Examination of digital game addiction, social-emotional-moral development and digital game experiences of primary school fourth grade students

In this study, it was aimed to examine the relationship between digital game addictions and social emotional and moral development of fourth grade primary school students and to reveal children's digital game experiences in detail. In the quantitative phase of the study, which was conducted with mixed method and exploratory sequential design, 1124 fourth grade students were included; In the qualitative phase, 49 fourth grade students were reached. In the quantitative phase, data were collected with Hazar and Hazar's (2017) "Digital Game Addiction Scale for Children" and Bozgun and Baytemir's (2019) "Social-Emotional and Moral Development Scale". In the qualitative phase, a semi-structured interview form created by the researcher was used. Collected data through statistical package program; It was analyzed with descriptive statistics, t test, one-way analysis of variance (ANOVA), Tukey, Bonferronni, Tamhane and Pearson Correlation analyses. In the analysis of qualitative data, content analysis supported by descriptive statistics was performed. As a result of the research, it was seen that there was a negative and moderately significant relationship between students' digital game addictions and their social, emotional and moral development. It was concluded that students are in the risk group in terms of digital game addiction, students and boys who spend a lot of time on digital games during the day have higher digital game addiction, but digital game addiction does not differ according to age, number of siblings, parental education level, monthly income level and parental working status. Has been reached. It was also concluded that digital game addiction does not show a significant difference depending on whether children have their own room or internet connection at home. It has been observed that when students are offered suitable options, they prefer children's games instead of digital games, students often play children's games with their friends apart from digital games, and families want children's games to be played instead of digital games. It has been observed that students pay attention to the content, effects, game design and various other criteria when choosing digital games, and that digital games affect students both positively and negatively. The results were discussed considering the literature, and some suggestions were offered to families, educators and researchers.