The Digital Game World of Youth: Perspectives of Undergraduate Students

Abstract

Teachers’ and prospective teachers’ awareness, approaches, competencies, and usage levels regarding new technologies are among the significant research topics. The changing learning habits of the digital native generation and the rapidly increasing role of technology in education have made it essential to understand teachers’ perspectives and pedagogical approaches toward digital games. This study aims to investigate undergraduate students’ digital gaming habits and the effects of digital games on various skills. Conducted using a qualitative research design, the study deeply analyzes the experiences and perceptions of undergraduate students regarding digital games. A purposive sampling approach was preferred to determine the study group. Within the scope of the research, a semi-structured interview technique was employed to thoroughly examine participants’ general thoughts. The data obtained were analyzed using the content analysis method. The research findings indicate that students play digital games for an average of half an hour to 2-3 hours daily, with a particular preference for quiz and strategy games. Participants stated that digital games enhance cognitive and psychomotor skills, particularly providing positive effects on reflexes and muscle coordination. In the context of social skills, digital games were found to offer opportunities for communication and socialization. In the academic domain, students noted that digital games increase their motivation and contribute to their academic success. However, it was revealed that the effects of digital games on time management depend on individual differences. Students emphasized the importance of considering age and developmental levels in selecting digital games, establishing controlled gaming durations, and preferring games with stress-reducing features.

Keywords

• Digital Games
• Undergraduate Students
• Skill Development
• Educational Technology
• Learning

Supporting Institution

This article is supported by Balıkesir University Scientific Research Projects Unit. Project Number: 2023/056.

Project Number

2023/056

Ethical Statement

During the writing process of the study “The Digital Game World of Youth: Perspectives of Undergraduate Students” scientific rules, ethical and citation rules were followed. No falsification was made on the collected data and this study was not sent to any other academic publication medium for evaluation. In addition, permission was obtained from the Balıkesir Mayıs University Social and Human Sciences Ethics Commission (Date: 12/05/2023 and Decision no: 2023/03) to conduct the research.

Gençlerin Dijital Oyun Dünyası: Lisans Öğrencilerinin Bakış Açısı

Abstract

Öğretmenlerin ve öğretmen adaylarının yeni teknolojilere yönelik farkındalıkları, yaklaşımları, yeterlikleri ve kullanım düzeyleri önemli araştırma konuları arasında yer almaktadır. Dijital yerli kuşağın öğrenme alışkanlıklarının değişmesi ve teknolojinin eğitimdeki rolünün hızla artması, öğretmenlerin dijital oyunlara yönelik bakış açılarını ve pedagojik yaklaşımlarını anlamayı zorunlu hale getirmiştir. Bu araştırma, lisans öğrencilerinin dijital oyun oynama alışkanlıklarını ve dijital oyunların çeşitli beceriler üzerindeki etkilerini incelemeyi amaçlamaktadır. Nitel araştırma deseni kullanılarak gerçekleştirilen çalışmada, lisans öğrencilerinin dijital oyunlara ilişkin deneyimleri ve algıları derinlemesine analiz edilmiştir. Araştırmanın çalışma grubunu belirlemek için amaçlı örnekleme yaklaşımı tercih edilmiştir. Araştırma kapsamında, yarı yapılandırılmış görüşme tekniği kullanılarak katılımcıların genel düşünceleri detaylı bir şekilde ele alınmıştır. Elde edilen veriler, içerik analizi yöntemi kullanılarak incelenmiştir. Araştırma bulgularına göre, öğrencilerin günlük ortalama yarım saat ile 2-3 saat arasında dijital oyun oynadığını ve özellikle bilgi yarışması ile strateji türü oyunları tercih ettiğini göstermiştir. Katılımcılar, dijital oyunların bilişsel ve devinişsel becerileri geliştirdiğini, özellikle refleks ve kas koordinasyonu üzerinde olumlu etkiler sağladığını ifade etmiştir. Sosyal beceriler bağlamında, dijital oyunların iletişim ve sosyalleşme fırsatları sunduğu tespit edilmiştir. Akademik alanda ise öğrenciler, dijital oyunların motivasyonlarını artırdığını ve akademik başarılarına katkıda bulunduğunu belirtmiştir. Bununla birlikte, dijital oyunların zaman yönetimi üzerindeki etkilerinin bireysel farklılıklara bağlı olduğu ortaya konulmuştur. Öğrenciler, dijital oyunların seçiminde yaş ve gelişim düzeyinin dikkate alınması, kontrollü oyun sürelerinin belirlenmesi ve stres azaltıcı özelliklere sahip oyunların tercih edilmesi gerektiğini vurgulamıştır.

Keywords

• Dijital Oyunlar
• Lisans Öğrencileri
• Beceri Gelişimi
• Eğitim Teknolojisi
• Öğrenme

Supporting Institution

Bu makale Balıkesir Üniversitesi Bilimsel Araştırma Projeleri Birimi taradından desteklenmiştir. Proje No: 2023/056.

Project Number

2023/056

Ethical Statement

“Gençlerin Dijital Oyun Dünyası: Lisans Öğrencilerinin Bakış Açısı” başlıklı çalışmanın yazım sürecinde bilimsel kurallara, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir. Gerekli olan etik kurul izinleri Balıkesir Üniversitesi, Sosyal ve Beşeri Bilimler Etik Komisyonu’nun 12.05.2023 tarih ve 2023/03 sayılı toplantısında alınmıştır.

References

1. Attou, Y., Seddik, M., & Benaissa, M. (2024). The Impact of Integrating Various Digital Games in EFL Classrooms on Soft Skills Development. Journal of Humanities and Social Sciences Studies, 6(5), 117-125.
2. Billieux, J., Deleuze, J., Griffiths, M. D., & Kuss, D. J. (2015). Internet gaming addiction: The case of massively multiplayer online roleplaying games. Textbook of addiction treatment: International perspectives, 1515-1525.
3. Blinka, L., & Mikuška, J. (2014). The role of social motivation and sociability of gamers in online game addiction. Cyberpsychology, 8(2).
4. Boot, W. R., & Blakely, D. P. (2011). Mental and physical exercise as a means to reverse cognitive aging and enhance well-being. In Enhancing cognitive fitness in adults: A guide to the use and development of community-based programs (pp. 25-44). Springer.
5. Borg, M., Garousi, V., Mahmoud, A., Olsson T. & Stålberg O. (2020)."Video Game Development in a Rush: A Survey of the Global Game Jam Participants," in IEEE Transactions on Games, 12(3), 246- 259, doi: 10.1109/TG.2019.2910248.
6. Bowman, N. D. (2016). The rise (and refinement) of moral panic, in The Video Game Debate: Unraveling the Physical, Social, and Psychological Effects of Digital Games. eds. R. Kowert and T. Quandt (Routledge), 22–38.
7. Bozyiğit, T., & Yılmaz, S. (2023). The Relationship Between Digital Game Addiction, Executive Functions and Impulsivity in Early Adolescents.
8. Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi

9. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
10. Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. Harper and Row.
11. Çifçi, A. (2024). Eğitimde Oyunun Gücü. İnsan ve Toplum Bilimlerinde Yenilikçi Yaklaşımlar Dergisi, 1(1), 1-4.
12. Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems, 2425-2428.
13. Doğan-Keskin, A. D., & Aral, N. (2022). A Review of Graduate Theses Conducted in Turkey on Internet Addiction. Journal of Education and Future, (21), 69-82.
14. Duisenova, M. (2024). Exploring the effectiveness of digital games as motivational tools for English language learning in primary school settings. ILIM, 39(1), 5-15.
15. Gee, J. P. (2008). Learning and games ). MacArthur Foundation Digital Media and Learning Initiative.
16. Gee, J. P. (2012). Digital games and libraries. Knowledge Quest, 41(1), 60-65.
17. Gentile, D. A., Choo, H., Liau, A., Sim, T., Li, D., Fung, D., & Khoo, A. (2011). Pathological video game use among youths: a two-year longitudinal study. Pediatrics, 127(2), 319-329.
18. Ghasemi, O., Abooyee, M., Labafi, S., & Shirzad, M. (2024). The role of video games in enhancing managers' strategic thinking and cognitive abilities: An experiential survey. Entertainment Computing, 50, 100694.
19. Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American psychologist, 69(1), 66.
20. Green CS, Bavelier D (2003) Action video game modifies visual selective attention. Nature 423:534–7.
21. Green, C. S., & Bavelier, D. (2012). Learning, attentional control, and action video games. Current biology, 22(6), 197-206.
22. Green, C. S., Sugarman, M. A., Medford, K., Klobusicky, E., & Bavelier, D.. The effect of action video game experience on task-switching. Computers in human behavior, 28(3), 984-994.
23. Güler, M., & Yılmaz, Ö. (2022). Üniversite öğrencilerinin dijital oyun oynama özellikleri ve ilişkili etmenler. Eğitim ve Teknoloji Dergisi, 10(2), 45-62.
24. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
25. Ip, B., Jacobs, G., & Watkins, A. (2008). Gaming frequency and academic performance. Australasian Journal of Educational Technology, 24(4). https://doi.org/10.14742/ajet.1197
26. Kapp, K. M. (2012). What is gamification. The gamification of learning and instruction: game-based methods and strategies for training and education, 1-23.
27. Kaytez, N., & Durualp, E. (2014). Türkiye’de Okul Öncesinde Oyun İle İlgili Yapilan Lisansüstü Tezlerin İncelenmesi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2014(2), 110-122.
28. Kirkman, K. (2020). Educational Games: A Basic Understanding and Effective Uses. ART 108: Introduction to Games Studies.
29. Kowert, R., Domahidi, E., & Quandt, T. (2014). The relationship between online video game involvement and gaming-related friendships among emotionally sensitive individuals. Cyberpsychology, Behavior, and Social Networking, 17(7), 447-453.
30. Li, L., Chen, R., & Chen, J. (2016). Playing action video games improves visuomotor control. Psychological science, 27(8), 1092-1108.
31. Lieberman, D. A., Fisk, M. C., & Biely, E. (2009). Dijital oyunların çocukların öğrenme ve gelişimi üzerindeki etkileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 4(4), 380-398.
32. Lie, A., Stephen, A., Supit, L. R., Achmad, S., & Sutoyo, R. (2022). Using strategy video games to improve problem solving and communication skills: A systematic literature review. In 2022 4th International Conference on Cybernetics and Intelligent System (ICORIS) (1-5). IEEE.
33. Manesis, D. (2020). Digital games in primary education. In Game design and intelligent interaction. IntechOpen.
34. Männikkö, N., Billieux, J., & Kääriäinen, M. (2015). Problematic digital gaming behavior and its relation to the psychological, social and physical health of Finnish adolescents and young adults. Journal of behavioral addictions, 4(4), 281-288.
35. Mansor, N. S., Chow, C. M., & Halaki, M. (2020). Cognitive effects of video games in older adults and their moderators: a systematic review with meta-analysis and meta-regression. Aging & mental health, 24(6), 841-856.
36. Maria Bottino, R., & Ott, M. (2006). Mind games, reasoning skills, and the primary school curriculum. Learning, Media and Technology, 31(4), 359-375.
37. Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. Sage.
38. Masood, F., Dar, M., Shakir, M. S., Ahmed, M., Kabir, I., Shafiq, M. H., Mehmood, Z. & Zakriya, H. (2019). Enhancing usability and user experience of children learning by playing games. In Advances in Human Factors in Wearable Technologies and Game Design: Proceedings of the AHFE 2018 International Conferences on Human Factors and Wearable Technologies, and Human Factors in Game Design and Virtual Environments.
39. Meriläinen, M., & Ruotsalainen, M. (2023). The light, the dark, and everything else: making sense of young people's digital gaming. Frontiers in Psychology, 14, 1164992.
40. Mocanu, A., Mocanu, I., & Cramariuc, O. (2021). Cognitive Games for Improving Learning Skills. In INTED2021 Proceedings (pp. 7537-7544). IATED.
41. Monish, E. S., Sharma, A., Agarwal, B., & Jain, S. (2022, February). Game- Based Learning System for Improvising Student’s Learning Effectively: A Survey. In International Conference on Emerging Technologies in Computer Engineering (pp. 3-18). Springer International Publishing.
42. Morales, L. M., Castillo, J. R., & Cuarte, R. (2024). A Systematic Review on the Effectiveness of Digital Game-Based Learning in the Development of Vocabulary Skills. International Journal of Multidisciplinary Studies in Higher Education, 1(1), 55-62.
43. Pallavicini, F., Ferrari, A., & Mantovani, F. (2018). Video games for well- being: A systematic review on the application of computer games for cognitive and emotional training in the adult population. Frontiers in psychology, 9, 407892.
44. Parks, S. (2009). Methods and materials for teaching the gifted. F. A. Karnes & S. M. Bean. (Eds.) 3th edition. Prufrock Press Inc.
45. Prensky, M. (2002). The motivation of gameplay: The real twenty‐first century learning revolution. On the horizon, 10(1), 5-11.
46. Prensky, M. (2003). Digital game-based learning. Computers in entertainment (CIE), 1(1), 21-21.
47. Prot S, Anderson C.A., Gentile D.A. (2014) The Positive And Negative Effects Of Video Game Play. Children And Media. A. Jordan, D. Romer (Eds). Oxford University Pres s.109-28.
48. Reyes, J., Regidor, J. M., Cabunas, A., Balana, Z., Caparas, E. M., Gamboa, M., ... & Tiglao, D. (2023). Exploring Mobile Game Dependency and Its Effects on Socialization of High School Students. Psychology and Education: A Multidisciplinary Journal, 9(10), 1393- 1412.
49. Peshkovskaya, A. G., Babkina, T. S., Myagkov, M. G., Kulikov, I. A., Ekshova, K. V., & Harriff, K. (2017). The socialization effect on decision making in the Prisoner's Dilemma game: An eye-tracking study. PloS One, 12(4), e0175492.
50. Przybylski, A. K. (2014). Electronic gaming and psychosocial adjustment. Pediatrics, 134(3), 716-722.
51. Samur, Y. (2022). Dijital oyunlar. Trt Akademi, 7(16), 821-823.
52. Serin, M. K. (2024). Matematik Derslerinde Web 2.0 Araçlarının Kullanımına Yönelik Sınıf Öğretmenlerinin Görüşleri. Journal of New Paradigms in Education, 1(1).
53. Soares, A. M. J., Melo, F. L. N. B. D., Dantas, S. D. T. A., Silva, M. P. D., & Genuino, S. L. V. P. (2024). Gamification in entrepreneurship education: A systematic literature review and future research agenda. REGEPE Entrepreneurship and Small Business Journal, 13, e2389.
54. Soluade, Z. O., Abdu-Raheem, B., Ibikunle, O. A., & Idowu, S. O. (2022). Application of Digital Games in Developing Values and Problem- Solving Skills in Social Studies. Interdisciplinary Journal of Education, 5(2), 92-103.
55. Sperano, I., Byrne, L., Bong, J. Y., Shaw, R., & Andruchow, R. (2023). Life on the edge: supporting students’ learning of cell biology. In J. D. Slotta & E. S. Charles (Eds.), General Proceedings of the 3rd Annual Meeting of the International Society of the Learning Sciences (pp. 17-20).
56. Stanmore, E., Stubbs, B., Vancampfort, D., de Bruin, E. D., & Firth, J. (2017). The effect of active video games on cognitive functioning in clinical and non-clinical populations: A meta-analysis of randomized controlled trials. Neuroscience & Biobehavioral Reviews, 78, 34-43.
57. Strobach, T., Frensch, P. A., & Schubert, T..Video game practice optimizes executive control skills in dual-task and task switching situations. Acta psychologica, 140(1), 13-24.
58. Thianthai, C., & Tamdee, P. (2022). How ‘digital natives’ learn: Qualitative insights into modern learning styles and recommendations for adaptation of curriculum/teaching development. Journal of Community Development Research (Humanities and Social Sciences), 15(3), 85-93.
59. TÜİK (2021). Research on the use of ınformation technologies in children. https://data.tuik.gov.tr/Kategori/GetKategori?p=Bilim,- Teknoloji-veBilgi-Toplumu-102.
60. Wenkai, G., Fengxin, L., & Xuedong, W. (2024). Differences in hand-eye coordination: a comparative analysis between eSports and non- eSports populations.
61. Wittek, C. T., Finserås, T. R., Pallesen, S., Mentzoni, R. A., Hanss, D., Griffiths, M. D., & Molde, H. (2016). Prevalence and predictors of video game addiction: A study based on a national representative sample of gamers. International journal of mental health and addiction, 14, 672-686.
62. Wood, R. T., Gupta, R., Derevensky, J. L., & Griffiths, M. (2004). Video game playing and gambling in adolescents: Common risk factors. Journal of Child & Adolescent Substance Abuse, 14(1), 77-100.
63. Yıldırım, E. (2016). Dijital oyun tasarım programlarının eğitimde önemi. Mesleki Bilimler Dergisi, 5(2), 12-19.
64. Yunkul, E., & Gunes, A. M. (2022). The Relationship Between Teachers' Self-Efficacy Towards Technology Integration and School Happiness. International Online Journal of Educational Sciences, 14(3).
65. Zagal, J. P. (2008). A framework for games literacy and understanding games. In Proceedings of the 2008 Conference on Future Play: Research, Play, Share (pp. 33-40).