An examination of the effects of digital game and social media addiction on academic achievement and social skills in 3rd and 4th grade primary school students

The main purpose of this study is to examine the effects of digital game and social media addiction on academic achievement and social skills among 3rd and 4th grade primary school students. The research was conducted using the causal-comparative model, one of the quantitative research designs. The sample consisted of a total of 410 students from 3rd and 4th grades of six randomly selected primary schools located in the city center of Kahramanmaraş, selected through random sampling. Data were collected in the second semester of the 2024–2025 academic year using the Social Media Addiction Scale, Digital Game Addiction Scale, Social Skills Scale, and Reading Comprehension Achievement Tests. In the analysis, One-Way ANOVA and Tukey test were used to determine differences among three or more groups; independent samples t-test was used for two-group variables. In cases where parametric assumptions were not met, the Kruskal-Wallis H test was applied. Pearson correlation analysis was conducted to examine relationships between variables, and multiple linear regression analysis was used to determine predictive power. The results revealed that students generally showed high levels of digital game and social media addiction, and these addictions negatively impacted both academic achievement and social skills. The majority of participants fell into the risky or mildly risky group regarding digital game addiction, and moderate levels of social media addiction were also common. As addiction levels increased, reading comprehension and social skills scores decreased significantly and gradually. Students without addiction had the highest scores in both areas, while those in the addiction groups scored the lowest. Correlation analyses showed strong negative relationships between both types of addiction and the key skills measured. A positive correlation was also found between reading comprehension and social skills—students with higher academic achievement also exhibited higher social skill levels. Regression analyses indicated that both digital game and social media addictions significantly predicted academic achievement and social skills. Notably, social media addiction had a stronger negative impact on social skills, while digital game addiction more strongly affected academic performance. Based on these findings, it is recommended that teachers incorporate digital awareness activities in the classroom and use practices that support reading and social development. Families should set limits on children's digital usage, foster reading habits at home, and model responsible digital behavior. Researchers are advised to conduct longitudinal, comparative, and intervention-based studies focusing on the academic and social impacts of digital addiction. Keywords: Primary education, digital game addiction, social media addiction, academic achievement, social skills.