Given the broad range of needs that this perspective covers in the abovementioned themes, it is fair to ask what the more specific needs human behaviors serve are many elemental needs that are being served by human behaviors(food, sleep, etc )and other sometimes less prominent psychological and physiological needs(Brugh Dietch, 1978; Watson, 1996)that mostly fall into Maslow's hierarchy of needs(Maslow, 1943). But, each behavior serves different needs( Clary et al., 1998; Mowen, Mowen Sujan, 2005). For example, we may conduct research to gain utilitarian benefits(e.g, merit based salary increase), to increase knowledge, and to express b pic. Other activities, such as writing software code, may be motivated by other needs, say only utilitarian needs. Thus, it is imperative to focus on the specific functi by online game playing, which is the phenomenon of interest in this study, to understand people's decision to play online games everal studies have addressed this issue. It has been suggested that the motivation to play online games stems from three types of needs: sense of achievement, so visibility, and feeling of immersion(Wan& Chiou, 2006). Other studies further decompose these needs. The sense of achievement includes need to advance in game master the mechanics of game( to be an expert, and need to challenge others(Yee, 2006). All these factors relate to a broader need for sense of control that drives pe online games( Chou& Tsai, 2007). The social visibility need includes both social and emotional needs, and the need to develop ones social skills; and the immersion encapsulates a desire to become virtually a part of the experience itself in the game(Yee, 2006), 1.e, to experience the fascination of a temporary escape into another Castell Jenson, 2007) Note that the functionalist perspective assumes calculated decision making. It is reasonable to expect game players in general to apply rational decision making I umans want to maximize their subjective utility, and game players are not different Even in cases of addiction, where strong psychological dependency develops, ga by turel et al. (Forthcoming). It means that addicted individuals will sti best serves their functional needs. Their belief system may be distorted, but they will employ calculated considerations to make informed decisions regarding online playing Online Game Addiction Prevention and Harm Reduction Motivating game playing through the functional needs lens is one side of the coin. The other side in many problematic programs of behavior situations (e.g set of extemal inhibitors that operate to prevent and later reduce the harm of ones program of behavior(Benowitz, 2008: Hatsukami et al., 2004; Marlatt, 1996).We elements in our model as well. Note that the term prevention refers to a-priori acts (i.e, before a person engages in a harmful pattern of behavior and develops addict arm reduction refers to acts that take place throughout, and potentially after, the execution of the potentially problematic program of behavior. Because there are no medical or academic criteria for determining when the problematic program of behavior begins and when addiction develops(Block, 2008; Turel Serenko, 20 distinguish between prevention and harm reduction strategies, and treat them interchangeably. For er lucational efforts to teach adolescents about the risks of playing can take place before someone starts playing games, throughout the development of a game though little research has been conducted on Internet addiction and specifically online game addiction prevention, there has been substantial research on the pr ubstance abuse and problematic pathological behaviors, such as gambling(Dickson et al, 2002, Stockwell et al., 1996). We argue that it is reasonable to draw on the work because there are many similarities between technology addictions and alcohol or gambling addictions(Young, 1998b ). In fact, they even share similar neurobe ays(Ko et al., 2009a)and symptoms( Charlton Danforth, 2007). Building on typical gambling prevention and harm-reduction tactics, we argue that four key ay be relevant in the context of online game playing. These include education to mold and/or correct one's belief system(e.g, talking with a child regarding the risk excessive online game playing), behavioral interventions(e.g, keeping a person busy with other activities such as sports), resource restrictions(e.g, limiting ones or time), and social environment improvement(e.g, providing parental support)( Flay Petraitis, 1991; Hwang et al., 2004; Stice et al., 2006: Wiehe et al, 2005). We c detail in the hypotheses section The influences of motivating factors on online game addictio Tyler, 2005; Rioux Penner, 2001), and focusing on the needs that a program of behavio game playing fulfils (Yee, 2006), we argue that the stronger these needs, the higher ones game playing time will be. The needs represent a gap between ones current physical and psychological well being and social status, to his or her desired state. A calculated program of behavior is presumed to be able to help a person reach the lary et al., 1998). Yee(2006) provided the Player Motivation Factors Model, which describes three groups of game-playing functional needs(i.e, motivating factors) similar to the hievement, social visibil ity, and immersion motivation described by Wan and Chiou(2006): need for achievement, need for socialization, and need for immersion these needs includes several sub-dimensions, or more specific needs. For example, the need for achievement can be expressed through a need to advance in a game. E research(Lu& Wang, 2008, Seay Kraut, 2007: Yee, 2006)we propose that the needs for advancement and mastering the mechanics(sub dimensions of a broader lievement), need for relationship(a sub dimension of a broader need for social visibility), and need for escapism(a sub dimension of immersion motivation)are im otivation factors that may have positive effects not only on game playing, but also on the formation of technology addiction. These factors represent all the facets de Yee(2006)and by Wan and Chiou(2006). Their definitions are listed in Table I Table 1. Key Functional NeedsGiven the broad range of needs that this perspective covers in the abovementioned themes, it is fair to ask what the more specific needs human behaviors serve are many elemental needs that are being served by human behaviors (food, sleep, etc.) and other sometimes less prominent psychological and physiological needs (Brugh Dietch, 1978; Watson, 1996) that mostly fall into Maslow’s hierarchy of needs (Maslow, 1943). But, each behavior serves different needs (Clary et al., 1998; Mowen, Mowen & Sujan, 2005). For example, we may conduct research to gain utilitarian benefits (e.g., merit based salary increase), to increase knowledge, and to express b topic. Other activities, such as writing software code, may be motivated by other needs, say only utilitarian needs. Thus, it is imperative to focus on the specific functi by online game playing, which is the phenomenon of interest in this study, to understand people’s decision to play online games. Several studies have addressed this issue. It has been suggested that the motivation to play online games stems from three types of needs: sense of achievement, so visibility, and feeling of immersion (Wan & Chiou, 2006). Other studies further decompose these needs. The sense of achievement includes need to advance in game master the mechanics of game (to be an expert), and need to challenge others (Yee, 2006). All these factors relate to a broader need for sense of control that drives peo online games (Chou & Tsai, 2007). The social visibility need includes both social and emotional needs, and the need to develop one’s social skills; and the immersion encapsulates a desire to become virtually a part of the experience itself in the game (Yee, 2006), i.e., to experience the fascination of a temporary escape into another w Castell & Jenson, 2007). Note that the functionalist perspective assumes calculated decision making. It is reasonable to expect game players in general to apply rational decision making pro humans want to maximize their subjective utility, and game players are not different. Even in cases of addiction, where strong psychological dependency develops, ga can follow the distorted-rationality processes described by Turel et al. (Forthcoming). It means that addicted individuals will still follow a program of behavior that in best serves their functional needs. Their belief system may be distorted, but they will employ calculated considerations to make informed decisions regarding online g playing. Online Game Addiction Prevention and Harm Reduction Motivating game playing through the functional needs lens is one side of the coin. The other side in many problematic programs of behavior situations (e.g., sm set of external inhibitors that operate to prevent and later reduce the harm of one’s program of behavior (Benowitz, 2008; Hatsukami et al., 2004; Marlatt, 1996). We i elements in our model as well. Note that the term prevention refers to a-priori acts (i.e., before a person engages in a harmful pattern of behavior and develops addicti harm reduction refers to acts that take place throughout, and potentially after, the execution of the potentially problematic program of behavior. Because there are no a medical or academic criteria for determining when the problematic program of behavior begins and when addiction develops (Block, 2008; Turel & Serenko, 2010), w distinguish between prevention and harm reduction strategies, and treat them interchangeably. For example educational efforts to teach adolescents about the risks of playing can take place before someone starts playing games, throughout the development of a game playing pattern, and after a person has presented strong addiction Although little research has been conducted on Internet addiction and specifically online game addiction prevention, there has been substantial research on the pr substance abuse and problematic pathological behaviors, such as gambling (Dickson et al., 2002; Stockwell et al., 1996). We argue that it is reasonable to draw on the work because there are many similarities between technology addictions and alcohol or gambling addictions (Young, 1998b). In fact, they even share similar neurobe pathways (Ko et al., 2009a) and symptoms (Charlton & Danforth, 2007). Building on typical gambling prevention and harm-reduction tactics, we argue that four key may be relevant in the context of online game playing. These include education to mold and/or correct one’s belief system (e.g., talking with a child regarding the risk excessive online game playing), behavioral interventions (e.g., keeping a person busy with other activities such as sports), resource restrictions (e.g., limiting one’s on time), and social environment improvement (e.g., providing parental support) (Flay & Petraitis, 1991; Hwang et al., 2004; Stice et al., 2006; Wiehe et al., 2005). We d in detail in the hypotheses section. hypotheses The influences of motivating factors on online game addiction Taking the functionalist perspective (Cooper et al., 1998; De Cremer & Tyler, 2005; Rioux & Penner, 2001), and focusing on the needs that a program of behavio game playing fulfils (Yee, 2006), we argue that the stronger these needs, the higher one’s game playing time will be. The needs represent a gap between one’s current physical and psychological well being and social status, to his or her desired state. A calculated program of behavior is presumed to be able to help a person reach the objectives and bridge the gaps (Clary et al., 1998). Yee (2006) provided the Player Motivation Factors Model, which describes three groups of game-playing functional needs (i.e., motivating factors) similar to the achievement, social visibility, and immersion motivation described by Wan and Chiou (2006): need for achievement, need for socialization, and need for immersion. E these needs includes several sub-dimensions, or more specific needs. For example, the need for achievement can be expressed through a need to advance in a game. B research (Lu & Wang, 2008; Seay & Kraut, 2007; Yee, 2006) we propose that the needs for advancement and mastering the mechanics (sub dimensions of a broader n achievement), need for relationship (a sub dimension of a broader need for social visibility), and need for escapism (a sub dimension of immersion motivation) are im motivation factors that may have positive effects not only on game playing, but also on the formation of technology addiction. These factors represent all the facets de Yee (2006) and by Wan and Chiou (2006) . Their definitions are listed in Table 1. Table 1. Key Functional Needs