Search

Digital gameplay and digital multimodal composition (DMC) are promising multimodal literacy practices. Nevertheless, research on their incorporation in literacy classrooms to foster students' multimodal literacy skills is lacking. This qualitative case study explored how two groups of Chinese adolescents used multimodal literacy in digital game-based multimodal composition and assumed their role as critical and creative prosumers. Through a 16-session project, the participants used tablets to collaboratively produce short game videos based on design resources obtained during their digital gameplay. The students demonstrated multimodal literacy through understanding, interpreting and applying multimodal semiotic modes for representational, interpersonal, and compositional meaning-making. Furthermore, they played a multifaceted role as prosumers, including critical gamers, reflective video editors, creative designers, and knowledgeable contributors to the gaming community. This study suggested that incorporating digital games for DMC practice is a valuable opportunity for multimodal literacy learning, cultivating students' criticality and creativity for active participation in the digital era. [ABSTRACT FROM AUTHOR]

Digital technologies are important for expanding access to mental health support in low-resource settings. The current study tests the feasibility of a blended learning mental health intervention that was implemented for adolescents in Lebanon (N = 1,234), most of whom were Syrian refugees. The intervention features a digital game called The Helping Hand, which teaches adolescents how to respond to psychosocial challenges healthily and develop effective coping strategies. The blended learning intervention was tested using a single-arm, non-blinded, mixed-methods approach, through the analysis of pre-post questionnaires and key informant interviews. Results showed that the intervention was well accepted and popular among participating adolescents and the team that implemented it. After completing the intervention, adolescents showed a significant decrease in anxiety and depression symptoms and a significant increase in overall well-being. The feasibility and potential impact observed in this study demonstrate the benefits of continuing to refine and expand digital interventions that improve access to mental health support for vulnerable populations. [ABSTRACT FROM AUTHOR]

Nowadays, it seems that rapidly developing technology has entered every stage of our lives. Nowadays, where the internet, technology and digital games are in every aspect of our lives, we can say that people of all ages and professions use them. The aim of the study is to examine secondary school students' motivation for playing digital games in terms of various variables. The population of the research is 397 students, 203 of whom are female and 194 of whom are male, studying in secondary schools affiliated with Iğdır Provincial Directorate of National Education (MEM). The sample group was chosen voluntarily. "Digital Game Playing Motivation Scale (DOOMÖ)", developed by "Demir and Hazar" in 2018, was used as the data collection tool of the research. The scale is a 5-point Likert type and consists of 3 subdimensions. Data were analyzed with the SPSS program. T-test and One Way Anova tests were applied to the data analysis. As a result of the research, it was found that secondary school students' digital game playing motivation scores were high. It was determined that there was no difference between the groups in terms of the play time variable in the curiosity and social acceptance, uncertainty in play desire sub-dimensions of the scale, and those with 4, 3 and 2 game time scores scored higher than those with 1, and those with 4 score 2 in the success and revitalization sub-dimensions. It was concluded that they obtained higher scores than those who did not. [ABSTRACT FROM AUTHOR]

Online gaming addiction, which is widely seen in children and young people all over the world, is a serious public health problem. It is important to determine the antecedents of this problem in preventing it. In this context, the aim of the research is to determine the possible effects of gender, age, school type, household monthly income, parental marital status and parental attitude in determining digital game addiction of Turkish high school students. The research used a relational screening model. A total of 295 high school students, 175 female and 120 male, participated in the study. Participants were included in the research using the convenient sampling method. Data were collected using the 'Digital Game Addiction Scale', 'Parenting Attitude Scale' and 'Personal Information Form'. Research findings showed that there was a relationship between high school students' digital game addiction and gender (r=.274), household income (r=.166) and parental marital status (r=143). Additionally, gender, household income and parental marital status were found to predict digital game addiction (R2=.127; F=6.954; p=000). As a result, it can be said that high school students' digital game addiction levels are low, and gender, household income and parental marital status are predictors of digital game addiction. [ABSTRACT FROM AUTHOR]

The aim of this research is to try to reveal the general trend in this field by performing a bibliometric analysis of digital game studies in the field of science education. Thus, it was carried out in accordance with the descriptive research design, which allows the data obtained from the research to be made more meaningful by nature and presented in a way that can be easily understood by other researchers who will work in the field. Within the scope of the research, the Web of Science (WoS) database was accessed and the keyword "digital game in science education" was scanned in the title. In this context, in the scan carried out on 14.05.2024, it was seen that there were a total of 706 studies containing the relevant key concept since 2005. Within the scope of the study, research on digital games in science education was examined in terms of content and bibliometrics. As a result of the analysis, features such as general trends in the relevant field, authors who conducted studies and the distribution of studies by years are shown with tables, graphs and figures. In the research, it was determined that the distribution of the works in WoS by years was between "2005-2024" and the most productive author was "Gwo Jen Hwang". It was determined that the most studies in the distribution according to WoS categories were in the "Education/Educational Research" category. It has been concluded that the university with the most publications on the relevant subject is "National Taiwan University of Science and Technology" and the country with the most publications is "The United States of America". According to the common word analysis, it was observed that the most frequently repeated keyword in the studies was "digital games", according to the type of publication, the most studies were published in the article type, and in the distribution according. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi is the property of Sportif Bakis: Spor ve Egitim Bilimleri Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu University Journal of Art & Design / Sanat & Tasarım is the property of Anadolu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study systematically reviewed research on the use of digital game approaches for the prevention, assessment, and treatment of substance use and positive development in adolescents. Background/Objectives: This study aimed to identify and summarize gaps in the published literature on game-based digital interventions for substance use and positive development for adolescents through a systematic review. Methods: Following PRISMA guidelines, 26 studies were selected for final analysis from an initial screening of 1601 references. Data were coded for multiple components, including study characteristics, intervention types, intervention contents, sample characteristics, substance use, positive development details, measurement tools, and main findings, particularly emphasizing the effectiveness of game-based digital interventions and the facilitators and barriers affecting program effectiveness. Results: Regarding substance use, 50% of studies reported game-based digital interventions as effective in reducing substance use, 16.7% as partially effective, and 33.3% as not effective. For attitudes toward substance use, 65.0% demonstrated statistical effectiveness, 25.0% indicated partial effectiveness, and 10% found no significance. Among studies that included a positive development component, 35.7% were effective, 50% were partially effective, and 14.3% were not effective. Very few studies have explored the facilitators and barriers to program effectiveness without statistical verification. Conclusions: This study offers valuable insights into the development and validation of game-based digital interventions, thereby establishing a robust foundation for their efficacy. [ABSTRACT FROM AUTHOR]

Digital games have become an important platform and leisure activities where people spend their time with the widespread use of the internet and the increase in connection speed. Since digital games are accessible anytime and anywhere and do not require people to be physically together, it is argued that their popularity has increased significantly and reached the level of addiction, especially among today's youth and with the effect of factors such as the pandemic. The aim of this study is to determine the digital game addiction awareness of health sciences faculty students. The study was done using the relationship model, which is one of the quantitative research methodologies. This study included 344 university students studying in the Sports Sciences, Physical Therapy and Rehabilitation, Nutrition and Dietetics, and Nursing Departments at the Faculty of Health Sciences. The Awareness of Digital Game Addiction Scale (DOBİFÖ)" was used to collect data. The parametric tests were used in data analysis. Based on the findings of our study, it is seen that students studying in the field of health sciences have a high awareness of digital game addiction (X¯= 3.85). The nutrition department shows the highest level of awareness compared to other departments. In addition, it was observed that female students had higher levels of awareness than males. It was also observed that the awareness of those who do not play digital games was higher.

Students' ability to exhibit positive behavior towards their environment plays a major role in building a sustainable world in the future. It is important to offer students, who are the subjects of the digital age, a more interactive and customized technology-focused learning experience. This study aims to reveal how environmental education supported by digital games affects middle school students' knowledge, environmentally responsible behaviors, and levels of digital literacy for a sustainable life. The participants in the research comprised 54 students studying at the fifth-grade level of secondary school. The research was conducted with a pre-test–post-test control group quasi-experimental design, which was one of the quantitative research methods. In the research, environmental education based on digital games created with Web 2.0 tools was carried out. Study data were collected through an environmental knowledge test, an environmentally responsible citizen behavior scale, and a digital literacy scale. Study data were analyzed using appropriate statistical analysis using a statistical program. The research results revealed that environmental education supported by digital games is effective. It was determined that students' knowledge level, environmental behavior, and digital literacy scores increased. Based on the research results, it is recommended that digital games be used to achieve more qualified learning. [ABSTRACT FROM AUTHOR]

This research aimed to investigate the effect of a technology-supported 3E learning model on middle school students' knowledge of disasters and their attitudes towards disaster preparedness. To this end, it used an explanatory sequential mixed methods design. Quantitative and qualitative data were used to describe how the technology-supported 3E learning model changes the learning environment. A pretest-posttest control group quasi-experimental design was used in the quantitative part of the research, and a case study was used in the qualitative part. The experimental procedure lasted for six weeks. The sample consisted of 33 fifth-grade students attending a public school. The Disaster Preparedness Attitude Scale, an achievement test, and an interview form were used as data collection tools. The analysis results showed that the experimental group achieved statistically significantly higher scores in the posttest and the retention test of the Disaster Preparedness Attitude Scale, and the achievement test compared to the control group. Additionally, according to student views, the technology-supported 3E learning model is more helpful in acquiring skills and values, provides the opportunity to learn by experiencing, increases students' motivation, and facilitates effective disaster education. These results indicate that conducting activities on a subject that concerns the whole society, such as disasters, using advancing and innovative technological devices, preparing lesson plans, and demonstrating their effectiveness in education will make a significant contribution to the literature. [ABSTRACT FROM AUTHOR]

The study explored the effects of gamifying learning materials on the health care knowledge and emotions of middle-aged and older adults. A quasi-experimental research study was conducted to examine the effects of different learning approaches on the health care knowledge and emotional experiences of middle-aged and older adults. A total of 84 people voluntarily participated in this study and were assigned to three treatment groups: board games, digital games, and traditional instruction. The findings revealed that participants who engaged with board games demonstrated better health care knowledge than those who used digital games. Additionally, they reported positive emotions, such as pride and relaxation. In contrast, participants who accessed digital games were more likely to experience negative emotions, such as shame, sadness, and hopelessness. For middle-aged and older adults using digital games, it is important to consider their levels of technology acceptance, as this significantly influences their intention to use these tools. The results of this study suggest that it is necessary to strengthen the digital literacy and abilities of middle-aged and older adults to reduce learning-related anxiety. In conclusion, board games serve as a beneficial learning channel for middle-aged and older adults. [ABSTRACT FROM AUTHOR]

With increasing research attention on game-based digital interventions for mental disorders, a number of studies have been conducted to explore the effectiveness of digital game-based interventions on mental disorders. However, findings from previous research were inconsistent. Thus, we conducted a comprehensive meta-analytic review of the effectiveness of game-based digital interventions for mental disorders. By searching the articles in databases, we identified 53 studies in which 2433 participants were involved, and 282 effect sizes were extracted. Among the 53 studies, 14 employed within-group (pre/post) designs, and the remaining 39 utilized controlled trial designs. Using a three-level random-effects meta-analytic model, a medium effect size of game-based digital interventions (g = 0.47, 95 % CI: 0.33, 0.61) was revealed in the controlled trial designs and a close-to-medium effect size (g = 0.45, 95 % CI: 0.32, 0.58) was found in the within-group (pre/post) designs, indicating close-to-medium-sized efficacy of game-based digital interventions for mental disorders. Moderator analyses showed that age in the controlled trial designs had contributed to the heterogeneity in previous studies, suggesting that interventions might be more effective for the elderly. However, given that only a limited number of studies were focused on the elderly, more studies with older participants should be conducted in the future to provide more robust evidence and explore the mechanisms of how digital gaming interventions can be more effective in improving mental disorders symptoms. • Game-based digital interventions were found to be effective for mental disorders. • Game-based interventions were more effective for the elderly. • The effectiveness of game-based interventions did not differ by game types. [ABSTRACT FROM AUTHOR]

Objective: With the aim of providing a solution to deal with false information and fake news in social networks, this research investigated one of the popular news games in this field called "Breaking Harmony Square" news game. The game is based on the idea that by exposing players to "small doses" of political misinformation, they can be immunized against conspiracy fantasies, thereby helping them build "antibodies" to deal with the "fake news" in the real world. Methods: The research method used is a case study. In this research, the various dimensions of the Harmony Square news game are examined in depth; for this purpose, according to the case study research method, four steps were carried out for the in-depth understanding of a case. Results: the five concepts of trolling, enhancing the illusion of free access, emotional language, conspiracy theory and polarization have been the focus of game developers in all stages of the game. The findings show that the five concepts of trolling, artificial enhancement of access, emotional language, conspiracy theory and polarization have been the focus of developers. People who played Square Harmony rated manipulated social media posts using the above techniques as less credible after playing the game, became more confident in their ability to identify such content, and were less willing to share such content to Share on their social networks. Conclusions: These findings emphasize the potential of games with social impact as an effective approach to deal with misleading, fake or manipulative content in the social network space. According to the results of this research, it seems that this claim can be considered important and confirm the hypothesis that "news games will become an important part of the future of journalism or not, it is a matter of will rather than technology". According to Bogost's claims and the results of his research, the lack of attention to the development of news games in the last decade shows that despite the advancement of media technologies, there is no will necessary for the growth and development of news games. The hypothesis "news game is a necessity for portraying and discourse in the future media industry, especially news media" is also worth pondering because the Harmony Square game showed how important awareness and news literacy is for citizens to play their positive role in democratic societies and their correct decision-making are vital in political participation, and not paying attention to them will not only lead to the mushroom growth of fake news, but parallel to them, conspiracy theories are another pole of disagreement and They will cause conflict in society. Finally, the hypothesis that "news game like journalism can benefit the people and serve democracy" is confirmed by relying on the game investigated in this research. Considering the main idea of this research and the experimental and media awareness approaches with the focus on interactive media, it is clear that the whole news game is a service to democracy and even in line with theories such as Habermas's public sphere can be considered as a knowledgeable influence of interactive media on democracy. [ABSTRACT FROM AUTHOR]

In the current age of widespread digitisation, technology has become an essential aspect of our everyday existence, significantly transforming how we gain knowledge and interact with our environment. This study aims to explore students' viewpoints on acquiring the Arabic language by employing digital games. This study utilised a qualitative methodology and performed semi-structured interviews with a purposively selected group of 30 college students. These students were exposed to a digital game for five weeks as part of their Arabic language programme. The findings revealed that students responded well to learning Arabic using digital games, consistently expressing their experiences in an educational environment that was unique and engaging. The postimplementation semi-structured interviews indicated that students recognised the integration of digital games as a valuable and advantageous approach, providing a distinct and captivating aspect to conventional learning methods. Hence, the results indicate that incorporating digital games into language teaching not only improves the learning process but also offers benefits for both teachers and students in many courses that adopt this creative method. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Online Journal of Design, Art & Communication is the property of Turkish Online Journal of Design, Art & Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Media & Cultural Studies is the property of Journal of Media & Cultural Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although women account for about half of the users in the digital games market, people still consider the gaming world predominantly male. In the literature, we found studies that report on game features that are relevant for this audience; however, we did not identify works that relate game aspects to values that are relevant for women. This paper presents values considered relevant to them and attributes (features of a game) that allow women to achieve these values. To do this, we conducted 20 semi-structured interviews with women between 18 and 35 through the laddering technique. We used Means-End Theory and found and discussed nine main routes. The chains identified represent possible paths between a given attribute and a given value. The two values that mostly stand out were 'Achievement' and 'Happiness'. The results reflect the participants' experience and can be used to develop games with adaptations to the female audience. [ABSTRACT FROM AUTHOR]

This study aims to reveal the relationship between the interface designs and design principles of popular and successful video games. The population of the research consists of students studying in the Digital Game Design department in Turkey. The sample of the research consists of Kahramanmaraş İstiklal University Digital Game Design students. In this qualitatively designed research, intentional sampling method was chosen from non-probability sampling methods. A rubric rubric was preferred as the material in the study. A successful interface design is a must for a game. The bad gameplay or bad story of a preferred game does not affect its sales as much as the visual design. Visual designs always make the first impact on a purchased or downloaded game, and if the designs are attractive, the game somehow stands out. Game interface designs are an important communication tool for the promotion of games. In digital games, game interface designs are the visual output of the game and are used as a visual communication tool that affects the target audience. Game designs contain elements of typography, color, imagery and layout. Examining these elements is important in terms of both understanding the design potential of the video game industry and understanding how interface design is handled together with the game. The Visual Communication designer undertakes the important task of deciding on the placement of all these visual elements and the font to be preferred for the interface design, so as not to obstruct the player's main view. The design also contributes to the game's visual style, distinguishing it from other games and subconsciously influencing the player's mood. According to the results of the study, typographical evaluation of the interface designs of the top 10 most preferred mobile games in the online environment will guide the designers of the games to be designed. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Eurasian Journal of Sport Sciences & Education / Avrasya Spor Bilimleri ve Eğitim Dergisi is the property of Eurasian Journal of Sport Sciences & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Polytechnic is the property of Journal of Polytechnic and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous studies have designed educational methods to cultivate digital citizenship behavior and support the construction of knowledge. However, these methods have not well incorporated personalized feedback mechanisms for enhancing digital citizenship knowledge. Therefore, this study proposed an algorithm that combines concept-effect propagation, fuzzy logic, and decision tree methods to address this drawback and create a personalized, contextual gaming experience. This personalization ensures an engaging and contextually relevant learning experience, addressing learning challenges related to digital citizenship scales. The game was tailored to individual learning experiences and decision-making patterns, with fuzzy logic interpreting nuanced student responses and decision trees guiding learning paths. A digital citizenship knowledge test and an affection questionnaire measured the game’s impact. Moreover, eye tracking was used to ensure attention in the experimental group. Therefore, a quasi-experimental design was conducted to evaluate the influence of a digital citizenship game on 110 students. ANCOVA and the Chi-square tests were performed to analyze students’ knowledge of digital citizenship. Moreover, eye-tracking metrics were used to gain deeper insights into students’ visual attention and engagement. The experimental results reveal that the proposed game enhanced the students’ digital citizenship achievement and promoted their perceptions. Additionally, eye-tracking data showed that the proposed gaming environment positively influenced students’ engagement. Findings indicate that using fuzzy logic and decision trees in educational games significantly promotes affection and alters attention in learning digital citizenship. This study contributes to educational technology by showcasing the potential benefits of personalized educational experiences. The insights gained are valuable for educators and educational game developers focused on digital citizenship education.

Abstract Aims It was conducted to investigate digital gaming addiction among nursing students and the associated factors of such addiction. Methods The descriptive and relationship-seeking study's universe included 1665 nursing students in three universities' nursing faculties and departments. The sample size was determined to be 774 based on a power analysis with a type I error rate of 0.05, a power of the test of 0.80 (α = 0.05, 1-β = 0.80), and an effect size of d = 0.10. Student Information Form, The Digital Game Addiction Scale (DGAS-7), and the Digital Game Playing Motivation Scale (DGPMS) were used to collect student information. Data analysis was performed using the Mann–Whitney U test, Kruskal–Wallis H test, Spearman correlation, and Binary Logistic Regression Model. Results It was found that 83.7% of the students were female, and the mean age and BMI were 20.03 ± 1.72 years and 21.98 ± 2.90 kg/m2, respectively. A statistically significant positive correlation was found between the students' Digital Game Addiction Scale and Digital Game Playing Motivation Scale Achievement and Energizing (r = 0.717), Curiosity and Social Acceptance (r = 0.612), and Uncertainty in Game Desire (r = -0.110) sub-dimensions mean scores (p

Bu çalışma ergenlerin dijital oyunları kullanımlarına ilişkin görüşlerini belirlemek amacı ile yapılmıştır. Araştırmanınçalışma grubunu 25 ergen oluşturmaktadır. Araştırmada nitel araştırma yöntemi esas alınmıştır. Veri toplama aracıolarak görüşme tekniğinden yararlanılmıştır. Sonuçlar içerik analizi ile değerlendirilmiştir. Araştırmadan elde edilenbulgular şunlardır; Ergenlerin, dijital oyunlara; boş zaman aktivitesi, sorumluluklardan kaçış, stres atmalarına yardımcıaraç ve mutluluk kaynağı olarak anlam yüklediği sonucuna ulaşılmıştır. Ergenlerin gün içerisinde dijital oyunları kaçsaat oynadıkları incelendiğinde çoğunluğunun, 10 saat ve üzerinde dijital oyun oynadıkları sonucu elde edilmiştir.Ergenlerin dijital oyunları oynaması cinsiyet bağlamında değerlendirildiğinde erkeklerin kadınlara göre daha fazlasaatte dijital oyun oynadıkları bulunmuştur. Ergenlerin oyun türü olarak hangi oyunları oynadıkları incelendiğindecinsiyet fark etmeksizin daha çok aksiyon-macera oyunlarını tercih ettikleri saptanmıştır. Dijital oyunların ergenlerinyaşamındaki olumlu olumsuz yönlerine bakıldığında ergenler dijital oyunların kendileri üzerinde olumlu yönde onlarısosyalleştirdiği, dil öğrenimine imkân sağladığı ve stres atmalarına yardımcı olduğu sonucu elde edilmiştir. Olumsuzyönde ise sağlık problemleri oluşturduğu, zaman yönetiminde ve akademik yaşantılarında problemlere neden olduğu,iletişim çatışmaları yaşadıkları ve onları asosyalleştirdiği sonucuna varılmıştır.

Background: Adolescence is one of the most important developmental processes in one’s life, and the habits gained during this period are likely to continue throughout life. This study determines whether there is a relationship between the digital game addiction levels of adolescents and their quality of life (QoL). Methods: This is a quantitative study with a relational screening model. It was conducted in Ankara Province, Turkey, and involved 650 adolescents aged 14-18 years, selected via the simple random sampling method in the 2022-2023 school year. The personal information form, KINDL QoL scale, and digital game addiction scale were used to collect the data. The data were analyzed using point double series correlation analysis and Pearson correlation analysis test. Results: The results showed that adolescents had a moderate QoL (Mean±SD 49.98±8.92), and they were in the risk group for digital game addiction (Mean±SD 44.6±17.51). There was no significant relationship between the QoL of the adolescents participating in the research and the levels of digital game addiction, except other than a significant, positive, and low-level relationship between the QoL and the emotion change and immersion, sub-dimension of the digital game addiction scale (r=0.079, P

VR technologies, which are used in many fields today, have also started to be used in education through the game platforms with the realistic and interactive environments they provide. The 'Following the Traces of Sedad Hakkı Eldem in Istanbul project, developed within the scope of a scientific project jointly carried out by the Architecture and Digital Game Design Departments at the host university, is an architecture-themed documentary game designed for educational purposes. Within the game's scope, three different projects of architect Sedad Hakkı Eldem, whose name is frequently mentioned in the history of the Early Republic period and in the modernization processes, were selected. The game's scenario was developed to perceive these architectural spaces by experience. However, this experience may vary according to the different department users due to their focal points and educational structures. According to this, this study conducted a research with the students at the host university to see how this documentary game was perceived and evaluated by students from two different departments. In order to conduct a comparative research, a questionnaire was directed to the students after their game experience. Especially the results of the third part proved the differences in the students' perceptions of different departments. On the other hand, although students from these two departments revealed some differences in their focus and approach to evaluating the game, the results also showed that the game provided an overall beneficial educational experience.

Aims: It was conducted to investigate digital gaming addiction among nursing students and the associated factors of such addiction. Methods: The descriptive and relationship-seeking study's universe included 1665 nursing students in three universities' nursing faculties and departments. The sample size was determined to be 774 based on a power analysis with a type I error rate of 0.05, a power of the test of 0.80 (α = 0.05, 1-β = 0.80), and an effect size of d = 0.10. Student Information Form, The Digital Game Addiction Scale (DGAS-7), and the Digital Game Playing Motivation Scale (DGPMS) were used to collect student information. Data analysis was performed using the Mann–Whitney U test, Kruskal–Wallis H test, Spearman correlation, and Binary Logistic Regression Model. Results: It was found that 83.7% of the students were female, and the mean age and BMI were 20.03 ± 1.72 years and 21.98 ± 2.90 kg/m2, respectively. A statistically significant positive correlation was found between the students' Digital Game Addiction Scale and Digital Game Playing Motivation Scale Achievement and Energizing (r = 0.717), Curiosity and Social Acceptance (r = 0.612), and Uncertainty in Game Desire (r = -0.110) sub-dimensions mean scores (p < 0.001). Conclusions: The relationship between nursing students' digital game addiction, game playing motivation, and several individual characteristics affecting digital games was found. The study's results call for further research to focus on developing and testing interventions that could effectively reduce gaming addiction while enhancing positive aspects of digital engagement among nursing students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Selcuk University Social Sciences Institute / Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Journal of Selcuk University Social Sciences Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the relationship between physical activity, digital game addiction, and academic success among university students. Participants were university 704 students from Turkiye who did physical activity and played digital games. The sample group consisted of 704 university students (342 women and 362 men), selected through random sampling. Data were collected using demographic information forms, a digital game addiction scale, and an international short-form questionnaire about physical activity. The data were analyzed using Pearson correlation, t-tests, one-way ANOVA, and post-hoc tests. The findings revealed a significant negative relationship between academic success and both physical activity and digital game addiction. Men exhibited higher levels of digital game addiction compared to women, but there was no significant gender difference in physical activity levels. Students who were categorized as academically successful had lower levels of both digital game addiction and physical activity. [ABSTRACT FROM AUTHOR]

Background: Adolescence is one of the most important developmental processes in one’s life, and the habits gained during this period are likely to continue throughout life. This study determines whether there is a relationship between the digital game addiction levels of adolescents and their quality of life (QoL). Methods: This is a quantitative study with a relational screening model. It was conducted in Ankara Province, Turkey, and involved 650 adolescents aged 14-18 years, selected via the simple random sampling method in the 2022-2023 school year. The personal information form, KINDL QoL scale, and digital game addiction scale were used to collect the data. The data were analyzed using point double series correlation analysis and Pearson correlation analysis test. Results: The results showed that adolescents had a moderate QoL (Mean±SD 49.98±8.92), and they were in the risk group for digital game addiction (Mean±SD 44.6±17.51). There was no significant relationship between the QoL of the adolescents participating in the research and the levels of digital game addiction, except other than a significant, positive, and low-level relationship between the QoL and the emotion change and immersion, sub-dimension of the digital game addiction scale (r=0.079, P<0.005). In addition, there was a significant and positive relationship between the QoL, and a significant, positive, and moderate relationship between digital game addiction levels and gender of the adolescents (rpb=0.131, P<0.001; rpb=0.377, P<0.001). Conclusion: Precautions should be taken immediately because of the increased risk of addiction to digital games. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Objectives: Digital educational games have recently received a lot of research and researchers in this field have welcomed their effectiveness. In this regard, the present research was conducted with the aim of investigating the effectiveness of the story and self-explanation of the digital game on learning, academic engagement and learning transfer in the mathematics of the first-grade elementary school students. Methods: The present research method was quasi-experimental with a pre-test and post-test design with a control group. The statistical population is all the first-grade students of Tabriz city, the school selection was done as an available school and the sampling of students was random and they were placed in three groups of experiment one (16 students), experiment two (16 students) and the control group (19 students). To collect data related to learning variables and learning transfer, a researcher-made test was used, and Reeve & Tseng's academic engagement questionnaire was used for the academic engagement variable. Multivariate covariance statistical method was used to analyze the data. Findings: The analysis of the research findings showed that the story of the digital game has an effect on learning, academic involvement and learning transfer, also the self-explanation of the digital game has an effect on learning and the transfer of learning, but no effect was found between the self-explanation of the digital game and academic involvement. Conclusion: Therefore, in the design of educational games, to increase their effectiveness, the educational capabilities of stories and self-explanation can be used. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Residents in nursing homes are prone to cognitive decline affecting memory, visuospatial cognition, and executive functions. Cognitive decline can lead to dementia, necessitating prioritized intervention. Methods The current study aimed to investigate whether an intervention using a digital game was effective for preserving and improving the cognitive function of residents in nursing homes. An intervention study was conducted using a single-case AB design with multiple baselines. The participants in the study were five older adults aged 65 and over who do not play digital games regularly. The study ran for 15 weeks, including a baseline (phase A) and an intervention phase (phase B). Phase A had five baselines (5 to 9 weeks) with random participant assignment. In phase B, participants engaged in a digital game (Space Invaders) individually. Cognitive function was assessed as the outcome, measured using the Brain Assessment (performed on a tablet through the Internet) at 16 measurement points. Four of five participants (two female and two male) were included in the analysis, using visual inspection and Bayesian statistics with multi-level modeling. Results Visual inspection of the graphs revealed cognitive function score improvements after the intervention for most layers in terms of memory of numbers, memory of words, mental rotation test (visuospatial ability), and total scores in the Brain Assessment. These effects were also significant in the analysis by multi-level modeling. Conclusions The results suggest that the use of digital games may be effective for preserving and improving cognitive function among residents of nursing home. Trial registration This study was registered in the University Hospital Medical Information Network Clinical Trials Registry (UMIN000048677; public title: Effect of a Digital Game Intervention for Cognitive Functions in Older People; registration date: August 30, 2022).

With the development of technology, interest in digital games has increased in children with typical development and children with special needs. Many digital games with different contents are played by children with special needs. The research was carried out with the parents of diagnosed children aged 6-13 years. The aim of the research is to determine the views of parents of children with special needs on digital games. The research was designed with phenomenology (phenomenology), one of the qualitative research methods, and the data were created and analyzed using content analysis. A semi-structured interview form and a questionnaire containing demographic information were used in the research. As a result of the data, codes were created and thanks to them, themes and sub-themes were reached. In the research, digital game theme and sub-themes were reached. In consequence of them, it was obtained that children with special needs mostly prefer war games, their purpose of playing games is entertainment, they mostly prefer mobile phones while playing games, and they play games for at least two hours a day. In addition to the findings that digital games contribute positively to the educational processes, skills and development of children with special needs, there were also findings that digital games have negative effects such as children not being able to spare time for their lessons and spending all their time in digital games.

Having emerged following the professionalization of digital gaming, e-sports has created its ecosystem and become a large-scale industry itself. Teams involved in this industry experience a social environment just like in other organizational structures. As e-sports is a relatively newer branch when compared to other sports branches, leadership in e-sports is not a commonly studied topic in the literature. Therefore, the aim of this study is to explore leadership perceptions of e-sports players in a comprehensive way. A team coach is often considered the leader in e-sports. The study was designed according to the principles of phenomenology, which is a qualitative research method. The semi-structured interview form developed by the researchers was used as the data collection instrument. The interviews were conducted with a group of e-sports players who met the predetermined criteria for participation in the study. The data was analyzed by using the content analysis method. First, the codes were determined, and later, the categories, and finally, the themes were identified out of these categories. Accordingly, it was found that leadership in e-sports is perceived under five themes: physical characteristics, personality traits, professional qualifications, technical skills, and management skills. Finally, it can be concluded that leadership in e-sports is quite similar to leadership in other traditional sports in many ways. However, the study showed that it has unique characteristics that need studying within the framework of the digital age and technological advancements.

Zaman içinde gelişen ve değişen teknolojiyle birlikte farklılaşan oyun kavramı, 21. yüzyılda yerini dijitalleşmeye bırakmıştır. Dijitalleşen oyun, teknolojinin gelişmesiyle birlikte farklı kitle iletişim araçlarında yerini almıştır. Telefon ve bilgisayar üzerinden oynanan oyunlar gün geçtikçe dünya üzerinde tanınarak birçok kitleye yayılmaya başlamış ve bu yayılma ticarete doğru evirilmiştir. Öyle ki internet üzerinde bulunan YouTube gibi video içerikli platformlarda “oyun yayıncılığı” denilen kavram ortaya çıkmıştır. Bu platformda bulunan yayıncılar açtıkları kanallarda oyun üzerine içerik üretmeye ve izleyici kitleye “Minecraft”, “Roblox” gibi oyunlar hakkında bilgi verici videolar çekmeye başlanmıştır. Bahsi geçen bu tanımlamalar üzerine YouTube’da bahsi geçen oyun kategorisinde yer alan videolar üzerine araştırma ve inceleme gereği duyulmuştur. Bu amaçla konuyla ilgili gerekli literatür taranarak ve nitel araştırma yöntemi olan içerik analizi yapılmış, elde edilen veriler kelime bulutları aracılığıyla analiz edilmiş ve görselleştirilmiştir. Yapılan analizler sonucunda oyun videosu üreticilerinin videolarda şiddet içeren, argo olan ya da sınıfsal ayrımla ilişkilendirilebilecek kelimeler kullandıkları saptanmıştır. Ayrıca oyun kategorisinde yer alan videolara ait yeni düzenlemeler getirilmesi gerektiği sonucuna ulaşılmıştır.