Hubungan Intensitas Interaksi dengan Kedekatan Emosional Pengguna Game Online (Survei pada Pengikut Akun Instagram @imvu.indo)

  • Amanda Universitas Islam Syekh-Yusuf Tangerang
  • Ade Irfan Abdurrahman Universitas Islam Syekh-Yusuf Tangerang
  • Alamsyah Universitas Islam Syekh-Yusuf Tangerang
Keywords: Interaction Intensity, Emotional Closeness, Online Games, IMVU, Social Penetration Theory

Abstract

This study aims to determine the relationship and the strength of the correlation between Interaction Intensity and Emotional Closeness among IMVU online game users following the Instagram account @imvu.indo. Based on Social Penetration Theory, this quantitative study adopted a positivism paradigm using a survey method. Purposive sampling was applied to select 358 respondents from a population of 3,328 followers of the @imvu.indo Instagram account. Data were collected using a 1–4 Likert scale questionnaire and analyzed using the Pearson Product Moment correlation. The results revealed a correlation coefficient (r) of 0.686 with a significance value of 0.000 (p<0.05), proving a positive, significant, and strong relationship between Interaction Intensity and Emotional Closeness. These findings empirically support Social Penetration Theory, demonstrating that intense, consistent, and continuous digital interactions via 3D avatars effectively foster self-disclosure and generate psychological intimacy as well as real emotional bonds among users. Furthermore, demographic findings dominated by emerging adult females (93.9%) highlight a strong need for a virtual safe space and social intimacy. This study concludes that higher communication intensity in an immersive online game directly leads to stronger emotional closeness among users.

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Published
2026-09-23
How to Cite
Amanda, Ade Irfan Abdurrahman, & Alamsyah. (2026). Hubungan Intensitas Interaksi dengan Kedekatan Emosional Pengguna Game Online (Survei pada Pengikut Akun Instagram @imvu.indo). Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 12(03), 392 - 411. https://doi.org/10.36989/didaktik.v12i03.18526