A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games

Karakuş, Türkan; İnal, Yavuz; Çağıltay, Kürşat

doi:10.1016/j.chb.2008.03.011

Cited by 64 publications

(40 citation statements)

References 12 publications

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“…Some researchers have claimed that online games can contribute to adolescent development of intrinsic motivation by creating interactive learning environments and by fostering competition, control, collaboration, challenge, and achievement (Dickey, 2007). Others have criticized online gaming for leading to laziness and aggressive behaviors (Karakus et al, 2008). Playing videogames, defined as hedonic informational technology, which use informational technologies for fun rather than asking for help with homework can facilitate adolescent’s disengagement from school.…”

Section: Introductionmentioning

confidence: 99%

Role of Stressful Life Events, Avoidant Coping Styles, and Neuroticism in Online Game Addiction among College Students: A Moderated Mediation Model

Zou

Wang

et al. 2016

Front. Psychol.

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Online game addiction (OGA) is becoming a significant problem worldwide. The aim of this study was to explore the incidence of OGA and the roles of stressful life events, avoidant coping styles (ACSs), and neuroticism in OGA. A total of 651 Chinese college students were selected by random cluster sampling. Subjects completed the Chinese version of Young’s eight-item Internet Addiction Scale (CIAS), Online Game Cognition Addiction Scale (OGCAS), Revised Eysenck Personality Questionnaire Short Scale in Chinese (EPQ-RSC), Chinese College-student Stress Questionnaire, and Coping Style Questionnaire. Structural equation modeling (SEM) was used to explore the interactive effects of stressful life events, ACSs, and neuroticism on OGA. Of the 651 participants in the sample, 31 (4.8%) were identified as addicts. The incidence of OGA was two times higher for males than females. The addicts had markedly higher scores on the neuroticism subscale of the EPQ-RSC than non-addicts. Compared to non-addicts, addicts were more apt to use ACSs. Having an avoidant coping strategy mediated the effect of stressful life events on OGA. Furthermore, neuroticism moderated the indirect effect of stressful life events on OGA via ACSs. Applications of these findings to etiological research and clinical treatment programs are discussed.

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Section: Introductionmentioning

confidence: 99%

Role of Stressful Life Events, Avoidant Coping Styles, and Neuroticism in Online Game Addiction among College Students: A Moderated Mediation Model

Zou

Wang

et al. 2016

Front. Psychol.

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“…Technology, particularly computer games, is widely used among young people (Jones, Madden & Clarke, ; Karakus, Inal & Cagiltay, ; Rideout, Foehr & Roberts, ). With the new generation's exposure to new mediums, researchers argue that their learning needs are changing (Oblinger, ; Oblinger & Oblinger, ; Prensky, ; Tapscott, ).…”

Section: Introductionmentioning

confidence: 99%

“…In the US, gamers play 13 hours a week on average, and the time spent is continuously increasing (Makuch, ). A study conducted in Turkey found that 68% of high school students play more than 1 hour per week, and 19% play more than 6 hours of computer games a week (Karakus et al , ). It can therefore be said that technology usage and game playing are an important part of young people's lives.…”

Section: Introductionmentioning

confidence: 99%

Comparing 2D and 3D game‐based learning environments in terms of learning gains and student perceptions

Ak¹,

Kutlu²

2015

Brit J Educational Tech

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The aim of this study was to investigate the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and to reveal student perceptions of the value of these learning environments. A total of 60 university students from the Faculty of Education who were registered in three sections of a required instructional design course participated in the study. Sections were randomly assigned to three groups: traditional, 2D and 3D game-based learning environments. "Mayer's Multimedia Design Principles" learning unit was presented to all groups. Data were obtained through a pre-test, a post-test and a questionnaire. Results revealed that all learning environments supported learning gains, with no differences among them. Additionally, participants valued 2D game-based environments more than 3D game-based and traditional classroom environments. Practitioner NotesWhat is already known about this topic • Games have potential for improving students' learning. • Effectiveness of game-based environments is an open issue.What this paper adds • Students' learning gains in traditional, 2D game-based and 3D game-based environments are all significantly high and there is no significant difference between them. • Students assign significantly higher value to 2D game-based environments compared with 3D game-based and traditional learning environments.Implications for practice and/or policy • 2D and 3D games can be used effectively as educational tools because learning gains show no difference from traditional classroom environments. • 2D games can be used instead of 3D games because students value 2D games more than 3D games although the learning gains are the same.

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“…Karakus, Inal, and Cagiltay (2008) studied a sample of 1224 vocational high school students in Turkey with respect to preferences, playing habits, expectations and thoughts concerning computer games. In agreement with Chou et al (2007) they found that males prefer playing sports games and car race games, including competition, action and entertaining 3D attributes, while females prefer adventure games, puzzles or card games, reflecting instructive attributes.…”

Section: End-user Behaviours and Opinionsmentioning

confidence: 99%

Students' attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands

Hainey

Westera

Connolly

et al. 2013

Computers & Education

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A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games

Cited by 64 publications

References 12 publications

Role of Stressful Life Events, Avoidant Coping Styles, and Neuroticism in Online Game Addiction among College Students: A Moderated Mediation Model

Role of Stressful Life Events, Avoidant Coping Styles, and Neuroticism in Online Game Addiction among College Students: A Moderated Mediation Model

Comparing 2D and 3D game‐based learning environments in terms of learning gains and student perceptions

Students' attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands

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