Investigation of the Relationship between Digital Game Addiction and English Listening Skills among University Students

Abstract

The aim of this study is to investigate the relationship between digital game addiction and English listening skills among university students. This quantitative associational research was conducted with 198 students studying at Erzincan University, in the spring term of 2018-2019 academic year. The data was collected using “Digital Game Addiction Scale” and “English Listening Skills Test". The results suggested that action, puzzle and strategy games are the categories most commonly played by the participants. Furthermore, it was found that 54% of the participants (n=101) played English games as their first choice and they played 132.75 minutes per day on average. Participants' digital game addiction levels were moderate (x̄=17.38/35; s=6,91). Their digital game addiction scores differed significantly by gender and major variables. The mean score of the participants on the English listening skill test was 54.75/100. When the relationship among participants' level of digital game addiction, English listening skill and average time (min.) to play English digital games a day was examined, it was found that as the daily time to play English digital games increased, the level of digital game addiction and English listening skills also increased.

Keywords

• Digital game
• English Listening Skill
• Educational Game
• Gamification

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