personality disorder, and 2% binge eating disorder[ 32 ]. Higher frequencies of comorbid psychopathology were reported in a sample of 30 male patients with Internet gaming addiction[ 62 ], namely 40% antisocial personality traits, 56.7% affective disorders (30% major depression and 26.7% dysthymia), 26.7% other addictions (13.3% gambling, 10% alcohol, 10% marihuana, 6.7% nicotine and 3.3% cocaine addiction), and 16.7% antisocial disorders (13.3% ADHD, social phobia 10% and 3.3% dysmorphic corporal disorder). Generally smaller prevalence rates were reported in a sample of 57 Internet addiction treatment seekers in Canada[ 72 ]: 3.5% presented with comorbid depression and 7.5% with anxiety.

Half of a sample of 50 students with Internet addiction[ 79 ] presented with a comorbidity of another Axis I disorder (10% with major depression, 5% with dysthymia and psychotic disorders, respectively). This finding was corroborated by another study of 290 male treatment seekers, half of whom met criteria for another psychiatric disorder[ 124 ]. In addition to this, of the former sample, 38% presented with a concurrent Axis II personality disorder (22% with narcissistic, and 10% with borderline disorder, respectively)[ 79 ]. Significantly higher levels of depression and dissociation were furthermore found in a sample of 25 patients with Internet addiction as compared to a matched healthy control group[ 164 ]. Moreover, relative to a control group of male patients treated for alcohol addiction, 71 male patients with alcohol addiction and comorbid Internet addiction presented with higher levels of depression and obsessive-compulsive symptoms[ 188 ]. Furthermore, another study[ 197 ] including 368 Internet addiction treatment seekers showed that 30.9% met the diagnostic criteria for bipolar spectrum disorders, and this study also evidenced generally increased psychopathological symptomatology (including substance use disorders, affective and personality disorders). Finally, significant positive correlations were reported between compulsive buying and compulsive Internet use, as 11.7% of a sample of 60 female patients displaying patterns of compulsive buying also presented with addictive Internet use. This study reported no differences between individuals presenting with different types of eating disorders regarding compulsive Internet use[ 50 ].

Moreover, patients with Internet addiction and patients with pathological gambling received higher scores on depression, anxiety[ 26 , 27 ], and lower scores on global functioning relative to healthy controls, used impulsive coping strategies, and experienced more socio-emotional impairment. Additionally, patients with Internet addiction differed from patients with pathological gambling in that the former experienced higher mental and behavioural disengagement, which was found to be associated with interpersonal impairments[ 26 ].

Overall, the presence of comorbidities for Internet-use related addiction in the clinical context appears to be the norm rather than an exception. Individuals seeking treatment for their Internet overuse frequently present with mood and anxiety disorders, and other impulse-control and addictive disorders appear common. This indicates Internet addiction treatment may benefit from therapeutic approaches that combine evidence-based treatments for co-occurring disorders in order to increase treatment efficacy and acceptability for the patient.

Psychopharmacotherapy

In five studies, psychopharmacotherapy[ 20 , 22 , 24 , 28 , 46 ] for online addictions was used. Atmaca[ 28 ] reported the case of a 23-year-old male 4 th year medical student who presented with the problems of problematic Internet use and anxiety. The patient was treated with a combination of selective serotonine reuptake inhibitors (SSRI) and antipsychotic medication. The antidepressant citalopram was administered at a dose of 20 mg/d and was increased to 40 mg/d within the period of a week, which was continued for six weeks. Subsequently, quetiapine (an atypical antipsychotic typically used for schizophrenia spectrum disorders) was added to the treatment, starting with a dose of 50 mg/d, which was increased to 200 mg/d within four days. The treatment resulted in decreased Internet addiction as measured with the Y-BOCS[ 30 ] modified for Internet use, decreased non-essential and essential Internet use, and improved control over Internet use. The improvements persisted until four-month follow up.

Bipeta et al[ 46 ] compared 34 control subjects with or without Internet addiction assessed via Young’s Diagnostic Questionnaire[ 48 ] with patients with pure OCD with or without Internet addiction (mean age = 27 years, SD = 6.5 years). OCD patients were treated with standard pharmacological treatment for OCD (treatment as usual) for one year, received the benzodiazepine clonazepam (often used in the treatment of anxiety disorders), which was tapered off in three weeks, an SSRI or the tricyclic antidepressant clomipramine for 12 mo. The individuals with Internet addiction in the OCD group received the following doses of medication: Five patients received 150-200 mg fluvoxamine/d, four received 150-200 mg sertraline/d, one received 60 mg fluoxetine/d, and the final one received 200 mg clomipramine/d. In the OCD group that included individuals who were not addicted to using the Internet, the following doses of medication were administered: Eight patients received 150-300 mg fluvoxamine/d, five received 100-200 mg sertraline/d, eleven received 40-80 mg fluoxetine/d, and three received 150-200 mg clomipramine/d. Overall, the OCD treatment improved scores for both OCD and Internet addiction, while only two of the eleven OCD patients still fulfilled Internet addiction criteria after twelve months of treatment[ 46 ].

Dell’Osso et al[ 20 ] assessed the safety and efficacy of the antidepressant SSRI escitalopram (typically used for mood disorders) in 19 adult patients (12 men, mean age = 38.5, SD = 12.0 years) who presented with the problem of impulsive-compulsive Internet usage disorder assessed via the YBOCS[ 30 ], modified for Internet use. The trial consisted of a total of 19 wk, composed of a ten week treatment phase in which escitalopram was administered starting with 10 mg/d, and increased and maintained at 20 mg/d for 10 wk, and subsequent nine weeks of a randomised double-blind placebo controlled trial with or without administration of escitalopram at previous dosages. The treatment phase resulted in a significant decrease in Internet use. However, there were no differences in treatment effect between the treatment and placebo group following the second stage of the study. The authors also note that the group treated with escitalopram experienced negative side effects, including fatigue and sexual side effects, whereas side effects did not occur in the placebo group[ 20 ].

Han et al[ 26 ] used a controlled trial to test the effects of the antidepressant bupropion sustained release treatment (with a dose of 150 mg/d for the first week and 300 mg/d for five subsequent weeks) on the brain activity of eleven Internet video game addicts (mean age = 21.5, SD = 5.6 years), assessed via Young’s Internet Addiction Scale[ 216 ]. The results indicated that the administered psychopharmacological treatment provided successful results for the video game addiction group, as it decreased craving, playing time, and cue-induced brain activity. These authors[ 22 ] also used the central nervous system stimulant concerta (methylphenidate commonly used for ADHD) in 62 video game playing children with ADHD (52 males, mean age = 9.3, SD = 2.2 years) who had not previously been given medication. Internet addiction was assessed using the Korean version of Young’s Internet Addiction Scale[ 87 ]. The initial concerta dosage was 18 mg/d, with the maintenance dosage being individually adjusted based on the respective children’s clinical symptoms and weight. Following treatment, Internet addiction and Internet use significantly decreased, as did ADHD symptoms and omission errors in a Visual Continuous Performance Test[ 22 ].

Taken together, the studies including psychopharmacological treatment for Internet addiction and/or gaming addiction showed positive effects in decreasing Internet addiction symptomatology and Internet/gaming use times. In the few studies conducted, antidepressant medication has been used most, suggesting mood disorders may be comorbid with Internet use addiction. The research also indicated that if other (primary or secondary) disorders are present (specifically, OCD and ADHD), medication typically used to treat these disorders is also effective in reducing Internet addiction-related problems.

Psychological therapy

Ten studies[ 23 , 65 , 86 , 119 , 136 , 149 , 174 , 201 - 203 ] described some form of psychological therapy for treating Internet addiction. The majority of psychological therapies used an individual approach, which was applied to outpatients, apart from three studies that used group therapy approaches[ 23 , 65 , 119 , 136 , 149 ].

The most common approach used to treat Internet addiction was Cognitive Behavioural Therapy (CBT)[ 86 , 202 ]. This approach was usually individualised (apart from one study which used a group approach[ 65 ]). A further study used a combination of individualised and group therapy, namely Short-Term Treatment for Internet and Computer Game Addiction[ 192 ]. The typical CBT programme was administered for the duration of a few months, ranging from eight sessions[ 65 ] to 28 sessions, which included both group and individual sessions[ 192 ], and sessions lasted between one[ 86 ] and two hours[ 65 ]. The topics covered with patients in these sessions were: (1) identification of the Internet application associated with symptoms of addiction; (2) control issues ( e.g ., examining the self, feelings, impulsivity, and the relation between the individual and the Internet to self-manage and self-restrain Internet use); (3) principles of healthy communication, namely interpersonal communication, such as between parent-children[ 65 ], and sharing success stories[ 86 ]; (4) Internet awareness (with regards to relationships established and developed through the Internet, and dealing with online content); (5) cessation techniques applied to the Internet ( e.g ., recognizing the addictive behaviour and discontinuing it); and (6) additional elements ( e.g ., college career planning, covering underlying factors contributing to Internet abuse, such as marital discord, job burnout, problems with co-workers, or academic problems). In general, CBT followed a number of stages, including team building or a probatory stage to review sessions or stabilization and relapse prevention. All sessions were run by therapists[ 119 , 192 ] or psychiatrists[ 86 ] who were supporting adults, apart from one case that involved children and adolescents[ 65 ].

The treatment outcomes were measured through scores on a number of psychometric scales covering excessive Internet use, including the Internet Overuse Self-Rating Scale[ 67 , 68 ], the Adolescent Pathological Internet Use Scale[ 120 ], the Internet Addiction Diagnostic Questionnaire[ 48 ], and the assessment of emotional, cognitive and behavioural symptoms. The following emotional skills and problems were measured in some studies. Anxiety was assessed using the Screen for Child Anxiety Related Emotional Disorders[ 71 ] and self-esteem was measured with Coopersmith’s Self-Esteem Inventory[ 103 ]. Cognitive skills covered were diverse, and measures included the Online Cognition Scale (OCS)[ 80 ], and the Time Management Disposition Scale[ 69 ]. The behavioural characteristics related to Internet addiction primarily concerned the individual, but also included their peer and family relationships, and were measured using the Chinese version of the Strength and Difficulties Questionnaire[ 70 ], and the Parent-Child Communication Scale[ 122 ]. Only one study[ 86 ] did not make use of questionnaires because it was a neuropsychological and electrophysiological study conducted using an event-related potential approach, focused on cognitive function by detecting a P300 component. The results of this study indicated there was a deficit in cognitive functioning in Internet addicts, which is a finding that has also been observed in other addictive disorders[ 215 ].

Four of the included group therapy approaches (out of five studies) included Internet addicts and family groups treated simultaneously. These included (1) a CBT modality called “multimodal school-based group” (MSBG)[ 65 ]; (2) a “multi-family group therapy” (MFGT), which was used for treating Internet addiction for the first time[ 119 ]; (3) a traditional family therapy for a young adult addicted to using the Internet[ 136 ]; and (4) a “multi-level intervention model” that is usually applied to substance abuse, which included family counselling and peer support groups[ 149 ].

The psychotherapeutic MSBG approach was applied in a school setting and involved students, parents and teachers. The group of Internet addicts were students treated using classical CBT in a group ranging from six to ten participants. The students’ parents were also administered cognitive behavioural training to recognize their children’s Internet addiction (through children’s feeling states, communication and solving-problem skills in the family, and through controlling the parents’ own feelings and behaviours to manage their children’s excessive Internet use). Teachers were provided psychoeducation, which was delivered by means of workshops in didactic teaching, analysis and discussion, with the purpose of recognising and treating Internet addiction in students, and of supporting their parents.

MFGT is a new psychotherapy approach for adolescent Internet addicts[ 119 ]. This intervention provides therapeutic groups for both adults (parents) and adolescents (Internet addicts), and the aim is to provide peer support, allowing transferential reactions, engagement with the treatment and promoting family cohesion. The main goal of this form of psychotherapy is to reduce Internet addiction whilst improving parent-adolescent communication and closeness, and to fulfil the family members’ psychological needs, rather than these needs being fulfilled by Internet use. Altogether, six active sessions were used, with a subsequent three-month follow-up to target potential relapse and discuss new issues and solutions to maintain the effectiveness of the intervention. Each of the sessions lasted for two hours and included five parts: a warm-up exercise, feedback on homework from the last session, a main structured activity, a brief summary and the family assignment. The topics treated per session were: Understanding a family with the problem of excessive Internet use (session 1), parent-adolescent communication skills training (session 2), parent-adolescent communication practices related to the problem (sessions 2 and 3), parent-adolescent relationship building skills training (session 4), associations between psychological needs and Internet use, how to satisfy the unfulfilled need in the family relationships (session 5), and setting up healthy expectations for the family system (session 6).

The classical family therapy approach used in one study[ 136 ] was based on Bowen’s[ 216 ] family system theory, which focused on the distinction of the self-inside from the self within the family constellation, and was based on an extensive analysis of family-of-origin problems and communication patterns. The treatment was focused on current interactions and changes in behaviour in the family system[ 217 ] to modify the family’s communication method by changing behaviours that maintain problematic Internet use, and coping with Internet overuse related problems. The therapy focused on an undesirable online behaviour and replacing it with a healthy behaviour, which would simultaneously induce a change in the family relationships. The intervention lasted three months and included 15 sessions. It treated emotional problems to enhance control over Internet use, and included functional and emotional expression to solve interpersonal relationship problems associated with Internet addiction.

The multi-level intervention model included an individual-based counselling approach with motivational interviewing (MI), complementary techniques, and traditional family-based counselling[ 149 ]. It consisted of six phases, lasting between 15 and 19 mo. The phases included (1) emphasising controlled and healthy Internet use; (2) promoting understanding of the change process through different stages from pre-contemplation to relapse, (3) using the MI model[ 218 ] for Internet addiction; (4) adopting a family perspective by using a systemic approach; (5) applying a multi-level counselling model including the patient, his/her family and his/her peers; and (6) using individual and group therapy to facilitate the intervention.

The only group approach that did not include a family intervention was the R/T group counselling programme, which specifically addressed Internet addiction[ 23 ]. It consisted of ten group sessions (two per week) within the period of one month, which varied in length between one and 1.5 h. Accredited specialists provided this intervention for university students. The content included an introduction to the therapy goal, teaching, activities, homework assignment and sharing. Each session furthermore included four sections: The purpose, materials ( e.g ., blank paper, topic-oriented games, posters, videos), strategies ( e.g ., discussion topics, homework assignments) and session evaluation for both the individual and their family, in order to assess whether the aim of the sessions had been achieved.

Overall, the psychological studies which included a control group to compare the effect of the interventions achieved varying results, impeding a general analysis of psychotherapy impact. Du et al[ 65 ] did not find significant differences between experimental and control groups in the post-test measure of Internet overuse, although the intervention group improved their time management (efficacy and time control) and other skills (emotional symptoms, conduct problems, hyperactivity, peer relationships and prosocial behaviours) significantly, and this was maintained until a six-month follow-up. Other comparative findings included a longer P300 component duration in Internet addicts treated by CBT compared to healthy controls[ 86 ]. However, the amplitudes were similar in both groups. Moreover, although Internet addiction symptoms were reduced after treatment in the experimental group[ 149 ], this was not the case for the group’s scores on beliefs and behaviours related to Internet use and psychological well-being, and there was only a small improvement in parental monitoring and functioning following treatment.

Only two studies (out of four experimental studies) showed a clear effectiveness of psychological therapy, and both of these used a group approach. Kim[ 23 ] used a quasi-experimental design and an intervention with a group psychotherapy approach, and found a significant reduction in Internet addiction and significantly higher self-esteem in the experimental group compared to the control group. Liu et al[ 119 ] found that their MFGT approach was effective in three aspects. It resulted in a significant reduction of time spent online (reduced by half in comparison to the controls), a decrease in the Internet addiction measure, and, from the parents’ perspective, more satisfaction regarding their child’s online behaviours. Moreover, the most important factor to reduce Internet addiction in this study was found to be the parent-adolescent relationship.

Combined therapy

Six studies used combined therapy to treat Internet addiction, consisting of some form of psychological treatment in combination with one of the following: Other psychological therapies[ 138 , 180 ], pharmacotherapy[ 21 , 25 , 139 ] or electroacupuncture therapy[ 221 ].

CBT was the most frequently applied psychological therapy to treat Internet addiction. Subsequently, add-ons to the CBT approach included in the identified studies will be elaborated on. Motivational Enhancement Therapy (MET) was developed by Poddar et al[ 138 ] and was tested in the context of treating IGD. This MET-CBT approach consisted of a series of stages: (1) a contemplation stage ( i.e ., initial sessions of rapport building, a detailed interview and case formulation); (2) a preparation stage ( i.e ., sessions delivered in an empathetic atmosphere to emphasise psychoeducation, including managing physiological and emotional arousal through relaxation techniques, and a cost-benefit analysis of game addiction); and (3) a contract stage with the patient, a parent and the therapist ( i.e ., behaviour modification of gaming, reducing time spent online and promoting healthy activities). By applying these stages, a reduction of IGD and online gaming was achieved, and school performance was improved.

Another case study[ 139 ] combined CBT with psychopharmacotherapy [ i.e ., administering clonazepam (a benzodiazepine typically used to treat anxiety disorders) and sertraline (an SSRI antidepressant)] to treat Internet addiction. The intervention lasted for three months, and consisted of the following. The CBT approach aimed to support self-recognition and modify and restructure feelings and dysfunctional cognitions related to Internet use, with the goal to prevent relapse. CBT was administered for ten weekly sessions to teach the patient to handle her anxiety and other symptoms related to her Internet use (in this case panic and obsessive symptomatology, which was comorbid to her Internet addiction). Clonazepam (0.5 mg) and sertraline (50 mg) were also administrated once daily. The applied treatment proved effective for reducing both anxiety and Internet addiction.

A new treatment approach to treat Internet addiction combined CBT and MI with an on-the-job Lifestyle Training programme[ 180 ]. Treatment was delivered by qualified therapists who were supervised by a senior therapist for both main psychological therapies. The treatment consisted of eliciting and strengthening the motivation to change, choosing a treatment goal, gaining self-control, preventing relapse, and coping skills training. Ten outpatient sessions of 45 min were used, and seven of these took place within a period of 2.5 mo. The remaining sessions were optional and were administered as a follow-up within 3 mo. Each of the sessions had a fixed format: (1) introduction; (2) evaluation of current status; (3) discussing homework; (4) explaining the theme of the day; (5) practicing a skill; (6) receiving homework; and (7) closing the session. This study was the only study that provided three perspectives for data collection: The patients’, the therapists’ and the researchers’ perspectives. This intervention, which is commonly used for other addictive disorders, was found to work well for Internet addiction as it reduced Internet use, increased social contacts, provided a daily structure, and encouraged alternative uses of free time and positive beliefs.

Moreover, CBT was most frequently used in combination with a psychopharmacological treatment, such as administering bupropion. The reason to select this medication is because a proportion of patients with major depressive disorder (MDD) are also excessive online gamers, and this drug has been previously evaluated as potential treatment for MDD and other drug-addictions. Recently, its effectiveness has been tested and confirmed experimentally[ 21 , 25 ]. Han and Renshaw[ 21 ] tested this combined treatment in Chinese male adolescent and adult patients with mood disorders and online gaming addiction, and treated them with bupropion sustained release (from 150 mg/d until 300 mg/d during 8 wk) and a psychological intervention ( i.e ., education for Internet use). The treatment resulted in significantly decreased depression and Internet addiction levels, and time spent playing online games compared with the control group. At follow-up ( i.e ., four weeks post treatment), the reduction in gaming hours and level of Internet addiction was maintained, while the depression recurred.

Similarly, Kim et al[ 25 ] tested the effectiveness of CBT in an active treatment group vs a control group who did not receive CBT in Korean male adolescent patients with MMD and online gaming addiction. Both groups were treated using the same levels of bupropion. Following treatment, Internet addiction was significantly reduced in the CBT group and other measures showed improvement ( e.g ., anxiety and life satisfaction), while depression severity did not change. These findings were maintained at follow-up. Therefore, the combination of psychotherapy with bupropion is effective in MDD patients with online gaming addiction in the long term only for online gaming addiction, and the time spent using online games. Both studies with bupropion were managed by psychiatrists, and one[ 25 ] used a multidisciplinary treatment team including a psychiatrist, nurse, psychologist, and social worker.

One study used clonazepam (0.5 mg/d) and sertraline (50 mg/d) combined with CBT to treat Internet addiction[ 139 ]. This study reported the case of a young Brazilian woman with Internet addiction and comorbid psychiatric disorders ( i.e ., panic and OCDs). During the treatment period of ten weeks, both drugs were administered daily whilst CBT was provided once a week, and focused on teaching the patient how to handle anxiety and Internet use through breathing training with diaphragmatic exercises, education about both disorders’ symptoms and about Internet use ( e.g ., time management, triggers of problematic Internet use, changing habits, cognitive restructuring, exposure and response prevention, promotion of social support, alternative activities, and promotion of functional Internet use). This combined treatment was effective for all conditions treated.

Zhu et al[ 207 ] combined a psychological intervention ( i.e ., CBT with sessions every four days for a total treatment period of 40 d) with electroacupuncture in 120 patients presenting with Internet addiction in China. They used three groups: 40 participants in the electroacupuncture group, 36 participants in the psychological intervention group, and 37 individuals participated in the comprehensive therapy group combining both treatment ingredients. Electroacupuncture was applied at acupoints Baihui (GV20), Sishencong (EX-HN1), Hegu (LI4), Neiguan (PC6), Taichong (LR3), and Sanyinjiao (SP6), and retained for 30 min once every other day. Overall, treatment was effective in all groups as Internet addiction symptomatology was successfully decreased, whereas this effect was significantly stronger in the combined therapy group relative to the other groups. The authors furthermore note that the combined treatment improved cognitive function in Internet addiction by means of accelerating stimuli discrimination and information processing on the level of the brain.

Combined therapies have shown effective results for treating Internet addiction, including both post-treatment and follow-up measures. The use of electroacupuncture in combination with a psychological intervention improved treatment success for Internet addiction more than providing cognitive-behavioural treatment only, suggesting the novel therapy electroacupuncture may be beneficial in the treatment of Internet addiction. It is suggested to replicate this study to verify the positive results.

Conversely, given the results found by the included studies, psychopharmacotherapy does not always appear to be as efficacious for psychological problems, such as major depression, as it is for Internet and gaming addiction. This is an interesting finding, because it seems that Internet addiction is usually accompanied by other psychological disorders. Therefore, combining therapies may be a good option for some clients, and should be managed by interdisciplinary teams with structured mid-term interventions.

This systematic literature review has sought to provide an overview of the currently available clinical research on Internet addiction and problematic Internet use using a holistic perspective. Clinical studies concerning Internet addiction, problematic Internet use and excessive online gaming have been included to offer a comprehensive insight into the relevant research to date. A total of 46 empirical clinical studies were identified, which focused on treatment seeker characteristics and different types of therapy provisions. Treatments included psychopharmacotherapy, psychological therapy, and combined treatment. Each of these will be discussed subsequently.

In terms of treatment seeker characteristics, the included studies indicated that the published research ranged from case studies to including patients treated for problematic Internet use in both inpatient and outpatient settings across 13 countries and four continents. It is worth noting that a number of studies indicated that comorbidities appear to be the norm, rather than an exception for individuals who present with the problem of Internet addiction or problematic Internet use. Comorbid mood and anxiety disorders appear to be particularly common. A link between mood disorders and Internet addiction has been suggested in previous research, including both adolescent[ 88 , 210 - 227 ] and adult samples[ 228 - 233 ]. A possible explanation for this strong and frequent link may be the fact that as Internet use increases, online activities take up gradually more time in the lives of Internet users. This reduces the time available to participate in alternative enjoyable pastime activities and to engage with real-life family and friendship circles, which may lead to increased loneliness and stress[ 234 ]. Alternatively, Internet use and gaming may serve as a method to escape real-life problems, effectively resulting in avoidance coping, which may exacerbate stress and negative feelings, and lead to negative consequences, including addiction and depression[ 235 ].

Moreover, a number of earlier studies have shown that anxiety disorders and anxiety-related symptoms, including social phobia, phobic anxiety, and OCD co-occur with Internet addiction in adolescents[ 88 , 236 - 238 ] and adults[ 230 , 238 ]. Previous research including Internet addiction treatment experts from six countries indicated that a large percentage of individuals presenting with Internet addiction at both in-patient and out-patient treatment facilities suffer from comorbid anxiety disorders, most commonly social anxiety and social phobia[ 11 ]. This may be explained through the mechanism of compensation, suggesting individuals who have difficulties engaging and bonding with their peers in real life may instead use the Internet for social interaction, as the online space removes the embodied (and potentially anxiety-provoking) elements from the interaction. These elements include the individual’s outward appearance and the exclusion of (often feared) face-to-face contact in favour of virtual (and often text-based) interaction. This may facilitate social interaction by increased likelihood of self-disclosure[ 239 ], online disinhibition[ 240 ], and hyperpersonal communication, characterised by the increased speed of developing social bonds and intimacy online[ 241 ].

The research presented indicated that comorbidities complicate treatment. This literature review has shown that comorbidities are very common in the context of Internet addiction, emphasising the necessity to investigate the extent to which Internet addiction can be considered a primary or a secondary disorder ( i.e ., secondary to some other psychopathology). Researchers have suggested that given the presence of comorbidity, it is questionable whether Internet addiction deserves an individual diagnosis, as this may lead to other (primary) disorders being underdiagnosed. This may lead to problems regarding efficient treatment choices on behalf of the mental healthcare professionals given that efficacious treatments exist for the more prevalent disorders, such as anxiety and mood disorders[ 242 ], whereas the evidence base for Internet addiction treatment is still rather limited in comparison. However, research has also indicated that some symptoms of Internet addiction appear as stand-alone symptoms and can be differentiated from other psychopathology, providing empirical evidence for the discriminant validity and specificity of the Internet addiction construct[ 243 ]. If comorbidity is present in individuals presenting with Internet addiction or problematic Internet use, clinicians need to target both problems in treatment as research has indicated that individuals with comorbid psychopathology (specifically co-occurring Axis I mental disorders) present with more clinical problems[ 79 ].

In terms of psychopharmacotherapy, the five studies included in this systematic literature review showed that SSRIs ( i.e ., citalopram, clomipramine, fluvoxamine, sertraline, fluoxetine, escitalopram), norepinephrine-dopamine reuptake inhibitors (NDRI; i.e ., buproprion), benzodiazepines ( i.e ., clonazepam), antipsychotic medication ( i.e ., quetiapine), and methylphenidate (i.e ., concerta) were used to treat Internet addiction and Internet-use related problems. Overall, in the included studies, the use of psychopharmacological treatment to alleviate Internet and gaming addiction symptomatology and time spent online appeared successful, suggesting that Internet addiction is an indication for the use of the administered medications[ 20 , 22 , 24 , 28 , 46 ].

The diverse range of administered medication corresponds with the diverse range of presenting problems of the samples included. For instance, concerta is a drug which is efficacious in treating ADHD and therefore commonly used in ADHD treatment[ 244 ] as it has been shown to improve inhibition, motivation and memory by increasing dopamine and norephinephrine concentrations in the brain[ 245 ]. Moreover, given the relatively high prevalence of both mood and anxiety disorders with comorbid Internet addiction as described above, it is not surprising that antidepressant medications and benzodiazepines are frequently used in the pharmacological treatment of Internet addiction. SSRIs are the method of choice for mood and anxiety disorders and related symptoms[ 246 ], and benzodiazepines have anti-anxiety and relaxing properties[ 247 ]. Despite their off-label status in countries including the United Kingdom and Australia, NDRIs are often prescribed for depression-related symptoms and disorders[ 248 ]. In sum, the studied psychopharmacological treatments for Internet addiction proved efficacious in decreasing both Internet addiction symptoms as well as symptoms of other psychopathologies for which the specific medications have been licensed. Even so, clinicians need to assess the costs and benefits of the medication they are prescribing for treating Internet addiction as some side effects may impact treatment acceptability and treatment adherence in patients.

Regarding psychological therapy for Internet addiction and problematic Internet use, ten studies were identified, most of which used a group therapy framework to support clients. Group therapy has a number of advantages over individual therapy. According to the American Psychological Association[ 249 ], the benefits of group therapy include establishing a support network of individuals who experience similar problems and are faced with similar difficulties. Other group members’ stories may put the patients’ own problems into perspective. Moreover, group therapy may create a safe environment in which the sensitive topic of Internet-use related addiction can be discussed openly. Group therapy has the benefit of offering the possibility to learn from others and consequently improve coping skills as individuals differ in their ways they face the world and deal with their lives. These benefits explain why group therapy frameworks are popular psychological therapies for Internet addiction and Internet use-related problems.

The addition of the family network into therapy sessions as evidenced in studies on multimodal school based groups[ 65 ], MFGT[ 119 ], family therapy[ 136 ], and a multi-level intervention model[ 149 ] appears particularly fruitful for young patients, as families are important social groups supporting the young patients’ development. Families teach values, offer emotional attachment, model appropriate behaviours, and discourage high-risk behaviours[ 250 ]. The efficacy of group-based and systemic therapy for adolescents with problems of substance use and addiction has been long established[ 251 ], and suggests that therapeutic frameworks derived from family-based therapies for these disorders may be similarly efficacious in the treatment of Internet addiction and problematic Internet use. The included studies have verified this contention, and therefore clinicians are advised to incorporate families in the psychological treatment of young patients (including adolescents and young adults).

The most commonly applied therapy form was CBT or some variation thereof ( e.g ., CBT-IA)[ 202 ], which has frequently been used in an individual format. The primary goal of CBT is to change maladaptive cognitions and behaviours associated with Internet use, and this therapy form is in line with Davis’[ 252 ] cognitive-behavioural model of pathological Internet use. The model suggests cognitive factors are particularly important in the development and maintenance of Internet addiction. In the included studies, cognitive measures indicated that CBT is efficacious in reducing cognitive impairment associated with Internet addiction[ 86 ]. However, Winkler et al[ 17 ] examined the efficacy of different treatments for Internet addiction in a meta-analysis which included 13 studies, and their results showed that CBT did not perform significantly better than other psychological treatments, although CBT appears to be the most popular approach for treating Internet addiction.

Finally, a number of studies have simultaneously included different forms of therapy, namely psychological treatment supplemented with other types of psychological therapy[ 138 , 180 ], pharmacotherapy[ 21 , 25 , 139 ] or electroacupuncture therapy[ 219 ]. Taken together, all of the combined therapies were efficacious in treating Internet use-related problems, whereas the benefits for comorbid psychopathology ( e.g ., depression) were limited. This suggests that in cases where comorbidity is present and psychopharmacological treatment is administered, the clinician and researcher need to carefully monitor the patient’s progress, adjust the dosage of the medication and/or change the medication administered to achieve the best possible results for the patient. Moreover, as the new treatment modality of electroacupuncture outperformed psychological interventions, it is suggested that researchers replicate these positive results to ensure they hold across other samples.

A number of limitations need to be highlighted in the included studies. Only a few studies ( e.g .,[ 20 , 21 , 23 , 24 , 26 , 27 , 46 , 65 , 78 , 93 , 109 , 119 , 133 , 143 , 188 , 204 ]) included a control group, making it difficult to ascertain whether the positive effects of treatment on Internet addiction symptom and related problem reduction were due to the administered treatment, or to non-specific factors of treatment [ i.e ., the placebo effect (the improvement of symptoms with no treatment)], which can be due to natural history and statistical regression to the mean, among other factors[ 253 ]. Moreover, a lack of intention-to-treat analysis in the reported studies might have caused bias in the results due to treatment non-compliance, changes from the initial treatment protocol, or leaving out data from individuals who dropped out of the study before or during the course of treatment[ 254 ].

For future research, the need to utilise validated and reliable measures of Internet addiction and/or problematic Internet use needs to be stressed. Currently, the diagnostic and research landscape appears particularly broad, and diagnostic criteria used to identify the potential disorder are not globally agreed upon. Researchers are recommended to collaborate to establish a consensus regarding diagnostic criteria and measures in order to improve the reliability across studies and to develop effective and efficient treatment approaches for treatment seekers. This will furthermore contribute to providing an incentive for public policy and healthcare providers to offer funding for those who need professional help. Ultimately, research and clinical initiatives need to focus on providing the best possible care for individuals who experience significant impairment and distress as a consequence of their Internet use.

Over the last 15 years, the number of Internet users has increased by 1000%, and at the same time, research on addictive Internet use has proliferated. Internet addiction has not yet been understood very well, and research on its etiology and natural history is still in its infancy. In 2013, the American Psychiatric Association included Internet Gaming Disorder in the appendix of the updated version of the Diagnostic and Statistical Manual for Mental Disorders as condition that requires further research prior to official inclusion in the main manual, with important repercussions for research and treatment.

Research frontiers

To date, reviews have focused on clinical and treatment studies of Internet addiction and Internet Gaming Disorder. This arguably limits the analysis to a specific diagnosis of a potential disorder that has not yet been officially recognised in the Western world, rather than a comprehensive and inclusive investigation of Internet-use related addictions (including problematic Internet use) more generally.

Innovations and breakthroughs

The aim of this literature review is to provide a comprehensive overview of clinical studies on the clinical picture of Internet-use related addictions from a holistic perspective.

Applications

Researchers are recommended to collaborate to establish a consensus regarding diagnostic criteria and measures in order to improve the reliability across studies and to develop effective and efficient treatment approaches for treatment seekers. This will furthermore contribute to providing an incentive for public policy and healthcare providers to offer funding for those who need professional help. Ultimately, research and clinical initiatives need to focus on providing the best possible care for individuals who experience significant impairment and distress as a consequence of their Internet use.

Terminology

Internet addiction is a condition that requires further research prior to official inclusion in the diagnostic manuals, with important repercussions for research and treatment. To date, reviews have focused on clinical and treatment studies of Internet addiction and Internet Gaming Disorder. This arguably limits the analysis to a specific diagnosis of a potential disorder that has not yet been officially recognised in the Western world, rather than a comprehensive and inclusive investigation of Internet-use related addictions (including problematic Internet use) more generally.

Peer-review

In this systematic review, the authors have presented a thorough and critical analysis of clinical research on Internet addiction related studies.

Supported by A grant from the European Commission (“Tech Use Disorders”; Grant ID: FP7-PEOPLE-2013-IEF-627999) awarded to Olatz Lopez-Fernandez.

Conflict-of-interest statement: No potential conflicts of interest relevant to this article were reported.

Data sharing statement: No additional data are available.

Open-Access: This article is an open-access article which was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/

Peer-review started: September 6, 2015

First decision: October 27, 2015

Article in press: January 7, 2016

P- Reviewer: Lai C S- Editor: Qi Y L- Editor: A E- Editor: Jiao XK

Composition

Uses and abuses of internet essay for students.

Uses and abuses of internet essay : Internet is the name of a unique system that contributes largely to the establishment of effective international communication. It is playing a significant role in the concept of globalization. It is being used in almost every sphere of life considering its positive aspects. But, it has some negative aspects too.

‘Internet’ is the abbreviation of ‘International Network’. It is actually an international computer network connecting other networks and computers around the world. To have access to Internet, four things are needed. These are computer, Modem, Telephone connection and Internet service provider.

It is now possible through Internet to send or receive information to or from any part of the world. Books are essential for study and research. But they may not be available every time. Internet can solve this problem. We can get access into any library of the world to search for necessary information. Internet also helps traveler giving information about the environment of the spot and making arrangements for air ticket, hotel booking etc. Internet also helps the patients to get prescription and treatment of the famous doctors at a minimum cost. We can get important news of home and abroad from it. On the other hand, Internet provides us with the opportunities to enjoy music, movie, sports etc. In a word, it can be said that Internet plays a very important role in different fields of our life including trade and commerce, education and recreation and above all effective communication.

Internet has some harmful aspects beside its great contribution. Some miscreants spread Internet virus and destroy computers to fulfill their illegal ends. Some computer hackers use Internet to hack into other’s computer system and cause them harm. Nudity and pornography are also increasing on Internet which degrade moral values especially of our youngsters. Different terrorist groups also use Internet facilities for their terrorist activities. However, all these refer to the wrong use of Internet. The Internet system is, in no way, responsible for these problems.

Information is considered to be power. Information and communication technology represented by Internet is the sole tool to overall development of the present world. But it is a matter of great regret that many people in our country still do not have access to internet. So, we all should make a concerted effort for the large scale and multi-farious expansion of Internet in our country. Only then we will be able to keep pace with the advanced world.

Remember able points for uses and abuses of internet essay:

Introduction
What is Internet
Use of Internet
Abuses of Internet

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Impact of the Internet on our Daily Life, Pros and Cons.

There is a big influence of technique on our daily life. Electronic devices, multimedia and computers are things we have to deal with every day. Especially the Internet is becoming more and more important for nearly everybody as it is one of the newest and most forward-looking media and surely "the" medium of the future. Therefore it is necessary to think about some good and bad aspects of how this medium influences us. The Internet changed our life enormously; there is no doubt about that. There are many advantages of the Internet that show you the importance of this new medium. What I want to say is that Internet changed our life in a positive way.

Life has become drastically smooth and easy over the internet, while in the previous year's seeking for a job required several visits to the offices and companies and interviews, these days all what is required is you detailed resume emailed to the company's analysis division which assures you of any possibilities for getting the job instead of waiting and getting rejected in the end. Internet is useful in online shopping, so that we can save our time by not going outside and find that particular thing. For, the entrepreneur this is the biggest platform to connect with people.

The internet brings an innovative impression on trade and commerce and is widely used by businesses worldwide. It offers an instantaneous and direct communication by the use of e-mail, instant messaging, video call and the World Wide Web pages. It remains to develop, compelled by countless quantities of online informative data and knowledge in business, amusement and social networking. It is an awesome device commonly used by students on their homework, assignments and projects. It is also an excellent source of information for research paper and studies. The internet has made searching for informative data much faster and easier to be done. Yet, another harmful effects that anyone may face while browsing the net is the chance to grasp unreliable info and data from unaccredited sources. As websites rapidly springs out in the net, so is the amount of time consumed every time we start using it. The internet has become an office that stocks an enormous time investment and occasionally its one source of an incredible waste of time. Due to the accessibility of info available on the web, anyone can access any files without any restriction and guidelines to what it is. Businesses, for example, often times use online cloud storage that is securely protected and can be remotely accessed with appropriate security measures. Users can easily browse pornographic images and videos in which can affect someone's behaviour and can deteriorate morale of the society in the long run.

Any piece of information regarding anything, everything in our daily lives, may it be a cosmetic technique for the ladies or the men health problems, the cooking recipes for trying the new dishes or the home decoration tips, the information on the latest appliance or product you are going to buy or the search for the new house, it is all there ready for you on the internet.

Evidently, users of internet are exceedingly growing and continue to rise as changes occur every now and then. The most interesting aspect of the internet influencing our daily lives is the factor of entertainment. Entertainment no longer demands your money or expense, today you can just log on the internet in your free time and get involved talking to people of similar interests, or watch movies or play games, it's all there in the internet. Despite the fact that the internet claim for its countless benefits, it is undeniable that it also possess adverse danger to its users.

Because of the so many opportunities on the internet it is also said to have become an addiction for some people, which makes them more lazy and inconsistent in much more important works in life.

At last, I just want to conclude that everything have two aspects, in what way we utilize our source is important. Internet is very useful asset; we should use it in positive way so that it will be useful in our enhancing the quality of our lives.

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Too much internet use is changing teenage brains, study finds.

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Internet addiction can cause changes in the teenage brain which can impair a range of functions, ... [+] including short-term memory (Pic: Getty Creative)

Excessive use of the internet is reshaping teenage brains, according to a new study .

Scans show that the brains of teenagers who are addicted to the internet undergo changes in the parts of the brain involved in active thinking.

These were found to lead to additional addictive behavior, as well as changes associated with intellectual ability, physical co-ordination, mental health and development, according to researchers at University College London, who carried out the study.

“Adolescence is a crucial developmental stage during which people go through significant changes in their biology, cognition, and personalities,” said Max Chang, a masters student at the UCL Great Ormond Street Institute for Child Health and lead author of the study.

“As a result, the brain is particularly vulnerable to internet addiction related urges during this time, such as compulsive internet usage, cravings towards usage of the mouse or keyboard and consuming media.”

Researchers looked at 12 studies where functional magnetic resonance imaging (fMRI) scans had been carried out on the brains of a total of 237 young people aged 10 to 19 formally diagnosed with internet addiction, defined as an inability to resist the urge to use the internet to the extent it negatively impacts their wellbeing, as well as their social, academic and professional lives.

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The scans found both increased and decreased activity in parts of the brain activated when resting, and an overall decrease in functional connectivity — how regions of the brain interact with each other — in the parts involved in active thinking, the executive control network.

The impact is similar to that resulting from drug-use and gambling addiction, the researchers found.

The implications for adolescent behavior are significant, according to the study, published in the peer-reviewed journal PLOS Mental Health.

Among the functions affected by a decline in functional connectivity are physical co-ordination, short-term memory, impulse control, attention span, decision-making, motivation, response to rewards and processing information.

Changes to the brain during adolescence make it particularly vulnerable to the impact of internet addiction, researchers say.

“The findings from our study show that this can lead to potentially negative behavioral and developmental changes that could impact the lives of adolescents,” Chang said.

“For example, they may struggle to maintain relationships and social activities, lie about online activity and experience irregular eating and disrupted sleep.”

Researchers caution that the use of fMRI scans to investigate internet addiction is limited, so the number of studies involving adolescents is relatively small. Most of the studies were carried out in Asia, and future research should compare results from Western countries, they add.

Nevertheless, the findings will add to concern about the impact of the internet and smartphone use on children and young people.

Only last month, a committee of U.K. lawmakers warned that a ban on under 16s using smartphones may be the best option to limit the damage they could cause.

More than three quarters of 10-15-year-olds in England and Wales spend three hours or more online at weekends, with one in five (22%) online for seven hours or more, and around half online for three hours plus on a school day, according to one survey .

In the U.S., almost half of teens say they use the internet “almost constantly”, according to a 2022 report by the Pew Research Center.

“There is no doubt that the internet has certain advantages,” said Irene Lee, of the UCL Great Ormond Street Institute of Child Health and senior author of the study.

“However, when it begins to affect our day-to-day lives, it is a problem.”

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Short Essay on Uses and Abuses of Internet

Internet plays a very important role in every individual life today and it has become an important thing. One cannot live without internet as it has become a major part of the life. for everything we need Internet and it has become a basic necessity. Internet is essential but many people use it for a good reason others misuse it. There have been many cases where the people have been abused on the internet and it has also spoiled their lives to a great extent.

Uses of Internet-

Communication – Internet helps in communication and it has made the process of communication very simple and easy. Anyone can communicate with anyone from anywhere in the world.
Research – Internet also helps in doing research and there are a lot of things that have been researched and is available on the internet. One can get a lot of benefit from it.
Education – The Internet plays a major role in education as it helps in providing a lot of information and knowledge. There are many tutorials that teach many things and one can easily learn anything they want from the internet.
Money Transfer – internet has also made the transfer of money easy. A person sitting in one corner of the world can transfer money to anyone who is sitting in another corner of the world within seconds and without any problem.
It keeps you updated – The internet also plays a major role in keeping oneself updated. They have the real-life update and they can easily cope up with the happening around the world.

Despite many uses, the internet is also misused a lot and in today’s world, the people are using the net to abuse and sham people publically.

Abuses of the Internet

Used to sham people- There are many people who see the Internet as a promoter of shamelessness. People use the internet for various bad and mean reasons.
Excessive misuse of social media- The first and the principal Abuses of the Internet for students is the wastage of time social websites like Facebook, Twitter, Orkut and so forth. The social media is meant to communicate and spread goodness, but people use it to troll others and abuse them in front of many people.
Cyber bullying- It is another major problem that the people are facing today. Cyber bullying is increasing and it is affecting the lives of those who are abused deeply.

The Internet has been maybe the most exceptional development in the field of communication. The Internet is characterized as an accumulation of different administrations and assets. Albeit, many individuals still think email and World Wide Internet as the standard constituents of the Internet, there is significantly more in store than email, talk rooms, big-name sites and Internet indexes. The Internet has its own good points and weaknesses. In any case, the upsides of the Internet are so enormous in number that they beat the impediments effortlessly. The internet plays a vital role in one’s life and it is a very good discovery but only if people use it in a proper way and don’t use it for public abusing

Santosh Kumar

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The Uses and Abuses of Technologies and Medias Essay

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Smartphone have various pedagogical advantages that can be leveraged by the education system. For instance, educational institutions have embraced technology through the development of social media platforms that facilitate discussion forums between the students and the instructors. Such discussions can be constructively developed to help the students to attain course objectives faster and more effectively. However, recent trends in the use of smartphones have seen more students bringing the devices to class and using them during their classes. Technology has become uncontrollable because the students spend most of their time on social media, and it is a distraction in class.

Furthermore, the use of smartphones to access various social media platforms have also led to an increase in cases of cyber-bullying. For instance, students may use their smartphones to critic the dressing code of one of their classmates or even ill-talk their teacher while in class. These are some of the issues that are threatening the performance of the students because they are sources of distraction, rather than an advantage to the education system. It follows that parents, teachers, and the authorities in the education system must look into the development of a feasible way to eliminate the use of smartphones and social media during the class time. Children at school need to be discouraged against cyber-bullying, sending malicious text messages to their peers, and sharing inappropriate videos and images during class time.

Growth in technology has seen many teenagers being lured into the use of social media platforms, and the addictive nature of the platforms is associated with negative effects. Some of the issues highlighted by researchers on the issue include an increase in cyber-bullying cases, lower performance in school, and erosion in the social skills of the teenagers. This paper focuses on the effects of smartphones on students when they are used during class time. Teachers have repeatedly reported cases of students being addicted to their phones to a level that they cannot concentrate in class. While some of the proposed solutions are viable, it is apparent that there is a need to develop more comprehensive solutions that consider the needs of the students. Students should particularly have the chance to access the internet through their smartphones at all times, but it is imperative to control the type of information accessed during class time.

Critics claim that it is not necessary to teach students how to use their smartphones because they already know when and how to use them. It is apparent that most teenagers have a higher prowess in using smartphones when considering the ability to text faster and to use various texting skills that pass messages faster to their peers. This implies that the students using smartphones in class spend very little time sending various messages, and this would typically serve as a way to keep the classes interesting by breaking the monotony of the long lectures and notes taking. However, a study conducted at the Boston College revealed that when students are allowed to send random text messages through social media platforms in class, they are likely to lose concentration, and they end up missing some of the major points introduced by the instructors (Kowalski par. 2).

This results in lower grades for the students who are constantly texting in class. The study at also proposed that while it is not possible or ethical to force students to keep their smartphones away from the classroom, it is possible to train them to use the smartphones more effectively. The solution lies in the development of a platform where the students can only send texts that are related to the subject matter in class (Bik and Goldstein 1). This implies that they have to be attentive to find interesting facts or opinions to post on their social media platforms. The study clearly highlighted the fact that using this approach increases the performance of the students because the smartphones do not act as sources of distraction; rather, they provide a platform for the students to ask relevant questions and make some appropriate observations about the lessons.

The contemporary world has seen the global society embracing technology fully, and the use of smartphones is particularly one of the most popular ways of spreading and accessing information. Banning smartphones in schools is, therefore, an injustice to the students because it limits their ability to connect with the rest of the world in information sharing. However, it is apparent that using smartphones is one of the major distractions in class, and it is likely to result in the lowering of the performance levels of the students (Warnich and Gordon 44).

Since the classrooms are designed to provide information relevant to the curriculum, it is imperative for the administrative functions in schools to banning the use of smartphones in class, unless authorized by the teachers. Studies have revealed that one of the primary characteristics of smartphones is the ability to multitask; hence, the users have all their attention drawn from the instructors in class when they use their phones. Studies have also shown that excessive use of smartphones and the associated social networks might have a negative effect on the psychological development of the students (Thomas et al. 296). For instance, when teenagers are forced to keep away from their smartphones, they portray withdrawal symptoms that are associated with boredom and agitation. Banning smartphones from the classrooms will ultimately train the teenagers to stay without using them for hours; hence, it is a rehabilitative solution.

While most people believe that everyone should have the freedom to access information through the internet, it is important to develop a system that monitors the use of smartphones in class. It would not be ethical to ban smartphones in schools, but an alternative to banning them in class is the development of a system that monitors the usage of smartphones in class. For instance, some students may need to search for more information about the topics introduced during a particular lesson, while others may only use their smartphones to access various social media platforms that are not helpful for their learning (Baker et al. 276). The monitoring system should be designed to flag the students using their smartphones to access irrelevant information on social media during class time. Such students should be punished by being forced to switch their phones off or being banned from bringing them to class for several days. This negative reinforcement of behavior would be quite instrumental in nurturing the use of smartphones to access relevant information among the students. Since parents and teachers are aware of the negative and positive effects of using smartphones, it is important to train their children to use the devices to access the appropriate information at the right time (Thoman and O’Bannon 13). They should focus on leveraging the pedagogical advantages of smartphones, rather than allowing them to lower the performance of the students, which will subsequently result in lower competitive power in the employment market.

The use of smartphones in class is one of the major issues that teachers in the modern world have to deal with. It is a source of distraction for the students, and it is likely to lower their performance significantly. One of the alternative strategies to eliminate the issue is to completely ban bringing smartphones to school, but this would only lead to an injustice to the students because it would deny them the opportunity to connect to the world through various online information channels. It would be best to monitor the use of smartphones or to ban them in class, but not in school. Some critics also believe that students should have the freedom to use their cell phones because it only takes a few minutes from their class time, but studies have shown that it erodes their concentration. A better approach would be training the students to use the smartphones to share information about the topics in class. The most viable approach toward solving the issue is to eliminate the chances of accessing irrelevant information through smartphone while in class. Technology can be used to provide a platform where certain social media platforms are blocked within the classrooms to discourage the use of smartphones during lessons.

Baker, William, et al. “On the Use of Cell Phones and Other Electronic Devices in the Classroom: Evidence from a Survey of Faculty and Students.” Journal of Education for Business, vol. 87, no. 5, 2012, pp. 275-289.

Bik, Holly, and Miriam Goldstein. “An Introduction to Social Media for Scientists.” PLoS Biol, vol. 11, no. 4, 2013, pp. 1.

Kowalski, Kathiann. When Smartphones go to School . 25 Nov. 2008, www.sciencenewsforstudents.org/article/when-smartphones-go-school. Accessed 7 December 2016.

Thomas, Kevin, et al. “Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion, Benefits, and Barriers.” Computers in the Schools, vol. 30, no. 4, 2013, pp. 295-308.

Thomas, Kevin, and Blanche O’Bannon. “Cell Phones in the Classroom: Preservice Teachers’ Perceptions.” Journal of Digital Learning in Teacher Education, vol. 301, no. 1, 2013, pp. 11-20.

Warnich, Pieter, and Clare Gordon. “The Integration of Cell Phone Technology and Poll Everywhere as Teaching and Learning Tools into the School History Classroom.” Yesterday and Today, vol. 13, no. 1, 2015, pp. 40-66.

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Uses & Abuses of Internet

Uses & abuses of internet english essay, 250 words on uses & abuses of internet.

The Internet is an online information channel that connects computers and websites. It’s a worldwide operating system.

Communication has become more potent with the help of the Internet. It not just provides entertainment but also provides every sort of knowledge. Business information is available on the Internet. Most business organizations sell their products through the Internet.

Many bank transactions can now be done through the Internet. Chat platforms on the Internet enable users to share their ideas and opinions. Thus the solution to many problems can be discovered by the exchange of views and opinions.

On the Internet, you can find well-known encyclopedias and dictionaries. Many job opportunities and the procedure of acquiring a specific job in a particular field can be searched using the Internet. Thus Internet provides a source of communication with many advantages if it is used with constructive thinking.

As there are many uses and advantages of the Internet, it also has some abuse and disadvantages. Misuse of the Internet has the potential to be harmful. The majority of pupils, including young boys and girls, use chat systems for unnecessary conversation.

Thus, they waste their precious time using the Internet because they do not benefit from searching for new movies, music, pictures, love quotations, and another kind of material entertainment.

Many criminals who engage in prostitution have set up blogs on the internet. Thus they effectively coordinate their operations and conduct business.

So it is necessary to cultivate awareness. If the Internet is used with understanding, it has many advantages as compared to its disadvantages.

350 words on Uses & Abuses of Internet

An international system of communication through connecting computers and websites is called as Internet. It is a global computer network. In 1998, the Internet provided an estimated 301 billion dollars in sales and 1.2 million jobs.

At the end of 1999, an estimated 220 million users had access to the Internet. The number of users soon increased, and by the early 1990s, connectivity had become affordable enough for domestic users to get their connections on their home computers.

Communication has become more potent with the help of the Internet. It not just provides entertainment but also provides every sort of knowledge. Business information is available on the Internet.

Most business organizations sell their products through the Internet. The Internet also provides communications for industrial units and business organizations for doing their business deals and other activities.

On the Internet, you can find well-known encyclopedias and dictionaries. The Internet may provide knowledge about science, economics, society, philosophy, religion, geography, geology, cosmology, famous people, and other topics.

Many career openings and procedures for obtaining a specific job in a specific sector can be found on the Internet. As a result, once used for positive thought, the Internet is a means of contact with many benefits.

The Internet has numerous applications and benefits, but it still has some violence and drawbacks. Misuse of the Internet has the potential to be detrimental. The majority of pupils, including young boys and girls, use chat systems for meaningless conversation.

Thus, they waste their precious time using the Internet because they do not benefit from searching for new movies, music, pictures, love quotations, and another kind of material of entertainment.

Many criminals who engage in prostitution have set up blogs on the internet. As a result, they effectively coordinate their operations and conduct business.

450 Words on Uses & Abuses of Internet

An international system of communication through connecting computers and websites is called as Internet. It is a global computer network.

In 1998, the Internet provided an estimated 301 billion dollars in sales and 1.2 million jobs. At the end of 1999, an estimated 220 million users had access to the Internet.

The number of users soon increased, and by the early 1990s, connectivity had become affordable enough for domestic users to get their connections on their home computers.

Some specific terms are related to the Internet. Any program that allows the user to search for and view data is called a browser. A program that is designed to retrieve specific information is called a search engine.

Surfing is the act of switching from one website to another. URL stands for uniform resource locator, which provides letters and numbers specifying the location of a document on the World Wide Web.

A system for publishing information on the Internet is called as World Wide Web (WWW). Any company that sells dial-up access to the Internet is called an internet service provider.

Many bank transactions can now be done through the Internet. The Internet provides chat services by which people exchange their ideas and thoughts; thus, the solution to many problems can be discovered by exchanging views and opinions.

On the Internet, you can find well-known encyclopedias and dictionaries.The Internet will provide information on research, economics, sociology, philosophy, theology, geography, geology, cosmology, popular people, and other topics.

Many job opportunities and the procedure of acquiring a specific job in a particular field can be searched using the Internet. Thus if the Internet is used constructively, it offers a means of contact with many benefits.

The Internet has a lot of applications and benefits, but it also has a lot of violence and drawbacks. Misuse of the Internet has the potential to be detrimental.

The majority of pupils, including young boys and girls, use chat systems for meaningless conversations because they do not benefit from searching for new movies, music, pictures, love quotations, and another kind of entertainment material.

Many criminals who engage in prostitution have set up blogs on the Internet. As a result, they effectively coordinate their operations and conduct business.

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Essay on Uses and Abuses of Mobile Phones

Students are often asked to write an essay on Uses and Abuses of Mobile Phones in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Uses and Abuses of Mobile Phones

Introduction.

Mobile phones, a revolutionary invention, have both positive and negative impacts. Their use varies from communication to entertainment.

Uses of Mobile Phones

Abuses of mobile phones.

However, mobile phones can be misused. Cyberbullying and online scams are common. Excessive use can also lead to addiction, affecting mental health.

While mobile phones are beneficial, it’s crucial to use them responsibly. Awareness about their potential misuse can help in avoiding negative impacts.

250 Words Essay on Uses and Abuses of Mobile Phones

The primary use of mobile phones is communication. They enable instant connectivity with people across the globe, fostering relationships and facilitating business transactions. Mobile phones have also evolved into mini-computers, providing access to a wealth of information and services. They serve as tools for education, entertainment, navigation, and even health monitoring.

Moreover, mobile phones have become instrumental in emergencies. They allow for immediate contact with authorities and can provide vital location information. The advent of smartphones has further increased their utility, enabling us to perform tasks like online shopping, banking, and remote working.

Despite their benefits, mobile phones can also be misused. They can foster addiction, affecting mental health and productivity. The excessive use of mobile phones, especially among the younger generation, leads to a sedentary lifestyle, contributing to health issues.

Cybercrime is another significant abuse associated with mobile phones. They can be used to invade privacy, steal sensitive information, and facilitate scams. Furthermore, the spread of misinformation and fake news via mobile phones can have severe societal implications.

While mobile phones offer numerous benefits, their potential for misuse cannot be overlooked. It is crucial to foster a balanced and responsible approach to mobile phone usage, leveraging their advantages while mitigating their potential abuses. This balance will ensure that mobile phones continue to serve as essential tools, enhancing our lives rather than detracting from them.

500 Words Essay on Uses and Abuses of Mobile Phones

The uses of mobile phones.

Mobile phones serve a myriad of purposes. They are not simply tools for calls and messages but have evolved into multi-functional devices that cater to a wide range of user needs.

Communication

The primary function of mobile phones is communication. With the advent of various applications, we can now connect with anyone, anywhere in the world, in real-time. This instant connectivity has made our lives more convenient and our relationships more accessible.

Information Access

Mobile phones have become a gateway to the world’s knowledge. They provide us with instant access to information, news, research data, and much more. With the internet at our fingertips, we are never more than a few taps away from the answers we seek.

Entertainment and Leisure

The abuses of mobile phones.

Despite their numerous benefits, mobile phones are not without their drawbacks. Their misuse can lead to severe consequences.

Distraction and Addiction

Privacy concerns.

With the increasing reliance on mobile phones, privacy has become a significant concern. Data breaches, identity theft, and cyberbullying are some of the risks associated with the misuse of mobile phones.

Health Hazards

Excessive use of mobile phones can lead to health issues such as eye strain, sleep disorders, and even mental health problems like anxiety and depression. The constant exposure to the screen light can also lead to long-term vision problems.

Mobile phones, like any tool, can be used or abused. It is up to us to leverage their benefits and mitigate their drawbacks. We must use them judiciously, ensuring that they serve as aids in our lives and not as distractions. As responsible users, we need to be aware of the potential pitfalls and take necessary precautions to avoid them. In the end, mobile phones are powerful tools, and their impact on our lives depends largely on how we choose to use them.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

Internet Use Boosts Life Satisfaction Worldwide

Meet Asim, the maverick of tech news reporting, renowned for his unconventional flair and unapologetic embrace of personal style. Branded by some as "lazy," he defiantly wears this label as a badge of honor, championing efficiency over needless hustle. Across various digital platforms, he weaves tales of technological evolution, infusing each narrative with a distinct, robotic touch (cough cough.). :)

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The .gov means it’s official.

Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

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The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

New NTIA Data Show 13 Million More Internet Users in the U.S. in 2023 than 2021

By Rafi Goldberg, Senior Policy Advisor, Digital Equity

Results from the latest NTIA Internet Use Survey point to significant progress toward achieving Internet for All, as 13 million more people used the Internet in the United States in 2023 compared with just two years earlier.

Working to achieve digital equity in the United States has long been at the core of NTIA’s mission. Whether we’re implementing vital programs to improve availability, adoption, and meaningful use of the Internet, advocating for policies that make modern technologies more accessible to all Americans, or promoting digital equity, NTIA is committed to enabling widespread use of the Internet for communicating, learning, sharing ideas, and growing the economy.

To reach this goal, we need solid, evidence-backed research to inform policies and programs. That’s why NTIA began working with our colleagues at the Census Bureau on the NTIA Internet Use Survey 30 years ago this summer.

The latest edition of this vital survey, fielded in November 2023, provides valuable insights into both the progress we’ve made and the challenges that remain.

While we have data from dozens of questions to explore, we have found much to celebrate in our initial analysis:

83 percent of people ages 3 and older in the United States used the Internet in some fashion in 2023, compared with 80 percent in 2021. That’s the largest increase since the 2015-2017 period.
These gains came in large part from segments of the population that historically have been more likely to find themselves on the wrong side of the digital divide. For example, 83 percent of American Indians and Alaska Natives used the Internet in 2023, up from 75 percent in 2021.
Internet adoption also increased among those in lower-income households, from 69 percent in 2021 to 73 percent in 2023 among those in households making less than $25,000 per year (see Figure 2).
72 percent of people lived in households with both fixed and mobile Internet connections in 2023, up from 69 percent in 2021.
Just 12 percent of people lived in households without any Internet connection in 2023, compared with 14 percent in 2021.

Figure 1: Internet Use by Race, Percent of Age 3+ Persons, 1998-2023

While this progress is encouraging, the data also shows where challenges and disparities remain on the path to digital equity:

80 percent of people in households making $100,000 or more per year had both fixed and mobile connections.
Only 54 percent of those in households making less than $25,000 had both (see Figure 3).
72 percent of White non-Hispanics and 71 percent of Asians used a desktop, laptop or tablet in 2023.
But only 62 percent of Black Americans, 57 percent of American Indians and Alaska Natives, and 54 percent of Hispanics used a desktop, laptop or tablet.
25 percent of Hispanics are smartphone only users, as well as
22 percent of American Indians and Alaska Natives, and
16 percent of Black Americans.
That’s compared with 12 percent each of White non-Hispanics and Asians.

The disparities we find when looking beyond overall Internet use suggest that, while our country is making great strides toward getting everyone online in some fashion, the quality and experience of connectivity still varies greatly. NTIA’s Internet for All programs are designed not only to expand Internet access, but to ensure everyone in America can thrive online with affordable service, suitable devices and the digital skills needed for success.

There is much more to explore in the latest NTIA Internet Use Survey data, and we will continue to publish our findings over the next several months. We have also updated NTIA’s Data Explorer tool with the latest estimates for every metric—including not just basic Internet use but also technologies, devices, online activities, and other important data—to enable interested users to visualize results from the 2023 NTIA Internet Use Survey. We will soon post the complete 2023 dataset, along with extensive documentation and sample code , so that the research community can perform its own studies using this data collection.

Finally, we’re excited to say that there are more developments on the horizon. The 30th anniversary of the NTIA Internet Use Survey is not just a milestone to celebrate—though we will certainly be doing that throughout the next year—but also an opportunity to develop new data products that will inform digital equity policy for many years to come. Stay tuned by signing up for NTIA’s Data Central mailing list .

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500 Words Essay on Uses and Abuses of Internet Introduction. The advent of the internet has revolutionized the world, bringing about profound changes in the way we live, learn, and work. It has become an integral part of our lives, providing us with a plethora of information and services at our fingertips. However, like any other invention, the ...
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Internet addiction and problematic Internet use: A systematic review of clinical research

INTRODUCTION