Digital Game Addiction in Primary School Children: An Analysis in Terms of Usage Habits and Demographic Variables
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| Title: | Digital Game Addiction in Primary School Children: An Analysis in Terms of Usage Habits and Demographic Variables |
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| Language: | English |
| Authors: | Tubanur Çelik Iskifoglu (ORCID |
| Source: | International Online Journal of Primary Education. 2025 14(4):262-278. |
| Availability: | International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Video Games, Addictive Behavior, Elementary School Students, Gender Differences, Age Differences, Family Structure, Computer Use, Grade 3, Grade 4, Grade 5, Foreign Countries, Social Media, Incidence |
| Geographic Terms: | Turkey |
| ISSN: | 1300-915X |
| Abstract: | This study aimed to examine the digital game addiction levels, usage habits, and technology exposure patterns of primary school students in relation to demographic variables such as gender, age, family structure, and duration of daily technology use. The research was conducted using a quantitative design based on a descriptive survey model to identify existing conditions and reveal the relationships among key variables. The study group consisted of 150 students enrolled in the 3rd, 4th, and 5th grades of a private primary school in the Turkish Republic of Northern Cyprus (TRNC) during the 2023-2024 academic year. Data were collected using a researcher-developed Personal Information Form and the "Computer Game Addiction Scale for Children." Nonparametric statistical analyses were employed due to non-normal data distribution, including Kruskal-Wallis and Mann-Whitney U tests, with significance set at p < 0.05. The findings revealed that more than half of the participants (55.6%) used technological devices between one and three hours per day, while 9.2% reported daily use exceeding ten hours. The most common purpose of technology use was playing games (37.9%), followed by social media use (16.3%) and watching videos (14.4%). Statistical analysis showed a significant relationship between daily technology use duration and digital game addiction scores. Students who used technology for ten or more hours per day exhibited markedly higher addiction levels than other groups. Moreover, technology used primarily for entertainment purposes--especially gaming--was found to be associated with higher addiction scores compared to educational use such as completing homework. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494480 |
| Database: | ERIC |
| Abstract: | This study aimed to examine the digital game addiction levels, usage habits, and technology exposure patterns of primary school students in relation to demographic variables such as gender, age, family structure, and duration of daily technology use. The research was conducted using a quantitative design based on a descriptive survey model to identify existing conditions and reveal the relationships among key variables. The study group consisted of 150 students enrolled in the 3rd, 4th, and 5th grades of a private primary school in the Turkish Republic of Northern Cyprus (TRNC) during the 2023-2024 academic year. Data were collected using a researcher-developed Personal Information Form and the "Computer Game Addiction Scale for Children." Nonparametric statistical analyses were employed due to non-normal data distribution, including Kruskal-Wallis and Mann-Whitney U tests, with significance set at p < 0.05. The findings revealed that more than half of the participants (55.6%) used technological devices between one and three hours per day, while 9.2% reported daily use exceeding ten hours. The most common purpose of technology use was playing games (37.9%), followed by social media use (16.3%) and watching videos (14.4%). Statistical analysis showed a significant relationship between daily technology use duration and digital game addiction scores. Students who used technology for ten or more hours per day exhibited markedly higher addiction levels than other groups. Moreover, technology used primarily for entertainment purposes--especially gaming--was found to be associated with higher addiction scores compared to educational use such as completing homework. |
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| ISSN: | 1300-915X |
