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

Yıl 2020, Cilt: 6 Sayı: 1, 1 - 15, 31.12.2020

Ayşenur Ağaoğlu Süleyman Nihat Şad

https://doi.org/10.17985/ijare.795676

Cited By: 1

Öz

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.

Anahtar Kelimeler

Digital game, English Listening Skill, Educational Game, Gamification

Kaynakça

• Aydın, T. (2014). Dil öğretimi ve oyun- çoklu zeka teorisi ışığında. Dilbilimleri Akademik Araştırma Dergisi, 14(1), 71-83.
• Banfield, J. and Wilkerson, B. (2014). Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research – Fourth Quarter, 7(4), 291-198.
• Bilgin, C. (2015). Ortaokul öğrencilerinin bilgisayar oyun bağımlılık düzeyleri ile iletişim becerileri arasındaki ilişki. Unpublished Master’s Thesis, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
• Can, M. Z. ve Türkmen, B. (2017). Bilgisayar oyunlarının yabancı dil eğitimine katkısının araştırılması: anadili Türkçe olan 100 yükseköğretim öğrencisi üzerinde yapılan araştırma örneği. Tarih Okulu Dergisi, 31, 399-435.
• Demirbilek, M. ve Yücel Z. (2011). English language teachers’ perspectives on using computer games for second language teaching and learning. Eğitim Fakültesi Dergisi, 24(1), 217-246.
• Erboy, E. (2010). İlköğretim 4. ve 5. Sınıf öğrencilerinin bilgisayar oyun bağımlılığına etki eden faktörler. Unpublished Master’s Thesis, Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü, Aydın.
• Garris, R., Ahlers, R. and Driskel J. E. (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33(4), 441-466.
• Gee, J.P. (2003). What video games have to teach us about learning and literacy. ACM Computers in Entertainment, 1(1), 1-4.
• Gömleksiz, M. N. (2005). Oyun ile İngilizce öğretiminin uygulanması ve öğrenci başarısına etkisi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 32, 180-195.
• Griffiths, M. D. (2002). The educational benefits of videogames. Education and Health 4, 20(3), 47-51.
• Hazar, Z. ve Hazar, M. (2017). Çocuklar için dijital oyun bağımlılığı ölçeği. Journal of Human Sciences, 14(1), 204-215.
• Horzum, M. B. (2011). İlköğretim öğrencilerinin bilgisayar oyunu bağımlılık düzeylerinin çeşitli değişkenlere göre incelenmesi. Eğitim ve Bilim Dergisi, 36(159), 56-68.
• Irmak, A. Y. ve Erdoğan, S. (2015). Ergen ve genç erişkinlerde dijital oyun bağımlılığı: güncel bir bakış. Türk Psikiyatri Dergisi, 27(2), 128-137.
• Leipzig, T., Leipzig, K. H. & Hummel, V. (2016). Gamification: teaching within learning factories. In Competitive Manufacturing, International Conference on Competitive Manufacturing, 467-464.
• Müftüoğlu, A.C. (2018). Turkish efl pre-service teachers’ atiıtudes toward and refleciıons on digital game enhanced practice. Unpublished Master’s Thesis, Çukurova University Institute of Social Sciences, Adana.
• Öztürk, D. (2007). Bilgisayar oyunlarının çocukların bilişsel ve duyuşsal gelişimleri üzerindeki etkisinin incelenmesi. Unpublished Master’s Thesis, Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
• Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital Game-Based Learning, 5, 1-05.
• Prensky, M. (2006). Don't bother me, Mom, I'm learning!: How computer and video games are preparing your kids for 21st century success and how you can help!. St. Paul, MN: Paragon house.
• Salen, K. and Zimmerman, E. (2003). Rules of play:game design fundamentals.London: Cambridge Massachussets The Mit Press. Erişim Adresi: https://bit.ly/2MhVJ9z
• Spires, H. (2015). Digital game-based learning: what’s literacy goy to do with it? Journal of Adolescents and Adult Literacy, 59(2), 125-130.
• Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243. https://doi.org/10.2190/FLHV-K4WA-WPVQ-H0YM