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The Effect of Mind and Intelligence Games on University Students’ Perceived Stress and Psychological Well-Being Level

Year 2023, Volume: 11 Issue: 22, 447 - 458, 27.10.2023
https://doi.org/10.18009/jcer.1252277

Abstract

This study aims to examine whether mind and intelligence games that support cognitive, social, and emotional skills have an effect on university students' perceived stress and psychological well-being levels. The population of the study consists of students actively studying at Kastamonu University Tosya Vocational School in the 2021-2022 academic year. Two groups of students were included in the study. While one of the groups had mind and intelligence game activities, the other group did not have these activities. The obtained data were analyzed using the statistical package program. As a result of the analysis, it was concluded that the psychological well-being levels of those who participated in the mind and intelligence game workshops were significantly higher in the positive direction and the perceived stress level was significantly lower in the negative direction compared to those who did not participate. According to the results of the research, it can be said that mind and intelligence games are an important educational tool used to support the psychosocial development of students and individuals and reduce stress.

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Kastamonu University Social and Humanities Scientific Research and Publication Ethics Board The date and number of the ethical assessment decision: 02.02.2022 -2/12

References

  • Akça, C. & Özel, Y. (2022). Bireysel ve örgütsel stres yönetimi [Individual and organizational stress management]. In A. Karaca (Ed.), International research in social humanities and administrative sciences (pp. 37-50). Konya: Education Publishing.
  • Baki, N. (2018). Zekâ oyunları dersinde uygulanan geometrik-mekanik oyunların öğrencilerin akademik öz yeterlik ve problem çözme becerilerine etkisi [The effect of geometric-mechanical games applied in intelligence games course on students' academic self-efficacy and problem solving skills] (Unpublished master dissertation). Kırıkkale University.
  • Berger, B. G., & Tobar, D. A. (2007). Physical activity and quality of life: Key considerations. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 598–620). Hoboken, NJ: Wiley.
  • Cohen, S., Kamarck, T. & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396.
  • Collins, E., & Cox, A. (2014). Switch on to games: Can digital games aid post-work recovery? International Journal of Human-Computer Studies, 72(8-9), 654-662.
  • Colman, A. M. (2008). A dictionary of psychology (3rd ed.). Oxford: Oxford University Pr.
  • Daviu, N., Bruchas, M. R., Moghaddam, B., Sandi, C., & Beyeler, A. (2019). Neurobiological links between stress and anxiety. Neurobiology of stress, 11, 100191.
  • Demirel, T. (2015). Zekâ oyunlarının türkçe ve matematik derslerinde kullanılmasının ortaokul öğrencileri üzerindeki bilişsel ve duyuşsal etkilerinin değerlendirilmesi [Evaluation of the cognitive and affective effects of using intelligence games in Turkish and mathematics lessons on secondary school students] (Unpublished doctoral dissertation). Atatürk University.
  • Devecioğlu, Y. & Karadağ, Z. (2014). Evaluation of the mind games course in the context of purpose, expectations and suggestions. Bayburt Journal of the Faculty of Education, 9(1), 41-61.
  • Diener, E., Scollon, C. N., & Lucas, R. E. (2009). The evolving concept of subjective well-being: The multifaceted nature of happiness. In E. Diener (Ed.), Assessing well-being: The collected works of Ed Diener (pp. 67–100). Springer Science + Business Media.
  • Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2, 222-235.
  • Eskin, M., Harlak, H., Demirkıran, F. & Dereboy, Ç. (2013). Algılanan stres ölçeğinin türkçeye uyarlanması: Güvenirlik ve geçerlik analizi [Adaptation of the perceived stress scale to Turkish: Reliability and validity analysis]. New/Yeni Symposium Journal, 51(3), 132-140.
  • Humphrey, R. & McCarthy, P. (1998). Stress and the contemporary student. Higher Education Quarterly, 52, 221-242.
  • Kowal, M., Conroy, E., Ramsbottom, N., & Smithies, T. (2021). Gaming your mental health: a narrative review on mitigating symptoms of depression and anxiety using commercial video games. JMIR Serious Games, 9(2), e26575.
  • Kula, S. S. (2020). Zekâ oyunlarının ilkokul 2. sınıf öğrencilerine yansımaları: Bir eylem araştırması [Reflections of mind games on primary school 2nd grade students: An action research]. National Education Journal, 49(225), 253-282.
  • Marangoz, D. & Demirtaş, Z. (2017). Mekanik zekâ oyunlarının ilkokul 2. sınıf öğrencilerinin zihinsel beceri düzeylerine etkisi [The effect of mechanical intelligence games on mental skill levels of primary school 2nd grade students]. The Journal of International Social Research, 10(53), 612-621.
  • Ministry of National Education (MoNE) (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics lesson curriculum (primary and middle school 3, 4, 5, 6, 7 and 8th grades)]. Ankara: Ministry of National Education.
  • Navarro, E., Goring, S., & Conway, A. (2021). The relationship between theory of mind and intelligence: A formative g approach. Journal of Intelligence, 9(1), 11.
  • Ott, M. & Pozzi, F. (2012). Digital games as creativity enablers for children. Behaviour & Information Technology, 31(10), 1011-1019.
  • Oxford Dictionary (1993). The new shorter Oxford English dictionary, Oxford: Oxford University Press. Özel, Y. & Karabulut, A. B. (2018). Günlük yaşam ve stres yönetimi [Daily life and stress management]. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi, 1(1), 48-56.
  • Özel, Y. & Akça, C. (2022). Akıl ve zekâ oyunları [Mind and intelligence games]. In H.S. Eti (Ed), Academic studies in the basic field of social, humanities and administrative sciences -1 (pp. 125-138). İstanbul: Artikel Academy.
  • Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081.
  • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727.
  • Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 9(1), 13–39.
  • Schulte, P. A., Guerin, R. J., Schill, A. L., Bhattacharya, A., Cunningham, T. R., Pandalai, S. P., … & Stephenson, C. M. (2015). Considerations for Incorporating "Well-Being" in Public Policy for Workers and Workplaces. American Journal of Public Health, 105(8), e31–e44.
  • Şanal-Karahan, F. (2016). Üniversite öğrencilerinde çözüm odaklı düşünmenin depresyon, anksiyete, stres ve psikolojik iyi oluş ile ilişkisi [The relationship of solution-oriented thinking with depression, anxiety, stress and psychological well-being in university students] (Unpublished doctoral dissertation). Necmettin Erbakan University, Konya.
  • Telef, B. B. (2013). Psikolojik iyi oluş ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması [Psychological well-being scale: Turkish adaptation, validity and reliability study], Hacettepe University Journal of Education, 28(3), 374-384.
  • Yavuz, O. & Yavuz, Y. (2018). Huzurevindeki yaşlı bireylere oynatılan zekâ oyununun yaşlıların bilişsel becerilerine, yalnızlık ve psikolojik iyi oluş düzeylerine etkisi [The effect of the intelligence game played on elderly people in the elderly on cognitive skills, loneliness and psychological well-being of elderly in the nursing home]. Yaşam Becerileri Psikoloji Dergisi, 2(3), 127-141.
  • Yörükoğlu, A. (2004). Zekâ nedir [What is intelligence]? Çocuk ruh sağlığı [Child mental health]. İstanbul: Özgür Publishing.

The Effect of Mind and Intelligence Games on University Students’ Perceived Stress and Psychological Well-Being Level

Year 2023, Volume: 11 Issue: 22, 447 - 458, 27.10.2023
https://doi.org/10.18009/jcer.1252277

Abstract

This study aims to examine whether mind and intelligence games that support cognitive, social, and emotional skills have an effect on university students' perceived stress and psychological well-being levels. The population of the study consists of students actively studying at Kastamonu University Tosya Vocational School in the 2021-2022 academic year. Two groups of students were included in the study. While one of the groups had mind and intelligence game activities, the other group did not have these activities. The obtained data were analyzed using the statistical package program. As a result of the analysis, it was concluded that the psychological well-being levels of those who participated in the mind and intelligence game workshops were significantly higher in the positive direction and the perceived stress level was significantly lower in the negative direction compared to those who did not participate. According to the results of the research, it can be said that mind and intelligence games are an important educational tool used to support the psychosocial development of students and individuals and reduce stress.

References

  • Akça, C. & Özel, Y. (2022). Bireysel ve örgütsel stres yönetimi [Individual and organizational stress management]. In A. Karaca (Ed.), International research in social humanities and administrative sciences (pp. 37-50). Konya: Education Publishing.
  • Baki, N. (2018). Zekâ oyunları dersinde uygulanan geometrik-mekanik oyunların öğrencilerin akademik öz yeterlik ve problem çözme becerilerine etkisi [The effect of geometric-mechanical games applied in intelligence games course on students' academic self-efficacy and problem solving skills] (Unpublished master dissertation). Kırıkkale University.
  • Berger, B. G., & Tobar, D. A. (2007). Physical activity and quality of life: Key considerations. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 598–620). Hoboken, NJ: Wiley.
  • Cohen, S., Kamarck, T. & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396.
  • Collins, E., & Cox, A. (2014). Switch on to games: Can digital games aid post-work recovery? International Journal of Human-Computer Studies, 72(8-9), 654-662.
  • Colman, A. M. (2008). A dictionary of psychology (3rd ed.). Oxford: Oxford University Pr.
  • Daviu, N., Bruchas, M. R., Moghaddam, B., Sandi, C., & Beyeler, A. (2019). Neurobiological links between stress and anxiety. Neurobiology of stress, 11, 100191.
  • Demirel, T. (2015). Zekâ oyunlarının türkçe ve matematik derslerinde kullanılmasının ortaokul öğrencileri üzerindeki bilişsel ve duyuşsal etkilerinin değerlendirilmesi [Evaluation of the cognitive and affective effects of using intelligence games in Turkish and mathematics lessons on secondary school students] (Unpublished doctoral dissertation). Atatürk University.
  • Devecioğlu, Y. & Karadağ, Z. (2014). Evaluation of the mind games course in the context of purpose, expectations and suggestions. Bayburt Journal of the Faculty of Education, 9(1), 41-61.
  • Diener, E., Scollon, C. N., & Lucas, R. E. (2009). The evolving concept of subjective well-being: The multifaceted nature of happiness. In E. Diener (Ed.), Assessing well-being: The collected works of Ed Diener (pp. 67–100). Springer Science + Business Media.
  • Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2, 222-235.
  • Eskin, M., Harlak, H., Demirkıran, F. & Dereboy, Ç. (2013). Algılanan stres ölçeğinin türkçeye uyarlanması: Güvenirlik ve geçerlik analizi [Adaptation of the perceived stress scale to Turkish: Reliability and validity analysis]. New/Yeni Symposium Journal, 51(3), 132-140.
  • Humphrey, R. & McCarthy, P. (1998). Stress and the contemporary student. Higher Education Quarterly, 52, 221-242.
  • Kowal, M., Conroy, E., Ramsbottom, N., & Smithies, T. (2021). Gaming your mental health: a narrative review on mitigating symptoms of depression and anxiety using commercial video games. JMIR Serious Games, 9(2), e26575.
  • Kula, S. S. (2020). Zekâ oyunlarının ilkokul 2. sınıf öğrencilerine yansımaları: Bir eylem araştırması [Reflections of mind games on primary school 2nd grade students: An action research]. National Education Journal, 49(225), 253-282.
  • Marangoz, D. & Demirtaş, Z. (2017). Mekanik zekâ oyunlarının ilkokul 2. sınıf öğrencilerinin zihinsel beceri düzeylerine etkisi [The effect of mechanical intelligence games on mental skill levels of primary school 2nd grade students]. The Journal of International Social Research, 10(53), 612-621.
  • Ministry of National Education (MoNE) (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics lesson curriculum (primary and middle school 3, 4, 5, 6, 7 and 8th grades)]. Ankara: Ministry of National Education.
  • Navarro, E., Goring, S., & Conway, A. (2021). The relationship between theory of mind and intelligence: A formative g approach. Journal of Intelligence, 9(1), 11.
  • Ott, M. & Pozzi, F. (2012). Digital games as creativity enablers for children. Behaviour & Information Technology, 31(10), 1011-1019.
  • Oxford Dictionary (1993). The new shorter Oxford English dictionary, Oxford: Oxford University Press. Özel, Y. & Karabulut, A. B. (2018). Günlük yaşam ve stres yönetimi [Daily life and stress management]. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi, 1(1), 48-56.
  • Özel, Y. & Akça, C. (2022). Akıl ve zekâ oyunları [Mind and intelligence games]. In H.S. Eti (Ed), Academic studies in the basic field of social, humanities and administrative sciences -1 (pp. 125-138). İstanbul: Artikel Academy.
  • Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081.
  • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727.
  • Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 9(1), 13–39.
  • Schulte, P. A., Guerin, R. J., Schill, A. L., Bhattacharya, A., Cunningham, T. R., Pandalai, S. P., … & Stephenson, C. M. (2015). Considerations for Incorporating "Well-Being" in Public Policy for Workers and Workplaces. American Journal of Public Health, 105(8), e31–e44.
  • Şanal-Karahan, F. (2016). Üniversite öğrencilerinde çözüm odaklı düşünmenin depresyon, anksiyete, stres ve psikolojik iyi oluş ile ilişkisi [The relationship of solution-oriented thinking with depression, anxiety, stress and psychological well-being in university students] (Unpublished doctoral dissertation). Necmettin Erbakan University, Konya.
  • Telef, B. B. (2013). Psikolojik iyi oluş ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması [Psychological well-being scale: Turkish adaptation, validity and reliability study], Hacettepe University Journal of Education, 28(3), 374-384.
  • Yavuz, O. & Yavuz, Y. (2018). Huzurevindeki yaşlı bireylere oynatılan zekâ oyununun yaşlıların bilişsel becerilerine, yalnızlık ve psikolojik iyi oluş düzeylerine etkisi [The effect of the intelligence game played on elderly people in the elderly on cognitive skills, loneliness and psychological well-being of elderly in the nursing home]. Yaşam Becerileri Psikoloji Dergisi, 2(3), 127-141.
  • Yörükoğlu, A. (2004). Zekâ nedir [What is intelligence]? Çocuk ruh sağlığı [Child mental health]. İstanbul: Özgür Publishing.
There are 29 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Coşkun Akça 0000-0003-3020-6694

Yasemin Özel 0000-0001-8920-8825

Early Pub Date October 25, 2023
Publication Date October 27, 2023
Submission Date February 17, 2023
Acceptance Date August 2, 2023
Published in Issue Year 2023 Volume: 11 Issue: 22

Cite

APA Akça, C., & Özel, Y. (2023). The Effect of Mind and Intelligence Games on University Students’ Perceived Stress and Psychological Well-Being Level. Journal of Computer and Education Research, 11(22), 447-458. https://doi.org/10.18009/jcer.1252277

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