Author :
Abstract
Son on yılda, dijital oyun bağımlılığına yönelik araştırmalar giderek artmıştır. Bu araştırma, lise öğrencilerinin dijital oyun bağımlılığı ile akademik başarıları arasındaki ilişkiyi incelemeyi amaçlamıştır. Ayrıca lise öğrencilerinin bazı demografik değişkenleri açısından dijital oyun bağımlılığı incelenmiştir. Araştırma, nicel araştırma yöntemlerinden biri olan ilişkisel araştırma modeline göre tasarlanmıştır. Araştırmanın katılımcılarını Elazığ ili merkez ilçesinde öğrenim gören 994 öğrenci oluşturmaktadır. Veri toplamak amacıyla katılımcılara iki farklı veri toplama aracı uygulanmıştır. Bunlardan ilki, katılımcıların bazı demografik özelliklerini (cinsiyet, sosyo-ekonomik düzey, not ortalaması vb.) belirlemek amacıyla kullanılmıştır. Diğeri ise dijital oyun bağımlılığı ölçeğidir. Araştırmanın sonuçları, dijital oyun bağımlılığı ile akademik başarı arasında negatif yönde anlamlı bir ilişki olduğunu göstermektedir. Dahası lise öğrencilerinin dijital oyun bağımlılıklarının akademik başarılarını anlamlı düzeyde olumsuz yordadığı belirlenmiştir. Ek olarak dijital oyun bağımlılığının cinsiyete, sınıf düzeyine, algılanan gelir düzeyine ve okul türüne göre anlamlı düzeyde farklılaştığı tespit edilmiştir. Çalışmanın sonuçları, dijital oyun bağımlılığı ile akademik başarı arasında nedensel bir ilişki ortaya koyamasa da, daha fazla dijital oyun oynamak, akademik çalışmalara daha az zaman harcandığını göstermektedir. Gelecekteki araştırmalar için bazı sınırlamalar ve öneriler tartışılmıştır.
Keywords
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 994 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.
Keywords
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