Lise Öğrencilerinin Dijital Oyun Bağımlılıkları ile Akademik Başarıları Arasındaki İlişki

Abstract

Over the last decades, research into digital game addiction has grown increasingly. The present research aimed to examine the relationship between digital game addiction, and academic achievement of high school students. In addition, digital game addiction was examined in terms of some demographic variables of high school students. The research was designed according to the correlational research design, one of the quantitative research method. The participants of the research consisted of 928 students studying in the central district of Elazig. For data collection, two different questionnaires were administered to the participants. The first of these was to determine some demographic characteristics (gender, socio-economic level, grade point average, etc.) of the participants. The other was the digital game addiction scale. The results of the study show that there is a negative significant correlation between digital game addiction and academic achievement. Moreover, it was determined that digital game addictions of high school students significantly negatively predicted their academic achievement. In addition, it was determined that digital game addiction differed significantly according to gender, class level, perceived income level and school type. Although the results of the study cannot demonstrate a causal relationship between digital game addiction and academic achievement, playing more digital games suggests that less time is spent on academic work. Some limitations and recommendations for future research are discussed.

Digital Game Applications on Mathematics Achievement of Students at Risk of Mathematics Learning Difficulty

“…However, there are also studies on the negative effects of digital games on children. Although digital games have educational, social, and therapeutic benefits, studies have been conducted can lead to digital game addiction when played uncontrolled and aimlessly (Griffiths, 2008;Keskin & Aral, 2021), that they spend less time on their academic studies (Dikmen et al, 2022) and that their academic achievements may decrease (Schulz van Endert, 2021). In the study conducted by Delebe (2020) on the subject and in which 505 secondary school students participated, digital game addiction and academic success were associated, it was seen that there was an inversely proportional relationship between students' game addiction and academic success.…”

Ortaokul Öğrenci̇leri̇ni̇n Di̇ji̇tal Oyun Bağimliliklari İle Ai̇leleri̇n Di̇ji̇tal Ebeveynli̇k Farkindaliklari Arasindaki̇ İli̇şki̇ni̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇

“…Nitekim görüşmelerde ebeveyn çocuklarının dijital oyunlara ayırdıkları sürelerden dolayı ders çalışmayı aksattıklarını, daha önce başarılı olan çocuklarının oyun bağımlılığından dolayı ders başarısının düştüğünü, dikkat dağınıklığı yaşadıklarını ve odaklanamama problemi ile karşı karşıya oldukları ifade etmişlerdir. Alan yazındaki benzer çalışmalarda da dijital oyun bağımlılığının öğrencilerin akademik performansları için risk teşkil ettiği (Chu, 2022;Delebe, 2020;Dikmen, Tuncer & Vural, 2022;Sarda, Bègue, Bry & Gentile, 2016;Schulz van Endert, 2021), hafta içi günlük 4 saat ve üzerinde oyun oynayan çocukların okuma ve aritmetik puanlarının düşük diğer taraftan hafta sonu günlük 2-4 saat oynanan dijital oyunların akademik performans ile pozitif yönde ilişkili olduğu (Islam, Biswas & Khanam, 2020;Hartanto, Toh & Yang, 2018), uzun süre dijital oyun oynamanın öğrencilerin akademik görevlere odaklanma yeteneklerinde olumsuz etkiye sahip olduğu (Husna, Jamin & Juliandi, 2022), televizyon izleme ya da video oyunu oynamanın öğrencilerin akademik performanslarını olumsuz etkilediği (Adelantado-Renau, vd., 2019) sonuçlarına ulaşılmıştır.…”