DIGITAL GAME ADDICTION IN PRIMARY SCHOOL CHILDREN: AN ANALYSIS IN TERMS OF USAGE HABITS AND DEMOGRAPHIC VARIABLES

Year 2025, Volume: 14 Issue: 4, 262 - 278, 31.12.2025

Tubanur Çelik İskifoğlu

https://doi.org/10.55020/iojpe.1821039

Abstract

This study aimed to examine the digital game addiction levels, usage habits, and technology exposure patterns of primary school students in relation to demographic variables such as gender, age, family structure, and duration of daily technology use. The research was conducted using a quantitative design based on a descriptive survey model to identify existing conditions and reveal the relationships among key variables. The study group consisted of 150 students enrolled in the 3rd, 4th, and 5th grades of a private primary school in the Turkish Republic of Northern Cyprus (TRNC) during the 2023–2024 academic year. Data were collected using a researcher-developed Personal Information Form and the Computer Game Addiction Scale for Children. Nonparametric statistical analyses were employed due to non-normal data distribution, including Kruskal–Wallis and Mann–Whitney U tests, with significance set at p < .05. The findings revealed that more than half of the participants (55.6%) used technological devices between one and three hours per day, while 9.2% reported daily use exceeding ten hours. The most common purpose of technology use was playing games (37.9%), followed by social media use (16.3%) and watching videos (14.4%). Statistical analysis showed a significant relationship between daily technology use duration and digital game addiction scores. Students who used technology for ten or more hours per day exhibited markedly higher addiction levels than other groups. Moreover, technology used primarily for entertainment purposes—especially gaming—was found to be associated with higher addiction scores compared to educational use such as completing homework.

Keywords

Digital game addiction , primary school students , technology use , family structure , gender differences , digital learning.

Ethical Statement

Ethical approval was given for the research by the Girne American University Ethics Committee with the decision number 9/24-14 dated 17.05.2024. The research was conducted in strict adherence to the principles of voluntary participation, participant confidentiality, and informed consent, and data were used exclusively for scientific purposes. The study complied with the Scientific Research and Publication Ethics Directive of the Council of Higher Education (2020) and adhered to the ethical standards of the Ethics Committee of Girne American University. The author declares that they acted in accordance with ethical rules in all processes of the research. The author declares that they have no conflict of interest.

References

• American Psychiatric Association (2013) DSM-5 - Diagnostic and statistical manual of mental disorders: DSM-5. 5th ed. Washington, DC: American Psychiatric Association.
• Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., Rothstein, H. R., & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151–173. https://doi.org/10.1037/a0018251
• Aral, N., & Doğan Keskin, A. (2020). The relationship between children’s digital game addiction and social anxiety and aggression. Ankara University Journal of Faculty of Educational Sciences, 53(1), 23–45.
• Arslan, A., & Dilci, T. (2018). Çocuk oyunlarının çocukların gelişim alanlarına yönelik etkilerinin geçmiş ve günümüz bağlamında incelenmesi (Sivas ili örneklemi) [Games of children's in the context of a study of the effects of past and present for development areas of childrens (Sivas province sampling). The Journal of International Social Sciences, 28(1), 47-59. https://doi.org/10.18069/firatsbed.388064
• Bağcı Çetin, B. (2023). 5-6 yaş çocuklarının dijital oyun bağımlılığı eğilimlerinin oyun davranışlarını yordayıcı rolü [The predictive role of digital gaming addiction tendencies of 5-6 years old children on gaming Behaviors]. Ihlara Journal Educational Research, 8(2), 41-53. https://doi.org/10.47479/ihead.1348127
• Bavelier, D., & Green, C. S. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/10.1038/nature01647
• Bora Güneş, N., & Çavuşoğlu, H. (2022). Çocuğun gelişimi ve oyunun önemi [Child's development and the importance of play]. Turkiye Klinikleri Pediatric Nursing-Special Topics, 8(3), 1-9.
• Burgaz Uskan, S., & Bozkuş, T. (2019). Eğitimde oyunun yeri [Place of play in education]. International Journal of Contemporary Educational Studies (IntJCES), 5(2), 123-131.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2021). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education] (30th edition). Pegem Academy.
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
• Doğan Keskin, A., & Aral, N. (2021). Oyun bağımlılığı: Güncel bir gözden geçirme [Game addiction: A current review]. Journal of Dependence, 22(3), 327-339. https://doi.org/10.51982/bagimli.880679
• Erden, E., & Bulut, S. (2023). İlkokul ve ortaokul öğrencilerinde dijital oyun bağımlılığı ve yalnızlık [Digital game addiction and loneliness in primary and middle school students]. Journal of İbn Haldun Studies, 8(2), 127,138. https://doi.org/10.36657/ihcd.2023.111
• Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
• Garcia, L., & Wilson, P. (2023). Impact of extended technology use on behavioral patterns. Journal of Technology and Behavior, 45(3), 321-339.
• Gentile, D. A., Coyne, S., & Bricolo, F. (2017). Pathological technology addictions: Internet, gaming, and cell phones. In N. El-Guebaly, G. Carrà, & M. Galanter (Eds.), Textbook of addiction treatment (pp. 1435–1447). Springer. https://doi.org/10.1007/978-88-470-5322-9_70
• Gökçen, A. (2023). Çocukların ekran kullanım özellikleri, dijital oyun bağımlılık eğilimleri, sosyal yetkinlik ve davranış durumları ve ebeveyn rehberlik stratejileri arasındaki ilişkinin incelenmesi [An examination of the relationship between children's screen usage characteristics, digital game addiction tendency, social competence and behavior status, and parental mediation] (Unpublished Master's Thesis). Pamukkale University.
• Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 4(23), 534-537.
• Griffiths, M. D. (2010). The role of context in online gaming excess and addiction: Some case study evidence. International Journal of Mental Health and Addiction, 8(1), 119–125. https://doi.org/10.1007/s11469-009-9229-x
• Griffiths, M. D., Davies, M. N., & Chappell, D. (2004). Demographic factors and playing variables in online computer gaming. CyberPsychology & Behavior, 7(4), 479–487. https://doi.org/10.1089/cpb.2004.7.479
• Güvendi, B., Tekkurşun Demir, G., & Keskin, B. (2019). Ortaokul öğrencilerinde dijital oyun bağımlılığı ve saldırganlık [Digital game addiction and aggression in secondary school students]. OPUS International Journal of Society Researches, 11(18). https://doi.org/10.26466/opus.547092
• Horzum, M. B. (2011) İlköğretim öğrencilerinin bilgisayar oyunu bağımlılık düzeylerinin çeşitli değişkenlere göre incelenmesi [Examining computer game addiction level of primary school students in terms of different variables]. Education and Science, 36(159): 56-68. https://doi.org/10.15390/ES.2011.907
• Horzum, M. B., Ayas, T., & Çakır Balta, Ö. (2008). Çocuklar için bilgisayar oyun bağımlılığı ölçeği [Computer game addiction scale for children]. Turkish Psychological Counseling and Guidance Journal, 3(30), 76-88.
• Irmak, A. Y., & Erdoğan, S. (2016). Ergen ve genç erişkinlerde dijital oyun bağımlılığı: güncel bir bakış [in Turkish]. Turkish Journal of Psychiatry, 27(2), 128-137.
• Jones, A., & Roberts, C. (2020). Gender balance in research: Enhancing accuracy and inclusivity. Journal of Social Research, 15(3), 234-250.
• Karasar, N. (2020). Bilimsel araştırma yöntemi [Scientific research method] (36th edition). Nobel Publishing.
• Ko, C. H., Yen, J. Y., Chen, C. C., Chen, S. H., & Yen, C. F. (2005). Gender differences and related factors affecting online gaming addiction among Taiwanese adolescents. The Journal of Nervous and Mental Disease, 193(4), 273–277. https://doi.org/10.1097/01.nmd.0000158373.85150.57
• Kuss, D. J., & Griffiths, M. D. (2017). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 14(3), 311. https://doi.org/10.3390/ijerph14030311
• Kuss, D. J., Louws, J., & Wiers, R. W. (2013). Online gaming addiction? Motives predict addictive play behavior in massively multiplayer online role-playing games. Cyberpsychology, Behavior, and Social Networking, 15(9), 480–485.
• Lee, M. (2021). Patterns of technology usage among young adults. Technology and Society, 29(4), 244 258.
• Lemmens, J. S., Valkenburg, P. M., & Gentile, D. A. (2015). The Internet gaming disorder scale. Psychological Assessment, 27(2), 567–582. https://doi.org/10.1037/pas0000062
• Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children’s Internet use. Journal of Broadcasting & Electronic Media, 52(4), 581–599. https://doi.org/10.1080/08838150802437396
• Miller, R., & Thomas, D. (2023). Technology for entertainment vs. education: A comparative study. Journal of Digital Media, 34(1), 67-85.
• Mustafaoğlu, R., & Yasacı, Z. (2018). Dijital oyun oynamanın çocukların ruhsal ve fiziksel sağlığı üzerine olumsuz etkileri [The negative effects of digital game playing on children's mental and physical health]. Journal of Dependence, 19(3), 51-58.
• Nikken, P., & Jansz, J. (2014). Developing scales to measure parental mediation of young children’s Internet use. Learning, Media and Technology, 39(2), 250–266. https://doi.org/10.1080/17439884.2013.782038
• Özarslan, Z., & Perdahcı, B. (2023). Oyuncu deneyimleri üzerinden oyun bağımlılığı ve motivasyonunu tartışmak [Discussing game addiction and motivation through gamer experiences]. Dokuz Eylul University The Journal of Graduate School of Social Sciences, 25(1), 28-60. https://doi.org/10.16953/deusosbil.1189999
• Özer, A., Gürkan, A. C., & Ramazanoğlu, O. (2006). Oyunun çocuk gelişimi üzerine etkileri [Effects of games on development of children]. Firat University Journal of Eastern Studies, 4(3), 54-57.
• Przybylski, A. K., Rigby, C. S., & Ryan, R. M. (2010). A motivational model of video game engagement. Review of General Psychology, 14(2), 154–166. https://doi.org/10.1037/a0019440
• Şentürk, H. (2021). Dijital oyun bağımlılığını önlemeye yönelik uygulanan programlar [Programs implemented to prevent digital game addiction]. International Journal of Psycho-Social Education Research, 1(1), 2822-4574.
• Sezgin, E., Altun Ekiz, M., & Kır, S. (2021). Genç ve yetişkinlerde dijital oyun bağımlılığına ilişkin farkındalık düzeyi [Awareness level of regarding digital game addiction to in young and adults]. Sivas Cumhuriyet University Journal of Sport Sciences, 2(3), 87-97.
• Şimşek, E., & Karakuş Yılmaz, T. (2020). Türkiye’de yürütülen dijital oyun bağımlılığı çalışmalarındaki yöntem ve sonuçların sistematik incelemesi [Systematic review of method and results of digital game addiction studies conducted in Turkey]. Kastamonu Education Journal, 28(4), 1851-1866. https://doi.org/10.24106/kefdergi.3920
• Smith, J. (2022). Gender distribution in technology research: Trends and implications. Gender Studies Quarterly, 27(2), 112-129.
• Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [in Turkish] (4th edition). Nobel Publishing.
• Taylor, H. (2022). The prevalence of leisure technology use among youth. Journal of Youth Studies, 40(5), 450-468.
• Taylor, L. (2022). Digital play and learning: Children’s engagement with educational games. Computers & Education, 187, 104–135.
• Uslu, H. (2022) Oyun temelli öğrenmenin önemine yönelik bir çalışma: Homo Ludens (oyun oynayan insan) [A study on the importance of game-based learning: Homo Ludens (Human who plays games)]. International Journal of Social Sciences, 5(2), 481-495.
• Valkenburg, P. M., & Piotrowski, J. T. (2017). Plugged in: How media attract and affect youth. Yale University Press.
• Weinstein, A., & Lejoyeux, M. (2015). Internet addiction or excessive internet use. The American Journal of Drug and Alcohol Abuse, 36(5), 277–283. https://doi.org/10.3109/00952990.2010.491880
• Yalçın Irmak, A., & Erdoğan, S. (2016). Ergen ve genç erişkinlerde dijital oyun bağımlılığı:güncel bir bakış [in Turkish]. Turkish Journal of Psychiatry, 27(2),128-37.
• Yiğit, E., & Günüç, S. (2020). Çocukların dijital oyun bağımlılığına göre aile profillerinin belirlenmesi [Determination of children’s family profiles according to their digital game addiction]. Van Yüzüncü Yıl University Journal of Education, 17(1), 144-174. https://doi.org/10.33711/yyuefd.691498
• Yiğit, N., & Mercan Uzun, E. (2022). Erken çocukluk dönemindeki çocukların dijital oyun oynama alışkanlıklarına ilişkin öğretmen görüşleri [Teachers' opinions on digital gaming habits in early childhood children]. Journal of International Science and Education, 5(1), 1-15. https://doi.org/10.47477/ubed.1030715