Üniversite Öğrencilerinde Oyun Bağımlılığı: Kişisel Özellikler ve Başarı İle İlişkisi

Bülbül, Hasan; Tunç, Tarkan; Aydil, Fırat

doi:10.25287/ohuiibf.423745

Cited by 30 publications

(6 citation statements)

References 16 publications

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“…In terms of students' use of the Internet for gaming purposes according to academic achievement, the use of the Internet for gaming purposes was found to be significantly higher among students with average academic achievement and below. This result is consistent with other studies in the literature (Brunborg et al, 2014;Müller et al, 2015;Bülbül et al, 2018) that reveal the relationship between computer game addiction/internet gaming disorder and low academic achievement. This result of the study indicates that students with high academic achievement use the Internet more consciously, use the Internet for purposes other than gaming and in Author(s) a way that contributes to their school responsibilities.…”

Section: Conclusion Discussion and Recommendationssupporting

confidence: 93%

Lise Öğrencilerinde Oyun Amaçlı İnternet Kullanımının Demografik Özelliklerine Göre İncelenmesi

FARİZ>¹,

KADAKAL>

Özkan

2022

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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The purpose of this research is to examine high school students' internet usage for game purposes in terms of various variables. The sample of the study consisted of 360 (176 girls, 184 boys) students selected by the convenient sampling method in the 2018-2019 academic year. The students who participated in the study were selected from 9th, 10th, and 11th grade students in four different types of schools. In this study, the Personal Information Form developed by the researcher, the "Internet Addiction Scale (IAS)" produced by Young (1998) to measure students’ internet addiction levels, and "Perceived Social Support Scale (PSSS)" revised (PSSS-R) by Yildirim (2004) to evaluate their perceptions of social support were used as data collection tools. Research data were analyzed using Chi-square and t-test. The findings of the study revealed that high school students’ internet use for gaming purposes showed a significant difference according to gender, academic success, and daily internet usage time. Besides, it was determined that students who do not use the internet for gaming purposes perceive more social support than their friends who use the internet for gaming purposes.

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Section: Conclusion Discussion and Recommendationssupporting

confidence: 93%

Lise Öğrencilerinde Oyun Amaçlı İnternet Kullanımının Demografik Özelliklerine Göre İncelenmesi

FARİZ>¹,

KADAKAL>

Özkan

2022

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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“…Dijital oyunlar çocuklar için; oyunlarla çok fazla zaman harcama, derslerini aksatma, kendilerini oyun karakterleri ile ilişkilendirme, oyun oynarken müdahale edildiğinde aşırı tepkiler verme gibi biyo-psiko-sosyal riskler barındırmaktadır (Taylan, Kara ve Durğun, 2017). Küçük yaşta dijital oyunlarla karşılaşmak veya ilk teknolojik cihazlarına erken yaşta sahip olmak, dijital oyun bağımlılığı riskini arttırabilmektedir (Bülbül, Tunç ve Aydil, 2018).…”

Section: Determination Of Children's Family Profiles According To Theunclassified

Çocukların Dijital Oyun Bağımlılığına Göre Aile Profillerinin Belirlenmesi

Yiğit

Günüç²

2020

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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In this study, it is aimed to determine family profiles of children based on their digital game addiction. Firstly, digital gaming addiction scale was applied to children and digital game addiction levels of children were determined. Then, Qualitative data were gathered through semi-structured interviews with the parents of the children who have the highest and the lowest gaming addiction scores at digital game addiction scale. The sample of the study consisted of the children who were attending in the secondary school (5th, 6th, 7th and 8th grades) of a private college in the central district of Van province in the second term of 2015-2016 academic year and the parents of these children. Mixed method was used in the study. The data collected to describe the levels of digital game addiction of children constitute the quantitative dimension of the research; on the other hand, interviews with parents whose children are addicted to digital games and parents with children who are not addicted to digital games constitute the qualitative dimension of the research. In the analysis of quantitative data, descriptive statistics, two-step cluster, confirmatory factor analysis were used, and in the analysis of qualitative data, sub-themes and main themes were formed by using content analysis. The two groups were compared according to the findings. Some factors such as the crowded structure of the family, rules, and limits in the family, the status of caring for the child, social activities carried out by the family, and the awareness of the technology and harms have been found to be the determinants of whether children are addicted to digital games.

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“…Sonuç: Öğrencilerin pandemi öncesi ve pandemi sürecindeki dijital oyun oynama süreleri karşılaştırıldığında; bu sürenin pandemi sürecinde önemli düzeyde arttığı, pandemide en çok telefonla dijital oyun oynandığı ve pandemi sürecinin savaş-strateji oyunlarını oynama oranını arttırdığı belirlenmiştir. Anahtar kelimeler: Covid-19, üniversite, öğrenci, oyun bağımlılığı Giriş Çin'in Hubei eyaletinin başkenti Wuhan'da Aralık 2019'da yetişkin bireyler nedeni bilinmeyen ciddi pnömoni nedeniyle hastanelere başvurmuş, koronavirüs (COVID- 19), olarak adlandırılan bu salgın 31 Aralık 2019'da Dünya Sağlık Örgütü'ne (DSÖ) bildirilmiştir (1). COVID-19, 12 Mart 2020 itibariyle DSÖ tarafından, küresel bir salgın olarak duyurulmuş (2) ülkemizde ise ilk vaka 11 Mart 2020'de tespit edilmiştir (3).…”

Section: öZunclassified

Covid-19 Pandemisinde Üniversite Öğrencilerindeki Oyun Bağımlılığı Düzeyleri ve Pandeminin Dijital Oyun Oynama Durumlarına Etkisi

Aktaş

Bostanci

2021

Bağımlılık Dergisi

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Objective: This study aims to reveal the game addiction levels and the effect of the pandemic on digital gaming status in university students during the COVID-19 pandemic. Method: The study sample was calculated as at least 384 individuals using the formula of sample for unknown population, and the study was completed online with 427 students. In the study, students were given an online Questionnaire and the Digital Game Addiction Scale for university students. Results: Of the students, digital game play time was mostly 0-1 hours before (61.1%) and during (52.5%) the pandemic, and 91.1% (n=389) was playing digital games on the phone during the pandemic. Students were mostly playing puzzles and mind games before (58.3%) and during (56.0%) the pandemic, and believing that their digital game play time (47.3%) has not changed during the pandemic. The pandemic has increased the time spent on digital games and increased the play time on combat-strategy games. The average Digital Game Addiction Scale score of the university students was 35.86±16.97. Moreover, 6.3% of the students was in the addicted group, and 1.6% was in the highly addicted group. Conclusion: Comparison of the digital game play times of the students before and during the pandemic showed that this time increased significantly and most of them were on the mobile platform, and that the ratio of playing war-strategy games increased during the pandemic.

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Üniversite Öğrencilerinde Oyun Bağımlılığı: Kişisel Özellikler ve Başarı İle İlişkisi

Cited by 30 publications

References 16 publications

Lise Öğrencilerinde Oyun Amaçlı İnternet Kullanımının Demografik Özelliklerine Göre İncelenmesi

Lise Öğrencilerinde Oyun Amaçlı İnternet Kullanımının Demografik Özelliklerine Göre İncelenmesi

Çocukların Dijital Oyun Bağımlılığına Göre Aile Profillerinin Belirlenmesi

Covid-19 Pandemisinde Üniversite Öğrencilerindeki Oyun Bağımlılığı Düzeyleri ve Pandeminin Dijital Oyun Oynama Durumlarına Etkisi

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