Young Children's Video/Computer Game Use: Relations with School Performance and Behavior

Hastings, Erin; Karas, Tamara L.; Winsler, Adam; Way, E. Leong; Madigan, Amy L.; Tyler, Shannon

doi:10.1080/01612840903050414

Cited by 112 publications

(94 citation statements)

References 48 publications

(70 reference statements)

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“…This finding is similar to those of other students within the literature (Chiu et al, 2004;Hastings et al, 2009;Rehbein et al, 2010;Skoric et al, 2009). Both in this study's and in the findings of related studies, it is observed that video game addiction influences students' academic performance negatively.…”

Section: Discussionsupporting

confidence: 82%

“…This finding is similar to that of Hastings et al (2009) and that of Bilge (2012). One of the symptoms of video game addiction is that an individual spends more time than necessary on the computer.…”

Section: Discussionsupporting

confidence: 80%

“…In the related literature, it is observed that both children's and teenagers' game addiction has negative meaningful relations with academic success and family function (Chiu, Lee, & Huang, 2004), and that one's tendency to fall into game addiction is in negative meaningful relations with school performance (Skoric, Ching Teo, & Neo, 2009) and school efficiency (Hastings et al, 2009) Furthermore, it is supported by separate studies which describe a positive meaningful relation between the time spent on playing games (Hastings et al, 2009), lower school success, school truancy (Rehbein, Psych, Kleimann, Mediasci, & Möble, 2010) and game addiction.…”

mentioning

confidence: 59%

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Relation between Video Game Addiction and Interfamily Relationships on Primary School Students

Zorbaz¹,

Ulaş

Kızıldağ³

2015

EDUC SCI-THEOR PRACT

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This study seeks to analyze whether or not the following three variables of "Discouraging Family Relations," "Supportive Family Relations," "Total Time Spent on the Computer," and "Grade Point Average (GPA)" predict elementary school students' video game addiction rates, and whether or not there exists a meaningful difference in students' video game addiction rates based on gender or on parents' levels of education. Being a descriptive survey model, the study group consists of 396 4th and 6th grade primary school students. The following scales, prepared by the researchers, were used to gather data for this study: The Scale of Game Addiction for Children (SGAC), The Family Relationship Scale for Children (FRSC), and the Personal Information Form (PIF). The data gathered from the study were analyzed by using stepwise regression, one-way variance analysis, and independent sample t-test in SPSS. According to the findings of the study, while the variables "Discouraging Family Relations," "Time Spent on the Computer," and "GPA" predict 4th and 5th grade students' video game addiction rates in a meaningful way, the variable "Supportive Family Relations" does not. Moreover, it was seen that male students' video game addiction rates were higher than those of female students. The results of a oneway variance analysis show that there is no meaningful difference in students' video game addiction rates based on parents' levels of education. The findings were discussed under the light of the literature and suggestions and limitations discussed.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionsupporting

confidence: 80%

mentioning

confidence: 59%

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Relation between Video Game Addiction and Interfamily Relationships on Primary School Students

Zorbaz¹,

Ulaş

Kızıldağ³

2015

EDUC SCI-THEOR PRACT

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“…Considering that the amount of time spent in playing video games is associated with poorer academic performance [66,67], we can introduce our idea about the use of action video game (AVG) to improve reading abilities.…”

Section: Introductionmentioning

confidence: 99%

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

Franceschini

Bertoni

Ronconi

et al. 2015

Curr Dev Disord Rep

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Impaired linguistic-phonological processing is the most accepted explanation of developmental dyslexia (DD). However, growing literature shows that DD is the result of the combination of several neurocognitive causes. Visual attention and magnocellular-dorsal (MD) pathway deficits are now considered causes of DD. Interestingly, a large portion of literature showed that action video games (AVG) are able to improve attentional and perceptual skills in typical readers. Consequently, employing AVG trainings in individuals with DD could improve attention and perception, resulting in better reading skills. The aim of our review is to show the benefits of the AVG training on DD through the changes in the neurocognitive functions at the basis of learning to read. Since visual attentional and MD dysfunctions can be diagnosed in infancy, our review paves the way for possible early prevention programs that could use AVG training.

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“…Yapılan araştırmalarda, 6 yaşındaki çocukların %27'sinin (Erbay & Durmuşoğlu Saltalı, 2012); 5-6 yaş aralığındaki çocukların %73,1'inin (Akçay & Özcebe, 2012); 6-15 yaş aralığındaki çocukların %83,2'sinin (Türkiye İstatistik Kurumu [TUİK], 2014); 13-19 yaş aralığındaki çocukların %50,3'ünün (Mathers, Sci, Canterford, Olds, Hesketh, Ridley & Wake, 2009) her gün elektronik oyun oynadıkları belirlenmiştir. Çocukların gün içindeki elektronik oyun oynama sürelerini inceleyen araştırmalarda; Amerika'da 6-17 yaş aralığındaki çocukların her gün 0.95 ±0.01 saat (Russ, Larson, Franke & Halfon, 2009); 4-6 yaş aralığındaki çocukların hafta içi 0.53±0.53, hafta sonu 1.62±1.56 saat (Akçay & Özcebe, 2012); Amerika'da 6-10 yaş aralığındaki çocukların her hafta 3.4±2.8 saat (Hastings, Karas, Winsler, Way, Amy & Tyler, 2009) elektronik oyun oynadığı belirlenmiştir. Bu araştırmada ise, 5-12 yaş aralığındaki çocukların her gün ortalama 2.00 ±0.56 saat elektronik oyun oynadığı belirlendi (Tablo 2).…”

Section: Discussionunclassified

Çocuklarin Günlük Yaşam Etki̇nli̇kleri̇: İstanbul İli̇ Örneği̇

Ekici¹

2017

jisr

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ÖzGünümüzde çocuklar efor gerektirmeyen etkinliklere daha fazla zaman ayırmaktadır. Bu nedenle çocukların büyüme ve gelişmesi olumsuz yönde etkilenmektedir. Bu araştırma, İstanbul ili Maltepe ilçesinde bir ilköğretim okulunda öğrenim gören 5-12 yaş aralığındaki çocukların günlük yaşam etkinliklerini belirlemek amacıyla yapıldı. Tanımlayıcı ve ilişki arayan bu araştırmaya, gönüllü olarak 452 çocuk katıldı. Veriler, literatür bilgisine dayalı olarak ve uzman görüşü alınarak araştırmacılar tarafından geliştirilen soru formu ile, araştırmacılar tarafından toplandı. Veriler; sayı, yüzde, ortalama, satandart hata ve ki kare testleri ile değerlendirildi. Çocukların %77,9'unun evin içinde oyun oynadığı belirlendi. Çocukların %68,5'inin günde >0 -<3 saat televizyon izledikleri; %73'ünün günde 1-3 saat elektronik oyun oynadıkları belirlendi. Çocukların %91,8'inin nadiren, geleneksel oyunlardan en az birini oynadığı belirlendi. Erkek çocukların elektronik ve spor oyunlarını kızlardan daha fazla oynadıkları belirlendi. Sonuç olarak, çocukların günlük yaşam etkinlikleri, ilgilerine göre spor, oyun, eğlence etkinliklerini içerecek şekilde düzenlenmesi gerekirken; araştırmada, çocukların her gün, günlerinin büyük bir bölümünü, evlerinin içinde elektronik oyun oynayarak, televizyon seyrederek geçirdikleri; futbolu daha fazla ve geleneksel oyunları daha az oranda oynadıkları belirlendi.Anahtar kelimeler: Etkinlik, Çocuk Oyunları, Geleneksel Oyun, Elektronik Oyun, Spor, Televizyon İzleme. AbstractToday's children spend more time engaging in activities that do not require effort. This has an adverse effect on children's growth and development. The present study was conducted with children of the ages 5-12 enrolled at a primary school in the district of Maltepe, Istanbul Province, for the purpose of determining the scope of the children's activities of daily living. A total of 452 children volunteered for this descriptive and correlational research. The researchers collected the data with a questionnaire that they developed based on the knowledge in the literature and the advice of an expert. The data were analyzed with numbers, percentages, mean, standard deviation and the chi-squared test. It was found that 77.9% of the children played games indoors. Of the children, 68.5% watched television for >0 -<3 hours, while 73% played electronic games for 1 -3 hours a day. It was observed that 91.8% of the children infrequently played at least one traditional game. The boys played more electronic games and engaged in sports more than the girls. In conclusion, it was revealed in the study that while children's activities of daily living should be composed of sports, games and entertaining activities according to their preferences, the children spent a great majority of their time every day playing electronic games and watching television indoors and otherwise mostly playing football, allotting lesser time to traditional games.

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Young Children's Video/Computer Game Use: Relations with School Performance and Behavior

Cited by 112 publications

References 48 publications

Relation between Video Game Addiction and Interfamily Relationships on Primary School Students

Relation between Video Game Addiction and Interfamily Relationships on Primary School Students

“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia

Çocuklarin Günlük Yaşam Etki̇nli̇kleri̇: İstanbul İli̇ Örneği̇

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