The Effects of Mobile Games on Elementary School Students' Achievement in Aceh

Abstract

Research into mobile game addiction has increased over the previous two decades. The purpose of this study was to investigate the association between on-line mobile gaming and academic performances among adolescent students in Aceh's elementary schools. The study revealed that boys are more of a player compared to girls who often play games and those who play online games are around 11-12 years old have an average playing time 3-5 hours/day. The research population consisted of elementary students from Aceh, with a sample size of 55 pupils. Included in the study was the Game Addiction Scale (Lemmens et al., 2009). Then, using regression analysis, the hypothesis was tested. From the finding, we can conclude that academic performance was found to be negatively associated with online gaming. This is owing to the fact that playing games for long periods of time reduces their ability to focus on academic tasks. This study can serve as a reference to adolescents online gaming habits, which could be a factor affecting their academic achievement.

Online gaming and its effect on academic performance of Bangladeshi university students: A cross‐sectional study

“…Nonetheless, our research has shown a strong correlation between students' lower academic achievement and their long‐term online gaming habit. Long‐term online gaming negatively affects SAP, which is same as of certain other studies 24–27 . The findings of Kwok et al also support this study, showing the opposite relationship between internet gaming and improved academic performance 28 .…”

“…Long-term online gaming negatively affects SAP, which is same as of certain other studies. [24][25][26][27] The findings of Kwok et al also support this study, showing the opposite relationship between internet gaming and improved academic performance. 28 Additionally, a negative correlation between playing online games and academic success was discovered by Islam et al 29 Furthermore, the results of this investigation brought to light several grave health concerns associated with an extended online gaming habit.…”

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.…”

Penerapan Play Therapy Dalam Pendampingan Psikologis Pada Remaja Di Panti Asuhan Putra Muhammadiyah Medan

“…Dalam DKJPS dijelaskan berbagai peran yang bisa dilakukan oleh stakeholders kesehatan jiwa seperti psikolog dalam tingkat intervensi yang disesuaikan dengan kebutuhan layanan kesehatan jiwa di masyarakat. Semua stakeholders dan juga masyarakat umum perlu mendapatkan penjelasan tentang stakeholder yang terkait dan juga tentang isu-isu kesehatan jiwa khususnya melalui program Psikoedukasi yang dilakukan Rahayu et al, 2021;Kyung et al, 2021;Husna et al, 2022). Psikoedukasi yang diberikan dapat menambah wawasan seksual remaja sehingga remaja dapat lebih memahami kebutuhan psikologisnya dan mengambil tindakan yang tepat untuk mencegah atau mengatasi tindakan pelecehan seksual yang dilakukan oleh orang lain.…”