Preventing Harassment and Gender-Based Violence in Online Videogames Through Education

Abstract

The prevention and fight against harassment and gender violence in online videogames is a current problem. The aim of this research is to analyze the prevention work carried out in educational centers, with an emphasis on the Community of Madrid (Spain). A mixed methodology has been used, combining a qualitative analysis of research published from 2000 to the present and a quantitative approach through a questionnaire applied to 238 teachers in the Community of Madrid. Most teachers are unaware of the tools for the prevention of gender-based violence in videogames, such as codes of conduct and EducaMadrid resources. In addition, most do not identify the videogames used by their students, making it difficult to address these issues. Most teachers lack knowledge about videogames, as well as the codes of conduct and reporting mechanisms available when a student faces conflicts related to gender-based violence. The findings underline the need to train teachers and provide them with adequate resources to prevent and address gender-based violence in digital environments, especially in videogames, to ensure a safe and inclusive educational environment.

1. Introduction

Recent data reveal that young people’s main online activity is videogames, accounting for up to 50% of their online time (Simon et al. 2021). This phenomenon has intensified in recent years, particularly during the COVID-19 pandemic, which led to a 271% increase in videogame consumption (Europa Press 2020). As the popularity of online gaming has grown, so too have concerns about gender-based violence in digital spaces. This phenomenon is not confined to any one region but is prevalent worldwide. For example, a study by Reach3 Insights and Lenovo (2021) revealed that most women in the United States, Germany, and China who are involved in the gaming community have experienced gender-based discrimination.

However, it is important to recognize that online gender-based violence is not limited to women or to just one place in the world. Online violence against women in videogames refers to a form of gender discrimination occurring in multiplayer games, targeting women and non-binary persons who are socially perceived or identified as such. This violence encompasses harm directed at both their in-game abilities and their physical appearance (Center for Technology & Society 2025; Barreto 2022).

The traditional stereotype of video gamers as predominantly male is also becoming increasingly outdated. In the United States, women now make up 45% of videogame players, and in Europe, they represent 47% of the gaming population (Kuss et al. 2022). In Spain, women account for 30% of the 15 million online gamers (Spanish Video Game Association 2020). Despite this significant presence, the gaming industry continues to cater predominantly to male players, often overlooking the needs and preferences of female gamers. Unfortunately, women within gaming environments continue to face sexism, verbal violence, threats, harassment, and stalking (Garcia 2017).

For example, a study conducted in Spain, provides alarming statistics: 36.4% of surveyed women who play online videogames report having been insulted during a game. Despite this negative experience, 86.3% of them do not consider abandoning the game after being insulted. On the other hand, 34% of men say that they have witnessed violent situations against women while playing, and 43.6% of men indicate that they reprimanded the person who was causing the situation in some way (Santana 2020).

Cyberbullying as a form of gender-based violence involves psychological aggression, sustained and repeated over time, against a partner or ex-partner (of a woman), using new technologies through virtual platforms or systems such as email, messaging systems, WhatsApp, social networks, blogs or forums.

(Torres et al. 2014 cited in Fernandez and Esteban 2018, p. 12)

Many female gamers feel that current reporting mechanisms are ineffective in addressing cyberbullying and toxicity, leading to a low number of reports. Reporting features are often perceived as unclear or difficult to use, and even when incidents are reported, there is a widespread belief that there is little follow-up or consequence for offenders. In some cases, fear plays a significant role—women worry that their aggressors might discover their identity after filing a report. Additionally, a large proportion of female players still believe that female characters in videogames are overly sexualized (McBean 2023).

Despite existing measures, research from Spain further emphasizes that videogames often reinforce gender stereotypes, portraying female characters as sexual objects, damsels in distress, or caregivers (Spanish Video Game Association 2022). This issue is particularly alarming given that younger individuals, specifically those aged 16 to 29, are among the most vulnerable to experiencing violence in online environments (Verdejo 2015).

Young people’s experiences with online bullying have become an increasingly prominent issue in recent years. A study conducted in Australia in 2019 found that just over one in five adolescents (21%) reported being bullied in the past year, with a slightly higher prevalence among females (21.8%) compared to males (18.8%). These incidents took place across various environments, including social media platforms, online gaming spaces, and other digital forums (Carlisle et al. 2019). In addition, numerous studies on sexism on social media reveal that girls are disproportionately targeted simply because of their gender. This makes young girls a vulnerable group on digital platforms, as their status as girls becomes a risk factor, with both strangers and acquaintances of various ages feeling entitled to send them unsolicited messages, try to obtain their photographs, or monitor their profiles in search of personal information (Donoso et al. 2015; Estebanez and Vazquez 2013).

Moreover, adolescents of the European Union face significant risks of cyberbullying and gender-based violence in digital environments. In a study examining virtual platforms such as WhatsApp, Facebook and Instagram, Esteban and Gomez (2022) highlight that 59.8% of women perceive a significant risk of facing violent conflicts on WhatsApp. On the other hand, 51.5% of women also consider that there is a considerable risk of suffering some kind of violence on Facebook. However, it is on Instagram where the greatest concern is observed, with 76.7% of participants indicating that they perceive a high risk of violence on this social network. Complementing these findings, an astonishing 96% of respondents believe that people tend to display more aggressive behavior in virtual environments compared to face-to-face interactions; and 67.6% believe that digital spaces lack adequate consequences for harmful actions. These patterns of online abuse highlight the urgent need for targeted educational initiatives that promote digital safety, gender equality, and awareness about online harassment. By implementing comprehensive strategies to address these issues, it is possible to create safer online spaces for young people and mitigate the long-term psychological and social consequences of digital violence (European Institute for Gender Equality 2017).

This aligns with the Mapping Report 2024, which highlights how online violence, including harassment and abuse, disproportionately affects women in digital spaces. The report calls for enhanced protections for women across various virtual environments, with particular emphasis on social media platforms. It also emphasizes the need for more effective reporting mechanisms and stronger collaboration between tech companies and civil society to address online violence comprehensively (Gonzalez 2023).

While families and parents undoubtedly play a key role in shaping children’s behavior, teachers are in a unique position to address gender-based violence in digital spaces from an educational standpoint (Donoso et al. 2018). Schools are structured environments where young people can be systematically educated about equality, respect, and digital safety (Garrido and Garcia 2022). Teachers are not only responsible for the cognitive development of students but also for fostering social values and intervening in cases of conflict or discrimination. In addition, teachers can incorporate these topics into curricular and extracurricular activities, thus reaching all students, regardless of their family background (Pavez and Garcia-Bejar 2020; Rodriguez-Olay 2023). For these reasons, this study aims to emphasize the importance of implementing educational initiatives that promote safety in virtual environments, with a particular focus on videogames. It is crucial that teachers receive proper training and resources to help students identify and manage online risks. Educational institutions must take a proactive role in raising awareness and equipping students with the necessary tools to navigate digital spaces safely, as there is still a significant gap exists in research examining the effectiveness of educational interventions aimed at preventing gender-based violence in videogames (Calderon and Gomez 2023). The aim of this research is to analyze the prevention work carried out in educational centers, with an emphasis on the Community of Madrid.

Although the study is situated in a Spanish educational setting, its implications are not limited to national borders. The challenges teachers face in identifying, preventing and addressing gender-based violence in digital environments are widely shared in education systems around the world (Pliogou et al. 2025). Comparative studies conducted in Spain, Mexico, and Costa Rica have shown that online gender-based violence is a transnational phenomenon that affects adolescent populations in different cultural and educational contexts (Garcia et al. 2022). In South Korea, concerns about online harassment in games and social apps have contributed to increased public awareness of the prevalence of misogyny in digital spaces (Park and Kim 2021). Similarly, in Indonesia, national initiatives have been launched to integrate digital safety and gender-sensitive content into school curricula, recognizing the disproportionate risks faced by girls in online spaces and the need to introduce educational responses tailored to local contexts (Setyaningsih et al. 2024).

To explore these issues in the context of the Community of Madrid, the following research questions have been formulated: (1) What level of knowledge do teachers have about existing tools to prevent gender-based violence in online videogames? (2) How do teachers perceive gender-based violence in online videogames and what strategies do they implement in their classrooms to address it? (3) What educational intervention proposals related to gender-based violence in online videogames are highlighted in the existing literature, and how could they be applied in educational institutions?

1.1. Conceptual Framework

The evolution of videogames has been remarkable, with early games offering cooperative gameplay through shared devices like keyboards, mice, and controllers. However, the true transformation began in the 1990s with the rise of the Internet, which gave birth to online multiplayer videogames. These games allowed players to connect with others across vast distances, enjoying shared experiences that transcended time and space (Spanish Association of Video Game and Entertainment Software Production and Development Companies 2023). While this innovation revolutionized how games are played, it also gave rise to new forms of interaction, including harassment and aggression, particularly targeting women and other gender minorities.

Experiences of online harassment are shaped by power structures and societal gender norms, which often position women as targets of aggression. As Faith (2022) argues, digital harassment in gaming environments can be seen as an extension of offline gendered violence, exacerbated by the anonymity and dehumanizing aspects of online interactions. In this way, the online gaming space mirrors wider societal structures in which gender-based violence remains a significant issue.

These patterns of abuse are not limited to Spain; they have been reported worldwide, suggesting the need for shared conceptual frameworks to address them. For example, research conducted in countries such as the United States, Canada, the United Kingdom, Australia, Germany, and Sweden reveal similar dynamics of sexist hostility and exclusion in online multiplayer games, regardless of cultural context (Fox and Tang 2014).

Furthermore, adolescents are a vulnerable group in these virtual environments. Adolescence is a period of identity formation and social development, making young people more susceptible to both the positive and negative aspects of digital interactions. Research suggests that adolescents are disproportionately affected by online harassment, with studies showing that they often encounter sexualized comments, cyberbullying, and threats when engaging in online gaming (Holanda and De Oliveira 2015; Kowalski et al. 2014). This vulnerability is further heightened by their lack of experience in handling hostile virtual environments and their reliance on social validation within these digital spaces.

In addition to these vulnerabilities, the concept of “toxic masculinity” plays a key role in shaping these interactions. This concept refers to a set of cultural norms and practices that associate masculinity with dominance, aggression, and control. These ideals are often reinforced in gaming environments, where male players may assert their dominance through verbal abuse, harassment, and exclusion of women and gender minorities. Adolescents, who are still forming their understanding of gender roles, are particularly susceptible to internalizing these behaviors as acceptable forms of interaction. Research shows that toxic masculinity is prevalent in many online gaming communities, contributing to the harassment and bullying of women and non-binary players (Fox and Tang 2017; Sanders et al. 2024).

1.1.1. Gender-Based Violence in Online Videogames: Some Experiences of Players

Many women have experienced online violence or know someone who has been a victim of such situations, both in videogames and on social networks (Fernandez 2017). According to the 32 BITS Conclusions Report on the experiences of women in online videogames, prepared by the research team Arroyo et al. (2022), many participants reported instances of harassment, including insults, threats, and discrimination. Other mentioned experiences included sexual violence such as inappropriate images and sexual comments, as well as feelings of being undervalued or belittled in the gaming context. Some respondents also reported being expelled from games or experiencing harassment through social media channels like TikTok, Instagram, and Twitch (see Figure 1).

This harassment fundamentally targets the denigration of women’s identities as gamers. It stems from a deeply ingrained stereotype that associates the “gamer” identity with masculinity, competitiveness, and a singular dedication to videogame knowledge. According to several studies, gaming culture’s machismo significantly obstructs the recognition of women as legitimate gamers. Within this exclusive framework, women are often relegated to the category of casual gamers—perceived as less committed, less competitive, and less skilled than their male counterparts (Morgenroth et al. 2020; Paaßen et al. 2017). Meanwhile, the identity of the “hardcore gamer” is almost exclusively reserved for men. This stereotype, regardless of its truth or falsehood, sustains a gaming culture that is dominated by masculine values, making it an environment that tends to exclude women, who are often regarded as outsiders or intruders (Kuss et al. 2022; Tang et al. 2019).

In this hostile environment, many women attempt to protect themselves in these online spaces by concealing their identity. Most female players choose to hide their gender while gaming, a strategy often used to avoid harassment. However, those who engage more frequently in online multiplayer games are particularly vulnerable to hostile interactions. Research suggests that women who play intensively face higher risks of harassment, making online gaming an often unwelcoming or even hostile environment for them. This may explain why many female players prefer single-player games, as these experiences offer a safer and less aggressive space (Calderon and Gomez 2023; Lopez-Fernandez et al. 2019).

A significant portion of this harassment, as highlighted by Tang et al. (2019), carries a strong sexual content, undermining women’s ability to participate freely on equal terms. The digital violence women face is not only detrimental to the gaming experience but also has considerable psychological and social repercussions. It contributes to the perception of online spaces as unsafe or unwelcoming, impacting women’s overall well-being and their willingness to remain involved in these virtual communities (Esteban-Ramiro and Moreno-Lopez 2023).

The 32 BITS Report further illustrates the ways women respond to online violence. Some opted to report the abuse they faced, while others chose to block the perpetrator or leave the game. Additionally, some shared their experiences with trusted individuals, and others even deleted their profiles or contacted authorities (see Figure 2).

This exclusion of women in the online gaming sphere mirrors the broader exclusion of women from the public domain in other aspects of social life. The gaming world thus becomes another arena where women’s participation is restricted, not by formal barriers, but by the implicit hostility and harassment they face.

1.1.2. Categories of Videogames and Their Contribution to Gender Violence

The structure of different game categories can significantly influence the occurrence of gender-based violence within videogames. Arroyo et al. (2022) identify several types of online multiplayer games, each with distinct features that shape player behavior. These categories include the following:

• Massively Multiplayer Online Games (MMOs): These games allow the participation of many players, where they can interact with each other, collaborate or compete.
• Massively Multiplayer Online Role-Playing Games (MMORPGs): These games incorporate role-playing elements into the gameplay, enriching the gaming experience. Notable examples include World or Warcraft and Grand Theft Auto Online.
• Multiplayer Online Battle Arena (MOBA) Games: In this category, players are organized into teams that compete in limited spaces. League of Legends and DOTA2 fall into this category.
• Multiplayer Online First-Person Shooter (FPS) Games: In this genre, players engage in mass combat. A prominent example is Call of Duty.
• Multiplayer Online Social Simulation Games: In this type of game, players take on the roles of characters who interact in an environment that simulates real-world actions. A prominent game in this category is Animal Crossing.

Among the most popular online games among women are Fortnite, Call of Duty, League of Legends, Animal Crossing, and Among Us.

• Fortnite, developed by Epic Games in 2017, is an online multiplayer videogame, which has reached an impressive 350 million registered players, with peaks of 15 million continuously active players (Ayora 2021). It offers three game modes: Battle Royale, Creative Mode, and Save the World.
• Call of Duty, a first-person shooter developed by Activision in 2003, allows players to take on various roles in multiplayer games. In 2021, it reached 100 million players (Mattone 2021).
• League of Legends, created by Riot Games in 2009, is classified as an online multiplayer strategy game. In this game, two teams of five players are pitted against each other with the goal of destroying the opponent’s base. Although Riot Games has not released official figures recently, it is estimated that the game has approximately 180 million players (Arroyo et al. 2022).
• Animal Crossing is a social simulation game where players live on an island inhabited by anthropomorphic animals. As the game progresses, players can engage in activities such as building, fishing and collecting, among others. According to the developer, 35 million copies of the latest release (Nintendo 2024) have been sold.
• Among Us, created by the company Innersloth in 2018, is an online multiplayer game inspired by board games, incorporating mini quizzes and boards. According to data from STEAM (n.d.), this title has reached 438,524 simultaneous players.

The structure of these games significantly influences the occurrence of harassment. In MMOs and MMORPGs, where large groups interact, harassment often arises from anonymity and social hierarchies, and women and gender minorities are frequently targeted. In MOBA and FPS games, high competitiveness and pressure can lead to verbal abuse, especially when players suffer losses or frustrations, often involving sexist insults (Mora-Cantallops and Sicilia 2018; Zaid et al. 2022; Zsila et al. 2022). Even in social simulation games like Animal Crossing, harassment can manifest through exclusion or bullying in online interactions.

In all these categories, the competitive, anonymous, and transient nature of online games often fuels hostile behavior, making harassment a common problem for many players, especially those from marginalized groups. The hostile environment created in these spaces can have significant psychological and social consequences, making it crucial for developers to improve reporting systems and foster more inclusive communities.

1.1.3. Resources to Address Gender-Based Violence in Online Videogames and Other Educational Platforms

To address harassment and gender-based violence in online gaming, most online videogames have implemented a code of conduct and a reporting system. These tools enable players to report and address behaviors such as discrimination, sexual harassment, racism, and other forms of digital violence (Calderon and Gomez 2023). However, a closer examination of resources provided by educational platforms like EducaMadrid, created by the Regional Ministry of Education of the Community of Madrid, reveals a significant gap in content specifically focused on gender-based violence within online gaming environments.

EducaMadrid provides a safe environment and a variety of educational tools that can be useful for working on issues such as online violence, including educational services (EMPieza, Webs and users, Virtual Classrooms, Media Library, Cloud, Mail, Forms, MAX, CAU Portal, Comparti2, Help and Newsletter Generator), training spaces (InnovaMooc, Distance Vocational Training, Distance Baccalaureate, Canal EducaMadrid, Robotics, STEMadrid and Training), virtual communities (Digital Magazine, ICT Resources, Bilingual Community, AbiesWeb, EducaSAAC, Albor TIC-NEE, High Capacities and Animalandia), and institutional resources (Territorial Area Directorates, Raices, Data Protection, School Council, Practicum12, School Finder, Non-university degrees and Education Statistics).

However, a closer look at the tools that EducaMadrid provides for the prevention of harassment and violence against women in online videogames shows that there is only one link in the section on improving coexistence and social climate in educational centers, entitled “Gender Violence”, but this section is more focused on general violence and security measures. For instance, it defines gender violence as “a violation of human rights that does not respect geographical, cultural or economic borders” (EducaMadrid n.d., paragraph 1) and outlines steps for immediate actions, such as contacting security authorities or seeking help from friends, family, or neighbors. Additionally, EducaMadrid directs users to local social services for support and provides access to a care network, including the 012 helpline, municipal points of the Regional Observatory against Gender Violence, and legal guidance services (SOJ) (EducaMadrid n.d.).

While these resources are valuable for addressing general forms of gender violence, they do not specifically cater to the challenges women face in online gaming environments, where harassment can be frequent and particularly harmful. Games like Fortnite, League of Legends, and Call of Duty often feature competitive environments that can lead to verbal abuse, exclusion, and gender-based discrimination (Isorna et al. 2024), making the general security measures provided by EducaMadrid insufficient for this context.

The lack of specific resources focused on online gaming violence highlights the need for educational centers to implement tailored strategies to address these issues. Schools and educational platforms should develop programs that focus on several key areas. One of the most crucial aspects is digital citizenship (Contreras and Vera 2022; Soria-Perez et al. 2024), which involves teaching students about responsible behavior in online communities. This includes fostering the importance of empathy, respect, and conflict resolution. Additionally, reporting mechanisms (Moldes 2023) should be emphasized, educating students on how to report harassment or gender-based violence within online games while equipping them with the knowledge to support victims. Furthermore, it is essential to promote gender sensitivity (Garrido and Garcia 2022; Naidoo et al. 2019), raising awareness about gender inequality in gaming environments and encouraging a culture of inclusivity and respect.

These educational objectives align with the global digital literacy frameworks promoted by UNESCO and the OECD, which emphasize the need to incorporate gender-sensitive approaches in digital education systems worldwide. UNESCO’s Efforts to Achieve Gender Equality in and through Education stresses the importance of integrating gender equality into digital learning environments and fostering equitable access to digital resources for all learners (UNESCO 2024). Similarly, the DAC Recommendation on Gender Equality and the Empowerment of Women and Girls in Development Cooperation and Humanitarian Aid highlights the need to develop inclusive and gender-sensitive digital education policies to ensure safe and equitable participation in the digital world for all (OECD 2025).

Incorporating discussions about gender-based violence in videogames into school curricula, offering workshops, and creating educational campaigns that target online safety, and healthy virtual interactions will help prepare students for the challenges they may face. Furthermore, educational centers can partner with game developers to improve reporting systems and create safer, more inclusive gaming spaces.

2. Materials and Methods

This study employs a mixed-methods approach using a sequential explanatory design, combining qualitative and quantitative analyses. The qualitative phase preceded the quantitative phase to gain an in-depth understanding of the research problem before collecting numerical data.

For the development of the qualitative part of the research, a narrative literature review was conducted on ten research studies and eight articles related to virtual environments and online videogames published between 2000 and the present. The selection of studies followed explicit inclusion criteria: (1) relevance to gender-based violence in online gaming; (2) intervention proposals for students at different educational levels; (3) publication in peer-reviewed journals indexed in Dialnet, SCOPUS, and Redalyc; (4) studies published in Spanish.

The search was conducted in three academic databases, Dialnet, SCOPUS, and Redalyc, using the following keywords: “virtual environments”, “online videogames”, “women”, and “violence”.

For the quantitative part of the study, a structured questionnaire with 8 questions was administered to 238 teachers across 34 public schools in the Community of Madrid (Spain), including educators specialized in primary education, English, music, and physical education. The sample was drawn from a population of 51,345 primary school teachers. The selection followed a non-probabilistic convenience sampling approach, where participants were selected based on their availability and willingness to participate, without any random selection or judgment by the researcher. Participation was entirely voluntary and anonymous. The sample size was calculated to ensure a 95% confidence level with a margin of error of ±5%.

The questionnaire was divided into three sections:

• Demographics: teachers’ age, sex, teacher training, and professional experience in the subject of study.
• Knowledge and awareness: five closed-ended questions on teachers’ familiarity with gender-based violence in online gaming, existing prevention tools, and relevant educational resources.
• Perceptions and interventions: three open-ended questions assessing how teachers address these issues in their classrooms, what online games their students most commonly use, and their knowledge of EducaMadrid resources related to this topic.

The questionnaire was validated by four university-level education experts, who achieved a high agreement rate (k = 0.96). Reliability was assessed using Cronbach’s Alpha coefficient, which yielded a value of 0.86 (n = 19), indicating good internal consistency (George and Mallery 2003; cited in Hernandez and Pascual 2017).

Quantitative data were analyzed using IBM SPSS Statistics software. Descriptive statistics were used to summarize the teachers’ responses. Data collection took place during the second quarter of 2022, and responses were subsequently processed and analyzed.

3. Results and Discussion

3.1. Qualitative Data Analysis

The qualitative analysis of the selected studies provided significant insights into the prevalence and characteristics of gender-based violence in online videogames. The thematic analysis identified three recurring themes: (1) the persistence of gender discrimination in gaming environments; (2) the lack of awareness and preparedness among educators; (3) the need to implement structured intervention strategies.

• Gender discrimination in online gaming remains a significant barrier for female gamers. Amores (2018) notes that women report more gender-related incidents in videogames than men. Although the videogame industry is still perceived as a male space, female participation is on the rise, both as players, creators, and developers. However, obstacles such as prejudice and misogynistic attitudes persist, reflecting a structural problem. Women involved in the videogame field have begun to push for change, seeking to combat these patterns of gender discrimination and violence in this environment.
• The need for structured intervention emerges as a key theme. According to Gomez (2015), there are numerous testimonies of female gamers facing such discrimination, ranging from exclusion at videogame events to outright bans from participating in certain competitions. These stories, which are widely circulated on the Internet, reflect the inequality that still prevails in these digital environments. It is therefore essential for teachers to familiarize themselves with the most popular videogames among their students, as this knowledge will allow them to better understand the digital world in which young people interact. In this way, they will be able to deal more effectively with situations of bullying or discrimination that occur within these platforms, offering an appropriate response to the difficulties that students may encounter.
• Teachers’ lack of awareness about gaming culture and digital violence is another critical finding. According to (Pérez 1997; cited in Diez 2004), it is essential to assume the responsibility of disseminating and expanding knowledge about videogames among professionals and agents working in the socio-educational field with young people. Videogames represent a new context for the training and development of sensitivity in childhood, sometimes even more relevant than school itself. However, many educators seem to ignore this phenomenon, acting as if the world of videogames had no impact. They lack an understanding of the psychological mechanics that these games exert on children, as well as the important challenge of self-affirmation that they represent in their attention and personal development.

These findings underline the need to implement quality and effective intervention with students in schools, especially in the Community of Madrid, where this study is focused. To this end, quantitative research has been carried out, the data for which are detailed below.

3.2. Demographic Analysis: First Part of the Questionnaire

The key findings are as follows:

• Age: Most teachers (45%) are between 30 and 50 years old. Some 40% are over 50 years old, while only 15% are under 30 years old.
• Sex: 82% of the teaching staff are women, while 18% are men.
• Teacher training: The majority have no specific training in the subject (70%), and only 20% have diploma degrees and 10% have bachelor’s degrees.
• Professional experience in the subject of study: 80% of respondents have no knowledge of research related to violence against women in online videogames.

3.3. Quantitative Data Analysis: Second Part of the Questionnaire

The second part of the questionnaire assessed teachers’ knowledge and actions related to gender-based violence in online videogames. The responses indicate a lack of knowledge among teachers regarding gender violence in online gaming environments (see

Table 1. Results according to second part of the questionnaire.

Questions	Yes	No
Do you address gender-based violence in online videogames in your teaching?	5 (2.11%)	233 (97.89%)
Are you familiar with EducaMadrid’s resources on gender-based violence?	8 (3.36%)	230 (96.63%)
Have students reported experiences of online violence to you?	10 (4.21%)	228 (95.79%)
Do you know which online games your students play?	4 (1.68%)	234 (98.32%)
Are you aware of online gaming codes of conduct and reporting systems?		238 (100%)

Source: own elaboration.

).

The data reveal that most teachers do not incorporate gender-based violence prevention into their teaching (97.89%) and are unaware of available resources such as EducaMadrid’s gender violence support materials (96.63%). Additionally, none of the respondents were familiar with gaming codes of conduct and reporting systems, which are key tools for addressing online harassment.

One major concern is that 98.32% of teachers do not know what videogames their students play. Given that some of the most popular games (e.g., Fortnite, Call of Duty, League of Legends) have been linked to hostile environments (Zaid et al. 2022), this lack of awareness makes it difficult for educators to recognize potential risks and intervene effectively.

The fact that only 4.21% of teachers have ever heard experiences from students about online violence suggests two possibilities:

• Students may not perceive teachers as a resource for addressing online harassment, highlighting a gap in trust and communication.
• Teachers may not be sufficiently trained to identify signs of digital violence in their students’ behavior or interactions (Castillo-Retamal et al. 2024).

3.4. Quantitative Data Analysis: Third Part of the Questionnaire

The third part of the questionnaire focused on teachers’ interventions and the resources they use to address gender-based violence in digital environments. The findings highlight a lack of systematic intervention strategies, with most efforts being symbolic or event-based rather than part of a structured educational approach.

• Students’ gaming preferences and exposure to gender-based violence: what are the online games that pupils use?

Understanding students’ gaming habits is essential for identifying potential risks. Therefore, teachers were asked to list the most played games among their students. The results (Figure 3) indicate the following ranking: Fortnite (33%), Animal Crossing (26%), League of Legends (21%), Among Us (13%), and Call of Duty (7%).

While Fortnite and Animal Crossing are primarily social games, League of Legends and Call of Duty are known for their competitive environments, which often foster aggressive interactions and toxic behaviors (Mora-Cantallops and Sicilia 2018). Given that 98% of teachers are unaware of these gaming trends, there is an urgent need to implement professional development programs that equip educators with the knowledge to recognize the potential risks associated with online gaming.

• Educational interventions on gender-based violence: how do you work to combat harassment and violence against women?

In addition, teachers were asked how they deal with gender-based violence in the classroom. Figure 4 below shows data on the work done by teachers on harassment and violence against women. 54% of teachers work with pupils through the International Day for the Elimination of Violence against Women, which is celebrated annually on 25 November.

While this initiative is valuable for raising awareness, it remains a symbolic, one-day event rather than an ongoing educational effort. There is no evidence that gender-based violence prevention is systematically integrated into the curriculum or addressed as part of a structured pedagogical approach.

Beyond this annual event, only 20% of teachers reported using conflict resolution strategies to address gender-based violence when issues arise among students. This suggests that discussions about gender-based violence are reactive rather than proactive and occur only in response to specific incidents rather than as part of a long-term prevention strategy.

Finally, 19% of teachers incorporate educational texts related to gender-based violence into their lessons. While these materials may provide students with critical knowledge, their effectiveness depends on how they are integrated into broader discussions and whether they encourage critical thinking about gender dynamics in digital spaces.

The data suggest that most teachers lack structured training and resources to effectively address gender-based violence in the context of online videogames (Castillo-Retamal et al. 2024; Rodriguez-Olay 2023). Without continuous, evidence-based educational programs, interventions remain limited to occasional awareness campaigns and general conflict resolution efforts, rather than targeted strategies addressing online harassment and digital safety.

• Teachers’ knowledge of EducaMadrid resources and other remarks: what EducaMadrid resources do you know of that work on violence against women?

Teachers were also asked about their familiarity with EducaMadrid resources related to the prevention of gender-based violence. When analyzing the responses of the teachers surveyed, it was found that an overwhelming 98% of teachers do not know of any tool or resource available on the platform for tackling this problem. Only 2% of those surveyed are aware of any EducaMadrid application that deals with aspects related to gender-based violence. Some representative responses were: “I don’t have enough knowledge to discuss online game protection measures with students”, “EducaMadrid does not provide enough tools to discuss this topic with students”, “It would be helpful if there were clearer tools on gender-based violence on the platform”, “I can’t find easy-to-use- resources about gender-based violence on EducaMadrid”, and “If there were clear guides or examples, I could address this topic better with my students”.

These responses reflect a critical gap in teacher training and access to educational resources. Without structured support and guidance, educators struggle to integrate discussions on digital gender-based violence into their teaching practices.

Beyond the lack of resources, another significant challenge is the psychological impact of online harassment on students. The codes of conduct analyzed in videogames such as Fortnite, Call of Duty, League of Legends, Among Us, and Animal Crossing try to regulate inappropriate behavior, but research such as that of Arroyo et al. (2022) reveals that women are not satisfied with their effectiveness. The psychological consequences faced by victims are significant: stress, anger, low self-esteem, physical discomfort, social anxiety, fear, reputational damage, academic problems, and nervousness.These effects highlight the profound impact that online harassment has on students’ mental health and well-being, with some experiencing long-term consequences such as social withdrawal and isolation (Mora-Cantallops and Sicilia 2018; Zsila et al. 2022). Teachers must be equipped to recognize these signs and offer support to affected students. Moreover, it is essential that educators are provided with the proper training and resources to understand the complexities of online harassment and its psychological effects. By fostering a supportive and safe learning environment, teachers can help mitigate the negative consequences of online violence and provide students with coping strategies, promoting both their emotional well-being and academic success (Bolognesi and Bukhalovskaya 2022; Heredia et al. 2024; Pavez and Garcia-Bejar 2020). Failure to address these issues can contribute to the perpetuation of harmful online cultures and further exacerbate the mental health challenges faced by students, particularly those who are already vulnerable due to gender-based discrimination.

4. Conclusions

This study reveals significant gaps in teacher training and actions related to gender-based violence in online videogames and digital environments, especially in EducaMadrid. Alarmingly, most respondents have no training in this area, indicating a lack of specialization in the prevention and combat of bullying and gender-based violence in digital spaces. Moreover, most respondents were unaware of relevant research on the challenges women face in online gaming and digital environments.

While this study is based on the Community of Madrid, gender-based violence in digital environments is a global issue (Pliogou et al. 2025), suggesting that the findings could serve as a valuable starting point for other countries to examine similar issues in their own education systems.

Additionally, the finding that 96.63% of teachers do not engage in preventive activities nor are aware of the resources available through EducaMadrid emphasizes the insufficient integration of this topic within the educational curriculum. Existing initiatives, such as dramatizations, readings, or commemorative events for the International Day for the Elimination of Violence against Women, are insufficient to address the complexity of the problem. These actions, while well-intentioned, fail to confront the reality of online harassment and the specific challenges students, particularly women, face in digital spaces. Moreover, most teachers are unaware of the disturbances in videogames affecting their students, and 98% are unfamiliar with the videogames their students play. According to Castillo-Retamal et al. (2024), this disconnection between the educational reality and the digital environments students inhabit highlights the need for a more integrated and informed approach in the school environment.

From the findings, it can be deduced that videogame companies have a responsibility to address these issues by implementing more effective reporting systems and codes of conduct. We are facing an alarming problem, as “the proportion of boys who participate as aggressors is higher, as is the proportion of girls who participate as victims” (Donoso et al. 2018, p. 111). According to Working to Halt Online Abuse (2012, cited in Donoso et al. 2018), 80% of victims of online harassment are women, and two-thirds of perpetrators are male. This alarming trend reveals the widespread nature of gender-based violence in gaming spaces and emphasizes the urgent need for implement more effective reporting systems and codes of conduct.

Game developers have a crucial responsibility in ensuring that reporting systems are effective, supporting victims and promoting safe online environments. The perceived ineffectiveness of existing measures highlights the need to rethink codes of conduct to have a tangible impact (Fernández-Castillo et al. 2022).

This study calls for urgent action to strengthen teacher training in gender-based violence in digital environments and to implement educational and social measures that promote a culture of respect within the gaming community. Educational institutions must incorporate programs that raise awareness among teachers, students, and families about the risks and challenges of gender-based violence in digital spaces. Such initiatives should include teaching codes of conduct in videogames, providing prevention strategies, and making available specific resources. Close collaboration between schools, videogame companies, and families is essential to create a comprehensive, multifaceted approach to combat digital violence and foster a safer online experience for students (Arabit-Garcia et al. 2021; Lisset 2024; Rodriguez-Olay 2023).

In conclusion, this article provides a key initial framework for understanding the dynamics of gender-based violence in online videogames. It also highlights the urgency of developing effective strategies that address these issues a comprehensive and sustained manner. As the digital world continues to evolve, so too must our efforts to safeguard the mental and emotional well-being of students, particularly those who are most vulnerable to online harassment and gender-based violence. By fostering a culture of respect and accountability in both educational institutions and within the gaming industry, we can begin to create safer, more inclusive spaces for everyone.

Furthermore, it is important to recognize that the challenges and gaps we identified (particularly those related to teacher training, student safety in digital environments, and the regulation of online gender-based violence) are not exclusive to the Spanish context. These findings may offer valuable insights for educational systems in other countries seeking to develop more inclusive and proactive responses to similar issues in the digital sphere.

5. Limitations and Future Lines

The limitations of this study, including the lack of a more detailed analysis of gender differences in the experience of bullying and the absence of family perspectives, raise new questions about how to integrate all relevant actors (teachers, families, and companies) in the fight against digital violence.

Future research should focus on exploring the differences between men’s and women’s perceptions of gender-based violence in videogames, as well as analyzing the experiences of vulnerable groups, broadening the scope to include other gaming platforms and demographic and educational contexts. In addition, it would be fundamental to develop studies that evaluate the effectiveness of the interventions implemented in schools and their impact on the prevention of these problems.

The validation and internal consistency of the questionnaire used in this study increase its potential for use in cross-national comparative research on teachers’ digital readiness and gender awareness. Although the sampling was conducted in a localized Spanish context, the research design could be adapted to similar educational populations in other countries, especially those with large urban school systems and comparable teacher demographics.