ÜNİVERSİTE ÖĞRENCİLERİNİN EĞİTİM ORTAMLARINDA SİBER AYLAKLIK VE OYUN BAĞIMLILIĞI DÜZEYLERİ İLE İLGİLİ YORDAYICI İLİŞKİLER

Year 2024, Volume: 14 Issue: 1, 89 - 121, 24.01.2024

Uğurcan Sert Mustafa Sarıtepeci

https://doi.org/10.17943/etku.1296990

Abstract

Bu çalışma, üniversite öğrencilerinin oyun bağımlılık düzeyleri ile eğitim ortamlarında siber aylaklık davranışı arasındaki ilişkiyi, kendini toparlama gücü ve çeşitli değişkenler çerçevesinde incelemektedir. Bu çalışmada, üniversite öğrencilerinin demografik özellikleri ile eğitim ortamlarında siber aylaklık davranışı, oyun bağımlılık düzeyleri ve BİT kullanım alışkanlıkları arasındaki ilişkiyi belirlemek için bir korelasyonel araştırma modeli olan tahmin tasarımı kullanılmıştır. Çalışma grubunu oluşturan 472 üniversite öğrencisinin, 325'i kadın ve 147'si erkektir. Sonuçlara göre, oyun bağımlılığı hakkında oluşturulan altı modelin hepsi anlamlıdır. Bu modellerde öne çıkan değişkenler günlük oyun oynama süresi, cinsiyet ve oyun amaçlı siber aylaklık davranışıdır. Sosyal siber aylaklık ile ilgili dört modelden üçü ve oyun amaçlı siber aylaklık ile ilgili modellerin tümü önemlidir. Sosyal ve oyun amaçlı siber aylaklıkla ilgili modellerde dikkat çeken değişkenler oyun bağımlılığı ve cinsiyettir. Akademik siber aylaklık ile ilgili modeller anlamlı değildir. Bu çalışma, eğitim ortamlarında siber aylaklık, oyun bağımlılığı ve kendini toparlama gücü arasındaki ilişkileri ele alarak ilgili alandaki nomolojik ağa katkıda bulunur.

Keywords

Siber aylaklık, Oyun bağımlılığı, Eğitim ortamları, Kendini toparlama gücü

PREDICTIVE RELATIONSHIPS RELATED TO THE LEVELS OF CYBERLOAFING IN THE EDUCATIONAL SETTINGS AND GAME ADDICTION OF UNIVERSITY STUDENTS

Abstract

This study defined the relationship between university students’ game addiction levels and cyberloafing behavior in educational settings with resilience and various variables. In this study, we used a prediction design -a correlational research model- to determine the relationship between the demographic characteristics of university students’ cyberloafing behavior in educational settings and their level of game addiction, ICT usage habits, and resilience. The data collected with the participation of 472 university students, 325 females and 147 males, were analyzed. According to the results, all six models created about game addiction are meaningful. The prominent variables in these models are daily playing time, gender, and gaming cyberloafing. Three of the four models created related to social and gaming cyberloafing are significant. The noticeable variables in social and gaming cyberloafing models are game addiction and gender. The models related to academic cyberloafing are not significant. This study contributes to the nomological network in the relevant field by projecting the relationships between cyberloafing, gaming addiction, and resilience in educational settings.

Keywords

Cyberloafing, Gaming Addiction, Educational Settings, Resilience

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