Dijital Oyunların Çocuk ve Ergenler Üzerindeki Etkileri: Literatür İnceleme
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2018
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info:eu-repo/semantics/openAccess
Özet
Çalışma, dijital oyunların çocuk ve ergenlere etkileri ile ilgili güncel literatürü sistematik incelemekamacıyla yapılmıştır. 2010-2018 yılı arası dört veri tabanı “computer/video/digital game/oyun” ve“effect/etki” anahtar kelimeleri ile taranmıştır. Çalışmaya dahil edilme kriterlerine uygun 51 makaledeğerlendirilmiştir. Değerlendirilen çalışmaların çoğunda işbirlikçi/rekabetçi (n=2) ve eğitsel (n=15)oyunların; yeni bilgi kazanma, okuma yazma becerisi, sorgulama temelli öğrenme, öğrenmemotivasyonu, teknoloji kabulü, problem çözme, ders başarısı, sağlıklı beslenme, sınıf içi etkileşimeolumlu etkisi olmuştur. Hareket algılayıcı oyunlar (n=8); antropometrik ölçümler, vücut yağ oranı,fiziksel aktivite, akademik başarı, yaşam kalitesi, nesne kontrol becerisi, enerji tüketimine olumluetkilidir. Nitekim, şiddet içerikli (n=8) ya da özellik belirtilmeyen oyunların (n=17); kontrolsüzkullanılması saldırganlık, anksiyete, depresyon, heyecan arayışı, kural tanımaz davranışlar, sosyalproblemler, okula silah taşıma, dışlanma, tuzlu atıştırmalık tüketimi, hareket hastalığı, bel ağrısı,psikolojk uyumsuzluk, üzüntü, intihar düşüncesi, yaratıcılık, dikkat sorunları, okul faaliyetlerinin yeriniokul dışı faaliyetlerin alması, kilo, uyku kalitesi-süresi, sürdürülebilir dikkat, okuma yazma becerileriüzerine olumsuz etkilerinin olduğu gösterilmiştir. Çevrim-içi sosyal video oyunlarının (n=1) ise sosyalçevre büyüklüğü ve kalitesi üzerinde olumsuz etkisi bulunmuştur. Eğitsel, hareket tabanlı, işbirlikçirekabetçioyun türlerinin eğitim-öğretimde, davranış kazandırma ve sürdürme programlarındakullanımının arttırılması ve desteklenmesi, diğer oyun türlerinin ise başta erkekler olmak üzeregençlerde kontrollü ve bilinçli kullanımının sağlanması önerilmektedir
This study was conducted with the purpose of systematical investigation of the current literature about the effects of digital games on children and adolescents. Four databases between the years of 2010-2018 has been scanned with the keywords of “computer/video/digital game/oyun” and the “effect/etki”. 51 articles which are matching the criteria of the study were evaluated. Most of the studies which were evaluated showed that collaborative/competitive (n = 2) and educational (n = 15) games have positive effects on new knowledge acquisition, the ability to read and write, inquiry based learning, learning motivation, technology adoption, problem solving, course success, healthy eating and classroom interaction. Motion sensor games (n = 8) have a positive effect on anthropometric measurements, body fat ratio, physical activity, academic achievement, quality of life, the ability to control objects and energy consumption. On the other hand, it was shown that uncontrolled use of violent (n = 8) or not specified type games (n = 17) had negative effects on aggression, anxiety, depression, seeking excitement, violator behaviors, social problems, carrying a gun to school, social exclusion, habit of consuming salty snacks, movement disorder, low back pain, psychological disharmony, sadness, suicidal thoughts, creativity, attention problems, replacing school activities with out-of-school activities, weight, sleep quality and , sustainable attention, reading and writing skills. It is found that online social video games (n = 1) have a negative effect on the size and quality of social circle. It is recommended that the use of educational, movementbased and collaborative-competitive game types should be encouraged and increased in education, behavior shaping and sustaining programs, while playing other game types are recommended to be controlled and should be played consciously by adolescents and especially by males
This study was conducted with the purpose of systematical investigation of the current literature about the effects of digital games on children and adolescents. Four databases between the years of 2010-2018 has been scanned with the keywords of “computer/video/digital game/oyun” and the “effect/etki”. 51 articles which are matching the criteria of the study were evaluated. Most of the studies which were evaluated showed that collaborative/competitive (n = 2) and educational (n = 15) games have positive effects on new knowledge acquisition, the ability to read and write, inquiry based learning, learning motivation, technology adoption, problem solving, course success, healthy eating and classroom interaction. Motion sensor games (n = 8) have a positive effect on anthropometric measurements, body fat ratio, physical activity, academic achievement, quality of life, the ability to control objects and energy consumption. On the other hand, it was shown that uncontrolled use of violent (n = 8) or not specified type games (n = 17) had negative effects on aggression, anxiety, depression, seeking excitement, violator behaviors, social problems, carrying a gun to school, social exclusion, habit of consuming salty snacks, movement disorder, low back pain, psychological disharmony, sadness, suicidal thoughts, creativity, attention problems, replacing school activities with out-of-school activities, weight, sleep quality and , sustainable attention, reading and writing skills. It is found that online social video games (n = 1) have a negative effect on the size and quality of social circle. It is recommended that the use of educational, movementbased and collaborative-competitive game types should be encouraged and increased in education, behavior shaping and sustaining programs, while playing other game types are recommended to be controlled and should be played consciously by adolescents and especially by males
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GENÇLİK ARAŞTIRMALARI DERGİSİ
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6
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16
