Opinion for Parents of Children Ages 6-14 Digital Play Game

Hazar, Muhsin; Altun, Meryem; Hazar, Zekihan

doi:10.17361/uhive.20161222013

Cited by 4 publications

(2 citation statements)

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“…Children spend most of their time outside of their physiological needs by playing games, and they can express their emotions by imitating the events they experience in daily life. Although the main purpose of the game, willingness, and entertainment have not changed from the past to the present, the tools used in the game have started to change with the digital change in the world (M. Hazar et al, 2016). Along with the rapidly developing game industry in the '90s, digital games that were swiftly consumed and new ones were released day by day emerged (Yalçın Irmak & Erdoğan, 2016).…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship between Parents' Awareness of Digital Parenting and the Effects of Digital Games on Their Children

Akkaya

Tan

Kapıdere

et al. 2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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With the changing living conditions and developing technology, digital parenting has become a noteworthy concept. Opening their eyes in a digital world, children have started to meet their needs such as games with digital games. The aim of this study is to examine parents' digital awareness levels and their views on the effects of digital games at an early age in terms of demographic variables. The quantitative research method was adopted in the study, and the model of the research is the factorial pattern, one of the multivariate designs that aims to reveal the effects of multiple independent variables together. The research group consists of 523 parents selected from the parents of children between the ages of 3-8, using the random sampling method. MANOVA was applied for nine dependent variables and five independent variables in the study. Result of the research, the digital awareness levels of parents differ only in the risk protection sub-dimension according to the number of children parents have. The digital awareness levels of parents differ only in the risk protection sub-dimension according to the number of children parents have. The digital awareness levels of parents differ significantly in the sub-dimensions of protection from risks, efficient use and digital neglect according to the independent variable of the type of game their children prefer to play. Parental awareness levels regarding the effects of digital games on their children at an early age show a significant difference according to the independent variables of the age when children start playing digital games and the type of game their children prefer to play. Parental awareness levels about the effects of digital games on their children at early ages differ significantly only in the social sub-dimension according to the age when children start playing digital games. Parental awareness levels regarding the effects of digital games on their children at an early age differ significantly according to the independent variable of the type of game their children prefer to play, with fun, physical, social and emotional sub-dimensions.

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Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship between Parents' Awareness of Digital Parenting and the Effects of Digital Games on Their Children

Akkaya

Tan

Kapıdere

et al. 2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…Teachers need to update themselves, be good digital users as much as the mass they address and integrate this to teaching environments. Although the game playing type changed with digitalization from past to present, the purpose of the game, entertainment and voluntariness did not change (M. Hazar et al, 2016). Similarly, although children verged towards different game types, their interests and attitudes towards games never changed.…”

Section: Introductionmentioning

confidence: 99%

Examination of prospective teachers' levels of using digital educational games

Kapıdere

2021

CJES

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With the rapid development of technology, digital games have become an important part of the educational process. The purpose of this study was to investigate digital educational game usage behaviour in terms of demographic variables. The model of this study is a factorial pattern among multi-variant patterns that aim to reveal the effects of multiple independent variables together. In this study, prospective teachers’ digital educational game perceptions were considered as independent factorial patterns to observe the differences between gender, class level, education program, playing digital games and duration independent variable categories. The study group of the research consists of 230 teacher candidates who continue their education at Inonu University Faculty of Education. Digital Educational Game Perception Scale was used in this study. Perceptive awareness and perceptive control behaviors of male students are higher than female students. Prospective teachers playing digital games have higher levels of emotional dimension, perceptive awareness, perceptive control behavior and behavioral dimension. When the playing time is taken into account, the emotional dimension and perceptive awareness levels of those who play games for more than 10 hours are higher. The research can then be expanded by the other researcher or the other by obtaining qualitative opinions. Keywords: Digital Games; Digital Educational Games; Digital Games Using; Prospective Teachers

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Covid-19 Salgını Döneminde Temassız Oyunlar ve Uygulanabilirliklerine İlişkin Bir İnceleme

Akkaya

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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In this research, it is aimed to examine non-contact games and their applicability during the Covid-19 Epidemic Period. Twenty classroom teachers, 6 male and 14 female, participated in the research voluntarily. The research was carried out with the case study method, one of the qualitative research methods, and the data of the research were analyzed using the content analysis method. As a result of the research, it is seen that the views of the teachers on contactless games are under 9 categories, their views on the effects of contactless games are under 2 categories, and their views on their practices to include contactless games in their classrooms are under 6 categories. In the relevant literature, no study has been found on contactless games. In line with the results of the research, the following recommendations can be made. Educating parents about the importance of contactless play, providing in-service training to teachers about the distance education process, considering the Covid-19 pandemic and its effects.

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Opinion for Parents of Children Ages 6-14 Digital Play Game

Cited by 4 publications

References 0 publications

Investigation of the Relationship between Parents' Awareness of Digital Parenting and the Effects of Digital Games on Their Children

Investigation of the Relationship between Parents' Awareness of Digital Parenting and the Effects of Digital Games on Their Children

Examination of prospective teachers' levels of using digital educational games

Covid-19 Salgını Döneminde Temassız Oyunlar ve Uygulanabilirliklerine İlişkin Bir İnceleme

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