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Ortaokul öğrencilerinin dijital oyun bağımlılıkları ile kitap okuma alışkanlıkları arasındaki ilişkinin incelenmesi
Abstract
It is thought that today students do not have enough time to read books. It is very important for secondary school students who need to read books to make it a habit to read books in order to increase understanding and thinking skills. The fact that students who spend more time with digital games do not have time to spare for studying books and doing homework can be a problem in the process of acquiring the habit of reading books. In this study, it was aimed to determine whether there is a relation between digital game addiction and reading habits of secondary school students. For this purpose, a total of 160 secondary school students, 75 girls and 85 boys, who are studying in 5th, 6th and 7th grades in Samsun were included in the research. Correlational research design was used in the research. As data collection tools; Digital Game Addiction Scale and Secondary School Book Reading Habit Scale were used. Digital Game Addiction Scale is a one-dimensional, five-point Likert-type and 7-item scale designed to determine problematic digital gaming behaviors of adolescents aged 12-18. The Secondary School Book Reading Habit Scale consists of 15 items. As results of the research, it is concluded that the secondary school students are not addicted to digital games and at the same time the reading habits are at a good level. The relationship between digital gaming addiction and reading habits of secondary school students was found to be significant and inversely related. Digital game addiction is increasing, when the habit of reading books is decreasing, and vice versa. It is found that digital game addiction does not vary according to classes. But, 5th grade students had higher reading habits than 7th grade students. It was concluded that the reading habits of girls (X=3,96) are higher than that of boys (X=3,32). It has been found that the level of digital game addiction of girls (X=1,56) is lower than that of boys (X=1,93). When students were asked what the last book they read and the name of the game they were playing recently, it was seen that 5th, 6th and 7th graders most read "Mahalle Sineması" (N = 30) and played "Clash Royale" (N = 26). In the process of providing students with the habit of reading books, it has been proposed that students’ reading habits can improve by controlling their digital gaming addictions and by removing this dependency in the event of an addiction.
The purpose of this study; is to develop an educational virtual reality application about fractions of fourth grade and to evaluate this application with the dimensions of academic achievement, student engagement and flow theory. In the research, educational virtual reality application which consists of four parts and including activities related to fractions subject has been developed and the application is named as "Keşfet Kurtul". Keşfet Kurtul has been designed in such a way that the fractions lasting a total of 4 weeks can be used every week, according to the opinions of the field experts. Mixed research method was used in the research. The quantitative data of the research were collected with the Academic Achievement Test developed by the researcher for fractions, Student Engagement in Mathematics Scale and Flow State Scale. Qualitative data of the study were obtained through semi-structured interview forms, observation reports and student notes. A total of 64 fourth grade students were included in the study. Interviews were conducted with 4 students selected by typical case sampling from the results obtained from the flow state scale and notes were filled out by these students. In addition, the researcher and 3 teachers participated as observers to the study. According to the results of the research it was found that the educational virtual reality application Keşfet Kurtul used in the experimental group, and the current method applied in the control group, had the same effect on the academic achievement of students. Similarly, when the students' engagement to mathematics was evaluated, it was concluded that the methods used in the experimental and control groups did not show a statistically significant difference. When the flow experience data obtained using the Flow State Scale were analyzed, it was found that the educational virtual reality application Keşfet Kurtul used in the experimental group was more effective than the current method used in the control group. This result is consistent with the findings obtained from the qualitative data of the study. According to the findings obtained from qualitative data, it has been concluded that in some parts of the educational virtual reality application Keşfet Kurtul can be arranged to provide a better flow experience.
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