Araştırma Makalesi
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Yıl 2025, Cilt: 12 Sayı: 2, 362 - 380

Şafak Kaman , Aydın Bulut

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Kaynakça

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The relationship between digital game addiction, reading motivation and students' comprehension levels

Yıl 2025, Cilt: 12 Sayı: 2, 362 - 380

Şafak Kaman , Aydın Bulut

Öz

This research aimed to determine the relationship between digital game addiction, reading comprehension, and reading motivation among fourth-grade elementary school students. The study aims to identify the extent to which the level of digital game addiction in children affects their reading skills. The research was designed as a correlational scanning study. The sample group of the study consisted of 374 fourth-grade students attending schools in the Pursaklar district of Ankara during the 2023-2024 academic year. The data collection instruments used were the Digital Game Addiction Scale, Reading Comprehension Test, and Reading Motivation Scale. SPSS package program was used for data analysis, and Pearson Moment Correlation Coefficient, t-test, mean, and percentage were used in the analysis of the findings. It was found that there is a moderately negative relationship between digital game addiction and reading motivation, a moderately significant negative relationship between digital game addiction and reading comprehension, and a moderately significant positive relationship between reading motivation and reading comprehension. Additionally, it was concluded that the digital game addiction of male students is higher than that of female students; however, female students have higher levels of reading motivation and reading comprehension compared to male students. The research findings indicate that as digital game addiction increases, students' motivation to read and their reading comprehension skills decrease. It was observed that the addiction of children to games they enjoy playing negatively affects their reading skills.

Anahtar Kelimeler

Digital game addiction Reading motivation Reading comprehension.

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  • Wang, X. M., Wang, S. M., Wang, J. N., Hwang, G. J., & Xu, S. (2023). Effects of a two-tier test strategy on students’ digital game-based learning performances and flow experience in environmental education. Journal of Educational Computing Research, 60(8), 1942-1968. doi.org/10.1177/07356331221095162
  • Weinstein, A. M. (2010). Computer and Video Game Addiction: A Comparison between Game Users and Non-Game Users. The American Journal of Drug and Alcohol Abuse, 36(5), 268-276. doi.org/10.3109/00952990.2010.491879
  • Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. doi:10.1037/0022-0663.89.3.420
  • Yamaç, A., & Çeliktürk, Sezgin, Z. (2018). The relationships between reading anxiety, fluency, motivation and reading comprehension of fourth grade primary school students. Education and Science, 43(194), 225-243. doi:10.15390/EB.2018.7555
  • Yamazaki, K. (2018). Computer-assisted learning of communication (CALC): A case study of Japanese learning in a 3D virtual world. ReCALL, 30(2), 214-231. doi.org/10.1017/S0958344017000350 Yang, J. C., & Kuo, W. C. (2022). A mobile game‐based app to facilitate learners' motivation and achievement in learning Chinese reading activities: An individual differences perspective. Journal of Computer Assisted Learning, 38(5), 1448-1464. doi.org/10.1111/jcal.12698
  • Yang, Y. F., Goh, A. P., Hong, Y. C., & Chen, N. S. (2023). Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning. Computer Assisted Language Learning, 36(8), 1587-1607. doi.org/10.108 0/09588221.2021.2008979
  • Yeo, S., Rutherford, T., & Campbell, T. (2022). Yeo, S., Rutherford, T., & Campbell, T. (2022). Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model. Education and Information Technologies, 27(8), 11515-11536. doi.org/10.1007/s10639-022-11073-w
  • Yıldız, M. (2013). Investigation of reading motivation of 3rd, 4th and 5th grade primary school students. Education and Science, 38(168), 260-271.
  • Yıldız, M., & Aktaş, N. (2015). Reading Motivation and Reading Commitment Scale: Turkish adaptation study. International Journal of Human Sciences, 12(2), 1349-1365. doi:10.14687/ijhs.v12i2.3379
  • Yıldız, M., & Akyol, H. (2011). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlıkları arasındaki ilişki. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(3), 793-815.
  • Zhang, C. (2022). Raising student motivation and interest in football through rich media platforms: the experience of China. Interactive Learning Environments, 1-13. doi.org/10.1080/10494820.2022.2091613.
Toplam 116 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sınıf Eğitimi
Bölüm Makaleler
Yazarlar

Şafak Kaman 0000-0002-8378-6963

Aydın Bulut 0000-0003-3139-4367

Erken Görünüm Tarihi 7 Ağustos 2025
Yayımlanma Tarihi
Gönderilme Tarihi 25 Ağustos 2024
Kabul Tarihi 16 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 12 Sayı: 2

Kaynak Göster

APA Kaman, Ş., & Bulut, A. (2025). The relationship between digital game addiction, reading motivation and students’ comprehension levels. E-Kafkas Journal of Educational Research, 12(2), 362-380.
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