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Dijital Oyunların Çocuk ve Ergenler Üzerindeki Etkileri: Literatür İnceleme

Year 2018, Volume: 6 Issue: 16, 71 - 94, 01.01.2018

Aysun Ardıç Aylin Yalçın Irmak

Abstract

Çalışma, dijital oyunların çocuk ve ergenlere etkileri ile ilgili güncel literatürü sistematik incelemek amacıyla yapılmıştır. 2010-2018 yılı arası dört veri tabanı “computer/video/digital game/oyun” ve “effect/etki” anahtar kelimeleri ile taranmıştır. Çalışmaya dahil edilme kriterlerine uygun 51 makale değerlendirilmiştir. Değerlendirilen çalışmaların çoğunda işbirlikçi/rekabetçi n=2 ve eğitsel n=15 oyunların; yeni bilgi kazanma, okuma yazma becerisi, sorgulama temelli öğrenme, öğrenme motivasyonu, teknoloji kabulü, problem çözme, ders başarısı, sağlıklı beslenme, sınıf içi etkileşime olumlu etkisi olmuştur. Hareket algılayıcı oyunlar n=8 ; antropometrik ölçümler, vücut yağ oranı, fiziksel aktivite, akademik başarı, yaşam kalitesi, nesne kontrol becerisi, enerji tüketimine olumlu etkilidir. Nitekim, şiddet içerikli n=8 ya da özellik belirtilmeyen oyunların n=17 ; kontrolsüz kullanılması saldırganlık, anksiyete, depresyon, heyecan arayışı, kural tanımaz davranışlar, sosyal problemler, okula silah taşıma, dışlanma, tuzlu atıştırmalık tüketimi, hareket hastalığı, bel ağrısı, psikolojk uyumsuzluk, üzüntü, intihar düşüncesi, yaratıcılık, dikkat sorunları, okul faaliyetlerinin yerini okul dışı faaliyetlerin alması, kilo, uyku kalitesi-süresi, sürdürülebilir dikkat, okuma yazma becerileri üzerine olumsuz etkilerinin olduğu gösterilmiştir. Çevrim-içi sosyal video oyunlarının n=1 ise sosyal çevre büyüklüğü ve kalitesi üzerinde olumsuz etkisi bulunmuştur. Eğitsel, hareket tabanlı, işbirlikçirekabetçi oyun türlerinin eğitim-öğretimde, davranış kazandırma ve sürdürme programlarında kullanımının arttırılması ve desteklenmesi, diğer oyun türlerinin ise başta erkekler olmak üzere gençlerde kontrollü ve bilinçli kullanımının sağlanması önerilmektedir

Keywords

Dijital Oyunlar Video Oyunları Bilgisayar Oyunları Olumlu Etkiler Olumsuz Etkiler

References

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Year 2018, Volume: 6 Issue: 16, 71 - 94, 01.01.2018

Aysun Ardıç Aylin Yalçın Irmak

Abstract

This study was conducted with the purpose of systematical investigation of the current literature about the effects of digital games on children and adolescents. Four databases between the years of 2010-2018 has been scanned with the keywords of “computer/video/digital game/oyun” and the “effect/etki”. 51 articles which are matching the criteria of the study were evaluated. Most of the studies which were evaluated showed that collaborative/competitive n = 2 and educational n = 15 games have positive effects on new knowledge acquisition, the ability to read and write, inquiry based learning, learning motivation, technology adoption, problem solving, course success, healthy eating and classroom interaction. Motion sensor games n = 8 have a positive effect on anthropometric measurements, body fat ratio, physical activity, academic achievement, quality of life, the ability to control objects and energy consumption. On the other hand, it was shown that uncontrolled use of violent n = 8 or not specified type games n = 17 had negative effects on aggression, anxiety, depression, seeking excitement, violator behaviors, social problems, carrying a gun to school, social exclusion, habit of consuming salty snacks, movement disorder, low back pain, psychological disharmony, sadness, suicidal thoughts, creativity, attention problems, replacing school activities with out-of-school activities, weight, sleep quality and , sustainable attention, reading and writing skills. It is found that online social video games n = 1 have a negative effect on the size and quality of social circle. It is recommended that the use of educational, movementbased and collaborative-competitive game types should be encouraged and increased in education, behavior shaping and sustaining programs, while playing other game types are recommended to be controlled and should be played consciously by adolescents and especially by males

Keywords

Digital Games Video Games Computer Games Positive Effects Negative Effects

References

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  • • Arbogast, H., Burke, R. V., Muller, V., Ruiz, P., Knudson, M. M., Upperman, J. S. (2014). Randomized Controlled Trial to Evaluate the Effectiveness of a Video Game as a Child Pedestrian Educational Tool. Journal of Trauma and Acute Care Surgery, 76, 1317–21.
  • • Azevedo, L. B., Watson, D. B., Haighton, C., Adams, J. (2014). The Effect of Dance Mat Exergaming Systems on Physical Activity and Health-Related Outcomes in Secondary Schools: Results From a Natural Experiment. BMC Public Health, 14, 951-964.
  • • Bakker, M., Van den Heuvel-Panhuizen. M., Robitzsch. A. (2015). Effects of Playing Mathematics Computer Games on Primary School Students’ Multiplicative Reasoning Ability. Contemporary Educational Psychology, 40, 55–71.
  • • Baranowski, T., Abdelsamad, D., Baranowski, J., O’Connor, T. M., Thompson, D., Barnett, A., Cerin, E., Chen T. (2012). Impact of an Active Video Game on Healthy Children’s Physical Activity. Pediatrics, 129, e636-e642.
  • • Baranowski, T., Baranowski, J., Thompson, D., Buday, R., Jago, R., Griffith, J.,…..Watson, K. B. (2011), Video Game Play, Child Diet, and Physical Activity Behavior Change a Randomized Clinical Trial. American Journal of Preventive Medicine, 40, 33-38.
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  • • Borgogna, N., Lockhart, G., Grenard, J. L., Barrett, T., Shiffman, S., Reynolds, K. D. (2014). Ecological Momentary Assessment of Urban Adolescents’ Technology Use and Cravings for Unhealthy Snacks and Drinks: Differences by Ethnicity and Sex. Journal of the Academy of Nutrition and Dietetics, 115(5), 759-66.
  • • Brom, C., Preuss, M., Klement, D. (2011). Are Educational Computer Micro-Games Engaging and Effective for Knowledge Acquisition at High-Schools? A Quasi-Experimental Study. Computers & Education, 57, 1971-1988.
  • • Chang, C. H., Pan, W. W., Tseng, L. Y., Stoffregen, T. A. (2012). Postural Activity and Motion Sickness During Video Game Play in Children and Adults. Experimental Brain Research, 217, 299-309.
  • • Chaput, J. P. Tremblay, A., Pereira, B., Boirie, Y., Duclos, M., Thivel, D. (2016). Food İntake Response To Exercise and Active Video Gaming in Adolescents: Effect of Weight Status. British Journal of Nutrition, 115, 547–553
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  • • Connolly, T. M., Boyle, E.A., MacArthur, E., Hainey, T., Boyle, J. M. A. (2012) Systematic Literature Review of Empirical Evidence on Computer Games And Serious Games. Computers & Education, 59, 661–686.
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  • • Creighton, S., Szymkowiak, A. (2014). The Effects of Cooperative and Competitive Games on Classroom Interaction Frequencies. Procedia - Social and Behavioral Sciences, 140, 155-163.
  • • Deyreh, E. (2011). Psychological Pathology of Computer and Video Games among Elementary Students. Procedia Social and Behavioral Sciences, 15, 3095-3097.
  • • Drummond, A., Sauer, J. D. (2014). Video-Games do not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading. PLoS ONE, 9, e87943.
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Details

Primary Language Turkish
Journal Section Research Article
Authors

Aysun Ardıç This is me

Aylin Yalçın Irmak This is me

Publication Date January 1, 2018
Published in Issue Year 2018 Volume: 6 Issue: 16

Cite

APA Ardıç, A., & Irmak, A. Y. (2018). Dijital Oyunların Çocuk ve Ergenler Üzerindeki Etkileri: Literatür İnceleme. Gençlik Araştırmaları Dergisi, 6(16), 71-94.
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