Araştırma Makalesi
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Üniversite Öğrencilerinin Dijital Oyun Oynama Durumları ve Dijital Bağımlılık Düzeyleri ile Kişiler arası problem çözme becerilerinin İncelenmesi

Yıl 2021, Sayı: 52, 326 - 359, 27.04.2021
https://doi.org/10.9779/pauefd.743418

Öz

Günümüzde gelişen teknolojinin insan hayatını kolaylaştırması yanında, insanoğlunun dijital araçlarla daha uzun zaman geçirmesine neden olmuştur. Dijital oyunların olumsuz etkileri olsa da bir sorunu çözme durumu üzerine odaklandığından bireylere eğlenceli bir ortam sunarak problem çözme ve çoklu görev yetisini kuvvetlendirmekte, mantıksal analiz yapmaya, strateji geliştirmeye, iletişim becerilerini arttırmaya yardımcı olmaktadır. Bu çalışmada üniversite öğrencilerinin dijital oyun oynama durumları, nedenleri, oynadıkları oyun türleri ve buna bağlı olarak ta bağımlılık düzeyleri ile bireylerin problemlerle baş edebilme becerisi araştırılmış ve çeşitli değişkenler açısından incelenmiştir. Çalışma betimsel tarama şeklinde gerçekleştirilmiş ve veri toplamak “Kişiler Arası Problem Çözme Ölçeği” ve “Dijital Bağımlılık Ölçeği” ile görüşme formu kullanılmıştır. Çalışmaya Kocaeli Üniversitesinin çeşitli fakültelerinde öğrenim gören 521 öğrenci katılmıştır. Sonuç olarak öğrencilerin genellikle telefon ve bilgisayar gibi dijital araçları kullandığı, dijital araçları en fazla iletişim, eğlence ve araştırma amaçlı kullandığı, araştırmaya katılan öğrencilerin %83,5’nin dijital oyun oynadığı belirlenmiştir. Öğrencilerin kişiler arası problem çözme becerilerine ilişkin algılarının ve dijital bağımlılıklarının orta düzeyde olduğu, alt boyutlar açısından bakıldığında dijital aracı bırakamama ve düzeyinin yüksek olduğu belirlenmiştir. Ayrıca kişiler arası problem çözme becerileri ölçeği ile dijital bağımlılık ölçeği arasında pozitif yönde orta düzeyde anlamlı bir ilişkiye rastlanmıştır. Bu nedenle, internetin makul bir süre içinde kullanılması, dijital oyuna bağımlı kalmadan belirli becerileri geliştirmede olumlu bir etkiye sahip olabilir. Bu araştırmada kullanılan ölçeklerden elde edilen sonuçlar öğrencilerin algılarına dayanmaktadır. Sonraki araştırmalarda gözlemsel ve deneysel çalışmalar yapılabilir, ebeveyn ve akran bildirimine dayalı ölçekler ya da psikolojik testler kullanılabilir.

Kaynakça

  • Aarseth E., Bean A., Boonen H., Colder Carras M., Coulson M., Das D., Deleuze J., Dunkels E., Edman J. & Ferguson CJ. (2017). Scholars’ open debate paper on the World Health Organization ICD-11 Gaming Disorder proposal. Journal of Behavioral Addictions 6(3), 267–270. DOI: 10.1556/2006.5.2016.088
  • Achtman, R. L., Green, C. S., & Bavelier, D. (2008). Video games as a tool to train visual skills. Restorative Neurology and Neuroscience, 26,435-446.
  • Alver B. (2005). “Üniversite Öğrencilerinin Problem Çözme Becerileri ve Akademik Başarılarının Çeşitli Değişkenlere Göre İncelenmesi “. M.Ü. Atatürk Eğitim Fakülteleri Eğitim Bilimleri Dergisi, 21, 75-88.
  • Amatem, (2008). Bilgisayar ve internet. Amatem Yayınları. Ankara, Türkiye
  • Anlıak, Ş. ve Dinçer, Ç. (2005). The Evaluation of the Interpersonal Problem Solving Skills of the Children Attending to the Preschools Applying Different Educational Approaches. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38 (1), 149-166.
  • Ardoso-Leite, P. & Bavelier, D. (2014). Video game play, attention, and learning: How to shape the development of attention and influence learning?. Curr Opin Neurol,, 27(2), 185-191. DOI:10.1097/WCO.0000000000000077.
  • Bayırtepe, E. & Tüzün, H. (2007). The effects of game-based learnıng envıronments on students’ achievement and self-effıcacy ın a computer course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 33, 41-54.
  • Bingham, A.(1998). The Development of Problem Solving Skills Among Children. Vol. 4, Translated by Dr. Ferhan Oğuzkan. Istanbul: MEB Publishing.
  • Bozkurt, A. (2014). Homo Ludens: Digital Games and Education. Journal of Educational Technology Researches. 5(1).
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabi. Ankara: Pegem A Yayıncılık.
  • Cakir O., Ayas T., & Horzum MB., (2011). An investigation of university students’ internet and game addiction with respect to several variables. Ankara University Journal of Faculty of Educational Sciences, 44(2), 95-117.
  • Cetinkaya, O., & Alparslan, AM. (2011). The Effect of emotional intelligence on communication skills: An investigation on university students of Suleyman Demirel University. The Journal of Faculty of Economics and Administrative Sciences, 16(1), 363-377. Eurostat, http://ec.europa.eu/eurostat/data/database
  • Deursen, A.J.A.M., Bolle, C.L., Hegner, S.M. & Kommers, P.A.M. (2015). Modeling habitual and addictive smartphone behavior: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender. Computers in Human Behavior,45, 411-420. https://doi.org/10.1016/j.chb.2014.12.039.
  • Dursun, A. & Eraslan-Çapan, B. (2018). Digital game addiction and psychological needs for teeanergers. İnönü University Journal of the Faculty of Education, 19(2), 128-140 DOI: 10.17679/inuefd.336272
  • Eseryel, D., Ge, X., Ifenthaler, D. & Law, V (2016). Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment. Journal of Educational Computing Research, 45(3), 265-286. https://doi.org/10.2190/EC.45.3.a
  • Greening L. (1997). Adolescent Stealers’ and Nonstealers’ Social Problem Solving Skills. Adolescence ,32 , 51-55.
  • Greitemeyer, T. & Mügge, DO. (2014). Video games do affect social outcomes: a meta-analytic review of the effects of violent and prosocial video game play. Pers Soc Psychol Bull., 40(5), 578-89. doi: 10.1177/0146167213520459.
  • Griffiths, MD. (2002). The educational benefits of videogames. Education and Health, 20(3), 47–51.
  • Groves, C. L., & Anderson, C. A. (2015). The negative effects of video game play. In R. Nakatsu, M. Rauterberg, & P. Ciancarini (Eds.), Handbook of Digital Games and Entertainment Technologies. Springer.
  • Hong, J., Cheng, C., Hwang, M., Lee, C. & Chang, H. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25, 423-437. doi:10.1111/j.1365-2729.2009.00319.x
  • Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kesici, A.& Tunç, N.F. (2018). The Development of the Digital Addiction Scale for the University Students: Reliability and Validity Study. Universal Journal of Educational Research, 6 , 91 - 98. doi: 10.13189/ujer.2018.060108.
  • Korkut F. (2002). “Problem solving skills of high school students.” Hacettepe Universtiy Journal of Education, 22, 177-184.
  • Kuzu, A., Odabaşı, F., Erişti, S. D., Kabakçı, I. & Kurt, A. A. (2008). İnternet kullanımı ve aile araştırması. TC Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü Yayınları. Ankara, Türkiye.
  • Lemmens, J.S., Valkenburg, P.M. & Peter, J. (2009) Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77-95. https://doi.org/10.1080/15213260802669458
  • Mustafaoğlu, R & Yasacı, Z. (2018). The Negative Effects of Digital Game Playing on Children's Mental and Physical Health. Journal of Dependence, 19(3), 51-58.
  • Myrick RD. (1993). Developmental Guidance and Counseling: A Practical Approach. 2nd Ed. Educational Media Corporation.
  • Özsoy, S. ve Özsoy, G. (2013). Effect size reporting in educational research. Elementary Education Online, 12(2), 334‐346. http://dergipark.ulakbim.gov.tr/ilkonline/article/view/5000037779/5000036637
  • Pala, F.K. & Erdem, M. (2011). A study on the relatıonships between dıgıtal game preference and game preference reason wıth gender, class level and learnıng styles. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 53-71.
  • Rosser,I. C., Lynch, P. J., Cuddigy, L., Gentile, D. A., Klonsky, J., & Merrell, R. (2007). The impact of video games on training surgeons in the 21st century. Archives of Surgery, 142, 181-186.
  • Sahin, C., Aydin, D. & Balay, R.(2016). The investigation of the students’ educational use of ınternet and students’ internet addiction in school of education. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD) 17(1), 481-497.
  • Şahin Ç. (2004). Basic philosophy of problem solving. Kazım Karabekir Eğitim Fak. Der. 10, 160-171.
  • Sahin, N., Sahin, N. & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17, 379-396.
  • Savcı, M. & Aysan, F. (2017). Technological addictions and social connectedness: Predictor effect of internet addiction, social media addiction, digital game addiction and smartphone addiction on social connectedness. Journal of Psychiatry and Neurological Sciences, 30 (3), 202-216. DOI:10.5350/DAJPN2017300304
  • Schutte, NS., Malouff, JM., Bobik, C., Coston, TD., Greeson, C., Jedlicka, C., Rhodes, E. & Wendorf, G. (2001). Emotional intelligence and interpersonal relations. J Soc Psychol, 141(4),523-36.
  • Şimşek, A., Elçiyar, K. & Kızılhan, T. (2017). A comparative study on social medıa addiction of high school and university students. International Conference Educational Technologies. Cambridge, MA, USA.
  • Tatlı, Z. (2018). Traditional and Digital Game Preferences of Children: A CHAID Analysis on Middle School Students. Contemporary Educatıonal Technology, 9(1), 90-110
  • TUİK, (2015). http://www.tüik.gov.tr/PreHaberBultenleri.do?id=18660
  • Türkiye Bilişim Derneği, 2017. Değerlendirme raporu. http://www.tbd.org.tr/wp-content/uploads/2018/05/2017-degerlendirme-raporu.pdf
  • Whang, L.S. M., Lee, S. & Chang, C. (2004). Internet Over-Users' Psychological Profiles: A Behavior Sampling Analysis on Internet Addiction. CyberPsychology & Behavior, 6(2). https://doi.org/10.1089/109493103321640338
  • Yalcin Irmak A. & Erdogan S. (2016). Digital Game Addiction Among Adolescents and Younger Adults. Türk Psikiyatri Dergisi 2016, 27(2), 128-37.
  • Yang, Y.C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377. https://doi.org/10.1016/j.compedu.2012.01.012.
  • Young, K. S. (2004). Internet addiction a new clinical phenomenon and its consequences. American Behavioral Scientist, 48(4), 402-415.
  • Yüksel, Ç.(2008). Üniversite öğrencilerinin kişilerarası ilişkilerinde yaşadıkları problemleri çözme becerilerinin belirlenmesi. Yayınlanmamış Yüksek Lisans Tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.

Investigation of Digital Addiction Levels, Digital Games Playing Status and Interpersonal Problem Solving Skills of University Students

Yıl 2021, Sayı: 52, 326 - 359, 27.04.2021
https://doi.org/10.9779/pauefd.743418

Öz

Nowadays, developments in technology have undoubtedly facilitated people’s lives but also have caused the human being to spend longer time with digital tools. While acknowledging the negative effects of digital gaming, this paper poses the question whether their focus on problem-solving within a fun environment actually improves real-world problem-solving and multi-tasking capabilities by helping individual subjects to perform logical analyses, to develop strategic thinking, and by enhancing communication skills. In this context, the study was conducted as a descriptive survey. A total of 521 students from various faculties of Kocaeli University took part in the study and 83.5% of them indicated that they play digital games regularly. To determine the relationship between interpersonal problem solving and digital addiction we used the “Interpersonal Problem Solving Scale” and the ‘‘Digital Addiction Scale’’ to collect data. Students' perceptions about interpersonal problem-solving skills and digital addictions were at a medium level, notably, there was a positive correlation between interpersonal problem-solving skills and the level of digital addiction. Therefore, use of the internet within a reasonable time can have a positive effect to improve certain skills without being dependent on the digital game. In the future, while this study was based solely on students' perceptions, we suggest for further study that the parameters should be extended to observational and experimental studies and scales based on parent and peer notification or psychological tests can be used.

Kaynakça

  • Aarseth E., Bean A., Boonen H., Colder Carras M., Coulson M., Das D., Deleuze J., Dunkels E., Edman J. & Ferguson CJ. (2017). Scholars’ open debate paper on the World Health Organization ICD-11 Gaming Disorder proposal. Journal of Behavioral Addictions 6(3), 267–270. DOI: 10.1556/2006.5.2016.088
  • Achtman, R. L., Green, C. S., & Bavelier, D. (2008). Video games as a tool to train visual skills. Restorative Neurology and Neuroscience, 26,435-446.
  • Alver B. (2005). “Üniversite Öğrencilerinin Problem Çözme Becerileri ve Akademik Başarılarının Çeşitli Değişkenlere Göre İncelenmesi “. M.Ü. Atatürk Eğitim Fakülteleri Eğitim Bilimleri Dergisi, 21, 75-88.
  • Amatem, (2008). Bilgisayar ve internet. Amatem Yayınları. Ankara, Türkiye
  • Anlıak, Ş. ve Dinçer, Ç. (2005). The Evaluation of the Interpersonal Problem Solving Skills of the Children Attending to the Preschools Applying Different Educational Approaches. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38 (1), 149-166.
  • Ardoso-Leite, P. & Bavelier, D. (2014). Video game play, attention, and learning: How to shape the development of attention and influence learning?. Curr Opin Neurol,, 27(2), 185-191. DOI:10.1097/WCO.0000000000000077.
  • Bayırtepe, E. & Tüzün, H. (2007). The effects of game-based learnıng envıronments on students’ achievement and self-effıcacy ın a computer course. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 33, 41-54.
  • Bingham, A.(1998). The Development of Problem Solving Skills Among Children. Vol. 4, Translated by Dr. Ferhan Oğuzkan. Istanbul: MEB Publishing.
  • Bozkurt, A. (2014). Homo Ludens: Digital Games and Education. Journal of Educational Technology Researches. 5(1).
  • Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabi. Ankara: Pegem A Yayıncılık.
  • Cakir O., Ayas T., & Horzum MB., (2011). An investigation of university students’ internet and game addiction with respect to several variables. Ankara University Journal of Faculty of Educational Sciences, 44(2), 95-117.
  • Cetinkaya, O., & Alparslan, AM. (2011). The Effect of emotional intelligence on communication skills: An investigation on university students of Suleyman Demirel University. The Journal of Faculty of Economics and Administrative Sciences, 16(1), 363-377. Eurostat, http://ec.europa.eu/eurostat/data/database
  • Deursen, A.J.A.M., Bolle, C.L., Hegner, S.M. & Kommers, P.A.M. (2015). Modeling habitual and addictive smartphone behavior: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender. Computers in Human Behavior,45, 411-420. https://doi.org/10.1016/j.chb.2014.12.039.
  • Dursun, A. & Eraslan-Çapan, B. (2018). Digital game addiction and psychological needs for teeanergers. İnönü University Journal of the Faculty of Education, 19(2), 128-140 DOI: 10.17679/inuefd.336272
  • Eseryel, D., Ge, X., Ifenthaler, D. & Law, V (2016). Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment. Journal of Educational Computing Research, 45(3), 265-286. https://doi.org/10.2190/EC.45.3.a
  • Greening L. (1997). Adolescent Stealers’ and Nonstealers’ Social Problem Solving Skills. Adolescence ,32 , 51-55.
  • Greitemeyer, T. & Mügge, DO. (2014). Video games do affect social outcomes: a meta-analytic review of the effects of violent and prosocial video game play. Pers Soc Psychol Bull., 40(5), 578-89. doi: 10.1177/0146167213520459.
  • Griffiths, MD. (2002). The educational benefits of videogames. Education and Health, 20(3), 47–51.
  • Groves, C. L., & Anderson, C. A. (2015). The negative effects of video game play. In R. Nakatsu, M. Rauterberg, & P. Ciancarini (Eds.), Handbook of Digital Games and Entertainment Technologies. Springer.
  • Hong, J., Cheng, C., Hwang, M., Lee, C. & Chang, H. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25, 423-437. doi:10.1111/j.1365-2729.2009.00319.x
  • Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kesici, A.& Tunç, N.F. (2018). The Development of the Digital Addiction Scale for the University Students: Reliability and Validity Study. Universal Journal of Educational Research, 6 , 91 - 98. doi: 10.13189/ujer.2018.060108.
  • Korkut F. (2002). “Problem solving skills of high school students.” Hacettepe Universtiy Journal of Education, 22, 177-184.
  • Kuzu, A., Odabaşı, F., Erişti, S. D., Kabakçı, I. & Kurt, A. A. (2008). İnternet kullanımı ve aile araştırması. TC Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü Yayınları. Ankara, Türkiye.
  • Lemmens, J.S., Valkenburg, P.M. & Peter, J. (2009) Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77-95. https://doi.org/10.1080/15213260802669458
  • Mustafaoğlu, R & Yasacı, Z. (2018). The Negative Effects of Digital Game Playing on Children's Mental and Physical Health. Journal of Dependence, 19(3), 51-58.
  • Myrick RD. (1993). Developmental Guidance and Counseling: A Practical Approach. 2nd Ed. Educational Media Corporation.
  • Özsoy, S. ve Özsoy, G. (2013). Effect size reporting in educational research. Elementary Education Online, 12(2), 334‐346. http://dergipark.ulakbim.gov.tr/ilkonline/article/view/5000037779/5000036637
  • Pala, F.K. & Erdem, M. (2011). A study on the relatıonships between dıgıtal game preference and game preference reason wıth gender, class level and learnıng styles. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 53-71.
  • Rosser,I. C., Lynch, P. J., Cuddigy, L., Gentile, D. A., Klonsky, J., & Merrell, R. (2007). The impact of video games on training surgeons in the 21st century. Archives of Surgery, 142, 181-186.
  • Sahin, C., Aydin, D. & Balay, R.(2016). The investigation of the students’ educational use of ınternet and students’ internet addiction in school of education. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD) 17(1), 481-497.
  • Şahin Ç. (2004). Basic philosophy of problem solving. Kazım Karabekir Eğitim Fak. Der. 10, 160-171.
  • Sahin, N., Sahin, N. & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17, 379-396.
  • Savcı, M. & Aysan, F. (2017). Technological addictions and social connectedness: Predictor effect of internet addiction, social media addiction, digital game addiction and smartphone addiction on social connectedness. Journal of Psychiatry and Neurological Sciences, 30 (3), 202-216. DOI:10.5350/DAJPN2017300304
  • Schutte, NS., Malouff, JM., Bobik, C., Coston, TD., Greeson, C., Jedlicka, C., Rhodes, E. & Wendorf, G. (2001). Emotional intelligence and interpersonal relations. J Soc Psychol, 141(4),523-36.
  • Şimşek, A., Elçiyar, K. & Kızılhan, T. (2017). A comparative study on social medıa addiction of high school and university students. International Conference Educational Technologies. Cambridge, MA, USA.
  • Tatlı, Z. (2018). Traditional and Digital Game Preferences of Children: A CHAID Analysis on Middle School Students. Contemporary Educatıonal Technology, 9(1), 90-110
  • TUİK, (2015). http://www.tüik.gov.tr/PreHaberBultenleri.do?id=18660
  • Türkiye Bilişim Derneği, 2017. Değerlendirme raporu. http://www.tbd.org.tr/wp-content/uploads/2018/05/2017-degerlendirme-raporu.pdf
  • Whang, L.S. M., Lee, S. & Chang, C. (2004). Internet Over-Users' Psychological Profiles: A Behavior Sampling Analysis on Internet Addiction. CyberPsychology & Behavior, 6(2). https://doi.org/10.1089/109493103321640338
  • Yalcin Irmak A. & Erdogan S. (2016). Digital Game Addiction Among Adolescents and Younger Adults. Türk Psikiyatri Dergisi 2016, 27(2), 128-37.
  • Yang, Y.C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377. https://doi.org/10.1016/j.compedu.2012.01.012.
  • Young, K. S. (2004). Internet addiction a new clinical phenomenon and its consequences. American Behavioral Scientist, 48(4), 402-415.
  • Yüksel, Ç.(2008). Üniversite öğrencilerinin kişilerarası ilişkilerinde yaşadıkları problemleri çözme becerilerinin belirlenmesi. Yayınlanmamış Yüksek Lisans Tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Arzu Deveci Topal 0000-0001-5090-8592

Serap Çolak 0000-0003-3093-0607

Yayımlanma Tarihi 27 Nisan 2021
Gönderilme Tarihi 27 Mayıs 2020
Kabul Tarihi 22 Aralık 2020
Yayımlandığı Sayı Yıl 2021 Sayı: 52

Kaynak Göster

APA Deveci Topal, A., & Çolak, S. (2021). Investigation of Digital Addiction Levels, Digital Games Playing Status and Interpersonal Problem Solving Skills of University Students. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(52), 326-359. https://doi.org/10.9779/pauefd.743418