Gam(e)(a)ble: Interdisciplinary research on the blurring lines between gaming and gambling among teenagers (GAM(E)ABLE)

The lines between gaming and gambling are becoming increasingly blurred in (online) games that
are popular among teenagers which rises the societal concern that minors are being progressively
exposed to gambling. Games that include non-monetary forms of gambling (simulated gambling)
such as free casino games as well as in-app purchases of so-called loot boxes or packages operate
in a grey zone due to the lack of an obligatory strict classification system. This makes it hard for
parents and teenagers to see potential risks. The convergence of gambling and gaming is a recent
phenomenon, triggering a significant expansion of new forms of online gambling activities that
are more covertly and unrestrictedly than traditional land-based, offline gambling and therefore
potentially more problematic.
Studies on simulated gambling have only recently begun to be published and no studies have
been following young simulated gamblers during their developmental stage. Early exposure to
gambling elements in games may make this young age cohort more likely to gamble later in life
and to develop problematic gam(bl)ing behaviour. Therefore, this project is built around 4 major
societal concerns and research needs that will result in valorisation tools:
• media research to a) build a labelling system of gambling elements and dark design patterns in
games popular among teenagers, and b) unravel the relation between exposure to persuasive
media content on gambling (advertising, sponsoring, online social influencers) and teenagers’
attitudes towards gam(bl)ing and actual behaviour
• the construction of a future proof regulatory legal framework to protect and empower
consumers (minors in particular)
• longitudinal psychological development study following early simulated gamblers resulting in
parental advisory workshops and a measuring instrument to detect risky gam(bl)ing among
teenagers
• prevention tool development from a pedagogical perspective usable for caregivers/ welfare
services