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4-6 Yaş Çocukların Dijital Oyun Bağımlılıklarında Kardeş Etkisi: Nomofobi, Akıllı Telefon Kullanma, Dijital Oyun Oynama

Yıl 2021, Cilt: 4 Sayı: 7, 34 - 49, 27.06.2021
https://doi.org/10.36731/cg.935669

Öz

Bu araştırmada 4-6 yaş çocukların dijital oyun bağımlılıklarında büyük kardeşlerin nomofobi düzeylerinin etkisi ve büyük kardeşlerin akıllı telefon kullanma ve dijital oyun oynama sürelerinin çocukların dijital oyun bağımlılık düzeylerinde anlamlı farklılık yaratıp yaratmadığı incelenmiştir. Araştırmaya Erzincan Binali Yıldırım Üniversitesi Sağlık Hizmetleri ve Refahiye Sağlık Hizmetleri Meslek Yüksekokulları’nda öğrenim gören, 4-6 yaş grubunda kardeşi olan 157 ön lisans öğrencisi ve anneleri dahil edilmiştir. Araştırmada ergenlere Nomofobi Ölçeği (NMP-Q), annelere ise 4-6 yaş çocukları için Dijital Oyun Bağımlılığı Ölçeği (DOBE) uygulanmıştır. Araştırma sonucunda ergenlerin nomofobi düzeyleri ile 4-6 yaş çocukların dijital oyun bağımlılıkları arasında pozitif yönde zayıf ilişkiler tespit edilmiştir. Ayrıca ergenlerin akıllı telefon kullanma ve dijital oyun oynama sürelerinin 4-6 yaş çocukların dijital oyun bağımlılıkları üzerinde anlamlı farklılık oluşturduğu saptanmıştır. Sonuçlar doğrultusunda 4-6 yaş çocukların dijital oyun bağımlılığının kardeşler bağlamında ve farklı boyutlarıyla incelenmesi önerilebilir.

Kaynakça

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  • Anderson, D. R., & Hanson, K. G. (2013). What researchers have learned about toddlers and television. Zero to Three, 33(4): 4–10.
  • Anshari, M., Alas, Y., & Sulaiman, E. (2019). Smartphone addictions and nomophobia among youth. Vulnerable Children and Youth Studies, 14(3), 242-247. https://doi.org/10.1080/17450128.2019.1614709
  • Archer, K. (2017). Infants, Toddlers and Mobile Technology: Examining Parental Choices and the Impact of Early Technology Introduction on Cognitive and Motor Development. PhD. Wilfrid Laurel University. Erişim Linki: https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3031&context=etd
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  • Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. https://doi.org/10.1016/j.childyouth.2020.105227
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Sibling Effect on Digital Game Addiction of 4-6 Years Old Children: Nomophobia, Using Smartphone, Digital Game-Play

Yıl 2021, Cilt: 4 Sayı: 7, 34 - 49, 27.06.2021
https://doi.org/10.36731/cg.935669

Öz

In this study, it was aimed the effect of nomophobia levels of older siblings on digital game addiction of 4-6 years old children and whether the duration of older siblings using smart phones and playing digital games made a significant difference in children's digital game addiction levels was investigated. The research was carried 157 associate degree students with 4-6 age group siblings and their mothers studying at Erzincan Binali Yıldırım University's Health Services and Refahiye Health Services Vocational School. In the study, it was applied the “Nomophobia Scale (NMP- Q)” to adolescents and “Digital Game Addiction Scale (DOBE)” for children aged 4-6 to mothers. As a result of the study, a positive and weak relationship was found between the levels of nomophobia of adolescents and the digital game addiction of 4-6 years old children. In addition, it was determined that adolescents' smartphone use and digital game time made a significant difference on the digital game addiction of 4-6 year old children. In line with the results, it can be suggested to examine the digital game addiction of 4-6 year old children in the context of siblings and with different dimensions.

Kaynakça

  • Aguilera-Manrique, G., Márquez-Hernández, V. V., Alcaraz-Córdoba, T., Granados-Gámez, G., Gutiérrez-Puertas, V., & Gutiérrez-Puertas, L. (2018). The relationship between nomophobia and the distraction associated with smartphone use among nursing students in their clinical practicum. PloS one, 13(8), e0202953.https://doi.org/10.1371/journal.pone.0202953
  • Anderson, D. R., & Hanson, K. G. (2013). What researchers have learned about toddlers and television. Zero to Three, 33(4): 4–10.
  • Anshari, M., Alas, Y., & Sulaiman, E. (2019). Smartphone addictions and nomophobia among youth. Vulnerable Children and Youth Studies, 14(3), 242-247. https://doi.org/10.1080/17450128.2019.1614709
  • Archer, K. (2017). Infants, Toddlers and Mobile Technology: Examining Parental Choices and the Impact of Early Technology Introduction on Cognitive and Motor Development. PhD. Wilfrid Laurel University. Erişim Linki: https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3031&context=etd
  • Arpaci, I. (2019). Culture and nomophobia: The role of vertical versus horizontal collectivism in predicting nomophobia. Information Development, 35(1), 96-106. https://doi.org/10.1177/0266666917730119
  • Aydoğdu, F. (2018). Dijital oyun oynayan çocukların dijital oyun bağımlılıklarının çeşitli değişkenler açısından incelenmesi. Ulakbilge Sosyal Bilimler Dergisi, 6(31), 1-18. 10.7816/ulakbilge-06-31-01
  • Bae, S. M. (2017). The relationship between the type of smartphone use and smartphone dependence of Korean adolescents: National survey study. Children and Youth Services Review, 81, 207-211. https://doi.org/10.1016/j.childyouth.2017.08.012
  • Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. https://doi.org/10.1016/j.childyouth.2020.105227
  • Bowman, N. D., Kowert, R., & Ferguson, C. J. (2015). The impact of video game play on human (and orc) creativity. In Video games and creativity (pp. 39-60). Academic Press. https://doi.org/10.1016/B978-0-12-801462-2.00002-3
  • Budak, K. S. (2020). Okul öncesi dönem çocukları i̇çin dijital oyun bağımlılık eğilimi ölçeğinin ve dijital oyun ebeveyn rehberlik stratejileri ölçeğinin geliştirilmesi, problem davranışlarla ilişkisinin incelenmesi. Yüksek Lisans Tezi. Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Bragazzi, N. L., & Del Puente, G. (2014). A proposal for including nomophobia in the new DSM-V. Psychology research and behavior management, 7, 155-160. 10.2147 / PRBM.S41386
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  • Ergin, Z. Ö. (2020). Lise Öğrencilerinin Nomofobi Düzeylerini Etkileyen Faktörler. Yüksek Lisans Tezi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
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  • Harsh, P., Chakrabarty, B., K. & Isha Mahajan, I. (2018). Early exposure and adaptability of smart phone devices among young children and parental perception of their usage in a semi urban, middle class population in india. International Journal of Current Advanced Research, 7 (8) 14772-14775 doi.org/10.24327/ijcar.2018.14775.2690
  • Haug, S., Castro, R. P., Kwon, M., Filler, A., Kowatsch, T., & Schaub, M. P. (2015). Smartphone use and smartphone addiction among young people in Switzerland. Journal of behavioral addictions, 4(4), 299-307. https://doi.org/10.1556/2006.4.2015.037
  • Hazar, Z. (2019). An Analysis of the Relationship between Digital Game Playing Motivation and Digital Game Addiction among Children. Asian Journal of Education and Training, 5(1), 31-38. 10.20448/journal.522.2019.51.31.38
  • Hoffmann, C. P., Lutz, C., & Meckel, M. (2014). Digital natives or digital immigrants? The impact of user characteristics on online trust. Journal of Management Information Systems, 31(3), 138-171. 10.1080/07421222.2014.995538
  • Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight: Young children and their internet use. LSE, London: EU Kids Online. Erişim Linki: https://ro.ecu.edu.au/ecuworks2013/929
  • Işıkoğlu Erdoğan, N. (2019). Dijital oyun popüler mi? Ebeveynlerin çocukları i̇çin oyun tercihlerinin i̇ncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46(46), 1-17. https://doi.org/10.9779/pauefd.446654
  • Işıkoğlu Erdoğan, N., Bayraktaroğlu, E., & Dülger, D. N. A. (2020). Çocukların Dijital veya Dijital Olmayan Oyun Tercihleri ve Davranışları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1-24. https://doi.org/10.9779/pauefd.758529
  • Işıkoğlu, N., Erol, A., Atan, A., & Aytekin, S. (2021). A qualitative case study about overuse of digital play at home. Current Psychology, 1-11. https://doi.org/10.1007/s12144-021-01442-y
  • Jeong, S. H., Kim, H., Yum, J. Y., & Hwang, Y. (2016). What type of content are smartphone users addicted to?: SNS vs. games. Computers in Human Behavior, 54, 10-17. https://doi.org/10.1016/j.chb.2015.07.035
  • Kara, M., Baytemir, K., & Inceman-Kara, F. (2021). Duration of daily smartphone usage as an antecedent of nomophobia: Exploring multiple mediation of loneliness and anxiety. Behaviour & Information Technology, 40(1), 85-98.https://doi.org/10.1080/0144929X.2019.1673485
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kim, D., Nam, J. K., Oh, J., & Kang, M. C. (2016). A latent profile analysis of the interplay between PC and smartphone in problematic internet use. Computers in human behavior, 56, 360-368. https://doi.org/10.1016/j.chb.2015.11.009
  • Kim, Y., & Smith, D. (2017). Pedagogical and technological augmentation of mobile learning for young children interactive learning environments. Interactive Learning Environments, 25(1), 4–16. https://doi.org/10.1080/10494820.2015.1087411.
  • King, A. L. S., Valenca, A. M., Silva, A. C. O., Baczynski, T., Carvalho, M. R., & Nardi, A. E. (2013). Nomophobia: Dependency on virtual environments or social phobia?. Computers in Human Behavior, 29(1), 140-144. https://doi.org/10.1016/j.chb.2012.07.025
  • Kucirkova, N., D. Messer, K. Sheehy, and C. F. Panadero. 2014. “Children’s Engagement with Educational IPad Apps: Insights from a Spanish Classroom.” Computers & Education 71: 175–184. doi:10.1016/j.compedu.2013.10.003.
  • Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001
  • Lieberman, D. A., Fisk, M. C., & Biely, E. (2009). Digital games for young children ages three to six: From research to design. Computers in the Schools, 26(4), 299-313. https://doi.org/10.1080/07380560903360178
  • Lin, Y. H., & Hou, H. T. (2016). Exploring young children’s performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: A case study. Interactive Learning Environments, 24(8), 1967–1980. https://doi.org/10.1080/10494820.2015.1073745
  • Lin, L., Shadiev, R., Hwang, W. Y., & Shen, S. (2020). From knowledge and skills to digital works: An application of design thinking in the information technology course. Thinking Skills and Creativity, 36, 100646. https://doi.org/10.1016/j.tsc.2020.100646
  • Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
  • Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: A new classification. Early Years, 36(3), 242-253. https://doi.org/10.1080/09575146.2016.1167675
  • McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67(3), 14-24. Erişim Linki: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.388.2016&rep=rep1&type=pdf
  • Medienpädagogischer Forschungsverbund Südwest (2012). FIM 2011: Familie, Interaktion & Medien: Untersuchung zur Kommunikation und Mediennutzung in Familien. Erişim Linki: http://www.mpfs.de/fileadmin/FIM/FIM2011.pdf
  • Migheli, M. (2016). The sibling effect on the consumption of phone services. International Journal of Consumer Studies, 40(3), 319–326. https://doi.org/10.1111/ijcs.12258
  • Mitrofan, O., Paul, M., & Spencer, N. (2009). Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? A systematic review. Child: care, health and development, 35(1), 5-15. https://doi.org/10.1111/j.1365-2214.2008.00912.x
  • Mustola, M., Koivula, M., Turja, L., & Laakso, M. L. (2016) Reconsidering passivity and activity in children’s digital play. New Media & Society. https://doi.org/10.1177/1461444816661550.
  • Nawaz, I., Sultana, I., Amjad, M. J., & Shaheen, A. (2017). Measuring the enormity of nomophobia among youth in Pakistan. Journal of Technology in Behavioral Science, 2(3), 149-155. https://doi.org/10.1007/s41347-017-0028-0
  • Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109–122. https://doi.org/10.1177/0004944114523368
  • Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early years, 36(3), 227-241. https://doi.org/10.1080/09575146.2016.1161601
  • Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1), 3. https://doi.org/10.5817/CP2015-1-3
  • Ólafsson, K., Green, L., & Staksrud, E. (2018). Is big brother more at risk than little sister? The sibling factor in online risk and opportunity. New Media & Society, 20(4), 1360-1379.https://doi.org/10.1177/1461444817691531
  • Park, C., & Park, Y. R. (2014). The conceptual model on smart phone addiction among early childhood. International Journal of Social Science and Humanity, 4(2), 147-150. Erişim Linki: http://ijssh.org/papers/336-A10048.pdf
  • Paulus, F. W., Sinzig, J., Mayer, H., Weber, M., & von Gontard, A. (2018). Computer gaming disorder and ADHD in young children—a population-based study. International Journal of Mental Health and Addiction, 16(5), 1193-1207. https://doi.org/10.1007/s11469-017-9841-0
  • Peirce, N. (2013). Digital game-based learning for early childhood. A state of the art report. Erişim Linki: https://edugames.swu.bg/moodle/pluginfile.php/158/mod_resource/ content/2/ Digital_Game-based_Learning_for_Early_Childhood_Report_FINAL.pdf
  • Ratner, B. (2009). The correlation coefficient: Its values range between+ 1/− 1, or do they?. Journal of targeting, measurement and analysis for marketing, 17(2), 139-142. 10.1057/jt.2009.5
  • Sapsağlam, Ö. (2018). Okul Öncesi Dönem Çocuklarının Değişen Oyun Tercihleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 1122-1135. Erişim Linki: https://dergipark.org.tr/en/download/article-file/1478929
  • Stevens, R., Satwicz, T., & McCarthy, L. (2008). In-game, in-room, in-world: Reconnecting video game play to the rest of kids’ lives. The ecology of games: Connecting youth, games, and learning, 9, 41-66. 10.1162/dmal.9780262693646.041
  • Siibak, A., & Nevski, E. (2019). Older siblings as mediators of infants’ and toddlers’(digital) media use. The Routledge Handbook of Digital Literacies in Early Childhood, 123-133. Routledge Handbooks Online. doi: 10.4324/9780203730638-9
  • Slutsky, R., & DeShetler, L. M. (2017). How technology is transforming the ways in which children play. Early Child Development and Care, 187(7), 1138–1146. doi: 10.1080/03004430.2016.1157790
  • Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
  • Terreni, L. (2011). Interactive whiteboards, art and young children. Computers in New Zealand Schools: learning, teaching, technology, 23(1), 78-100. Erişim Linki: https://www.otago.ac.nz/cdelt/otago064439.pdf
  • Üstündağ, A. (2019). 4-6 Yaş Arası Çocuklar Tarafından Tercih Edilen Dijital Oyunlar. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(2), 1-19. Erişim Linki: https://dergipark.org.tr/tr/download/article-file/869397
  • Vaske, J. J., Beaman, J., & Sponarski, C. C. (2017). Rethinking internal consistency in Cronbach's alpha. Leisure Sciences, 39(2), 163-173. https://doi.org/10.1080/01490400.2015.1127189
  • Vinter, K., & Siibak, A. (2012). The role of significant others in guiding pre-school children's new media usage: analysing perceptions by Estonian children and parents. In J.Mikk, P. Luik & M. Veisson (Eds.), Preschool and Primary Education (pp. 78-94). London: Peter Lang.
  • Yildirim, C., & Correia, A. P. (2015). Exploring the dimensions of nomophobia: Development and validation of a self-reported questionnaire. Computers in Human Behavior, 49, 130-137.
  • Yildirim, C., Sumuer, E., Adnan, M., & Yildirim, S. (2016). A growing fear: Prevalence of nomophobia among Turkish college students. Information Development, 32(5), 1322-1331.https://doi.org/10.1177/0266666915599025
  • Wang, H. Y., Sigerson, L., & Cheng, C. (2019). Digital nativity and information technology addiction: Age cohort versus individual difference approaches. Computers in Human Behavior, 90, 1-9. https://doi.org/10.1016/j.chb.2018.08.031
  • Wu, C. S. T., Fowler, C., Lam, W. Y. Y., Wong, H. T., Wong, C. H. M., & Loke, A. Y. (2014). Parenting approaches and digital technology use of preschool age children in a Chinese community. Italian journal of pediatrics, 40(1), 1-8. https://doi.org/10.1186/1824-7288-40-44
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırmalar
Yazarlar

Fatih Aydoğdu 0000-0001-5123-0824

Yayımlanma Tarihi 27 Haziran 2021
Gönderilme Tarihi 11 Mayıs 2021
Kabul Tarihi 7 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 4 Sayı: 7

Kaynak Göster

APA Aydoğdu, F. (2021). 4-6 Yaş Çocukların Dijital Oyun Bağımlılıklarında Kardeş Etkisi: Nomofobi, Akıllı Telefon Kullanma, Dijital Oyun Oynama. Çocuk Ve Gelişim Dergisi, 4(7), 34-49. https://doi.org/10.36731/cg.935669