Investigation of the relationship between digital game addiction and responsibilities of learning and studying of 4th grade students of primary school

The current study aims to investigate the relationship between digital game addiction and the responsibilities of learning and studying among 4th grade primary school children. It has also examined whether this relationship between variables differed by gender, and educational status of mother and father, or not. Besides, it is observed whether the score of digital game addiction was predicted by the responsibilities of learning and studying scores. Participants of the study which is conducted as a relational (correlational) scanning model will be 676 primary school students (4th grade) which have been in Nizip, Gaziantep. Demographic information form, Digital Game Addiction Scale for Children, and Responsibilities of Learning and Study Scale were given to the participants during data collection. Descriptive statistics, t-test, one-way analysis of variance (ANOVA), Pearson Product-Moment Correlation test, linear regression analysis, and multiple linear regression analysis were conducted to analyze the data via SPSS 20.0. As a result of this study, the digital game addiction of the students was revealed at the level of "low-risk", while their responsibilities of learning and studying were found level of "good". According to the result of the analysis which is conducted to analyze the subgoals of the study, it was observed that digital game addiction scores and the responsibilities of learning and studying scores of the students differed significantly in terms of gender. Furthermore, digital game addiction and responsibilities of learning and studying scores of the students did not differ in terms of the educational status of the mother. Whereas their scores were significantly different in terms of the educational level of fathers only in the digital game addiction's subscale which is "the development of tolerance during game time and value attributed to the game". In other words, it was revealed that students whose fathers graduated from primary school were significantly different from the students whose father graduated from university, in favor of primary school graduates. Furthermore, it was detected that there was a moderate, negative, and significant relationship between score averages of digital game addiction and responsibilities of learning and study; score averages of digital game addiction significantly predicted score averages of responsibilities of learning and studying. Also, 19,8% of the scores of responsibilities of learning and studying were explained by their scores of digital game addiction. Consequently, it can be suggested that as the digital game addiction of students increases, their responsibilities of learning and studying will decrease significantly. In conclusion, the findings from this research prove that digital game addiction has a significant impact on learning and working responsibility. In this context, it has been seen that it is necessary to protect children and adolescents from the negative effects of digital game addiction. Keywords: Digital game addiction, responsibilities of learning and studying, responsibility in terms of learning, digital game, learning, 4th grade primary school.