Analysis of Athletes ' Views on Digital Games

2021 ◽  
Vol 15 (11) ◽  
pp. 3206-3213
Author(s):  
Mikail Tel
Keyword(s):  
Mobile Phones ◽  
Research Group ◽  
Social Life ◽  
Female Athletes ◽  
Digital Games ◽  
Digital Game ◽  
Game Play ◽  
Online Questionnaire ◽  
Desktop Computer ◽  
Significant Difference

The aim of this research is to determine athletes ' views on digital games and to determine their relationship to certain variables. 1521 (927 male, 594 female) athletes who continue their activities in different branches constitute the sample of the research. The research is in the screening model and has a descriptive quality. As a data collection tool, an online questionnaire was applied in which participants' demographic information, frequency of game play, the duration of game play with either mobile phone and desktop computer, and their digital game play status were surveyed. The data was analyzed using the SPSS statistical package program and the significance level was accepted as p<0.05. As a result, 60.9% of the research group were male, 35.5% were between the ages of 21 and 30, 59.2% were students, and 61.5% were undergraduates or graduates. 36.9% of participants were observed to play sports between 1-5 years, 27.5% were observed to play sports between 6-10 years, and 62.9% of them still continued their sports activities as athletes. In the study, it was determined that athletes played games in moderate frequency and preferred to play games at higher rates, daily, using their mobile phones. Participants expressed that they liked to play games and wanted to play again when they were successful in those games. Athletes stated that games are addictive, games with violent elements negatively affect people, and while excessive gameplay negatively affects social life, games also help them to relieve their boredom. They believe that games which are played with friends and family, etc. improved social skills, and they noted that games can be used for educational purposes, and that playing games helps them learn something new, but is mostly effective in filling out free time. Athletes also noted that they did not believe that playing digital games improved their athletic abilities specific to their sport in any way. A statistically significant difference was found when athletes' views on gender and digital games were examined. It was determined that there were statistically significant differences according to age, profession, year of playing sports, level in sports branch, frequency of playing games, duration of playing games with mobile phones, duration of playing games with computers, and that there were no statistically significant difference according to educational status. As a result, it was determined that the athletes in the research group played digital games with medium frequency and liked to play games. We believe that it will be useful for athletes to use digital games, the internet and social media to develop their skills in their branch of sports. Keywords: Digital game, sports and Digital Game, athletes and digital game.

The older player of digital games: A classification based on perceived need satisfaction

2014 ◽  
Vol 39 (1) ◽  
Author(s):  
Bob De Schutter ◽  
Steven Malliet
Keyword(s):  
Older Adults ◽  
Video Games ◽  
Qualitative Study ◽  
Digital Games ◽  
Need Satisfaction ◽  
Digital Game ◽  
Game Play ◽  
Perceived Need ◽  
Freedom Fighters ◽  
Larger Sample

AbstractThe current study aims to integrate the findings of previous research on the use of video games by older adults by applying the Uses & Gratifications (U&GT) paradigm (Blumler and Katz, 1974). A qualitative study was performed with 35 participants aged between 50 and 74, who were selected from a larger sample of 213. Based upon their primary playing motives and the gratifications they obtain from digital game play, a classification was developed, resulting in five categories of older adults who actively play games: “time wasters”, “freedom fighters”, “compensators”, “value seekers” and “ludophiles”.

Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

2013 ◽  
Vol 3 (2) ◽  
pp. 36-54 ◽  
Author(s):  
André R. Denham
Keyword(s):  
Conceptual Understanding ◽  
Strategy Instruction ◽  
Digital Game ◽  
Game Play ◽  
Multiplication Facts ◽  
Instructional Content ◽  
Narrow View ◽  
Significant Difference ◽  
Concurrent Development ◽  
Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

scholarly journals Exploring factors related to college student expertise in digital games and their relationships to academics

2017 ◽  
Vol 9 (1) ◽  
pp. 28-36
Author(s):  
Karla R. Hamlen
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Latent Variables ◽  
Digital Games ◽  
Personal Control ◽  
Success Factor ◽  
Academic Outcome ◽  
Digital Game ◽  
Game Play ◽  
Subject Specific

AbstractDigital game play is a common pastime among college students and monopolizes a great deal of time for many students. Researchers have previously investigated relationships between subject-specific game play and academics, but this study fulfills a need for research focusing on entertainment game strategies and how they relate to strategies and success in other contexts. Utilizing a survey of 191 undergraduate students, the goal was to investigate students’ digital game play habits, strategies, and beliefs that predict gaming expertise, and to determine if these relate to academic success. Factor analysis revealed three latent variables that predict expertise: dedication, solo mastery, and strategic play. Multiple regression analysis was used to determine whether these three components could also predict academic outcome variables. Findings point to the absence of a relationship between these variables and academic GPA, but to the presence of a tentative relationship between confidence in game play and confidence in personal control over academic success.

scholarly journals The Relationship Between the Digital Game Dependence and Violence Tendency Levels of High School Students

2020 ◽  
Vol 13 (8) ◽  
pp. 118
Author(s):  
Battal Göldağ
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Games ◽  
Simple Random Sampling ◽  
Mobile Internet ◽  
Digital Game ◽  
School Students ◽  
Game Addiction ◽  
Significant Difference ◽  
The Relationship

The aim of this study is to investigate the relationship between digital game dependence levels and violence tendency levels of high school students. In the present research, relational survey model has been used. The population of the study consists of 9th, 10th, 11th grade students in the high schools in Battalgazi and Yeşilyurt districts of Malatya in the spring term of 2018-2019 academic year. Simple random sampling method has been used for our sample selection. Digital Game Addiction Scale (DGAS-7) was used to determine the level of digital game addiction, and Violence Tendency Scale (VRS) was used to determine the levels of violence tendency. DGAS-7 was developed by Lemmens et al. (2009). To determine the problematic digital game behaviors of adolescents between the ages of 12-18. It has been developed by Haskan and Yıldırım to measure the tendency of violence among adolescents. According to the results obtained in our research; according to the monotetic format, 4.6% of the students participating in the research were addicted to digital games, while 95.4% were not dependent. According to the polythetic format, while 21.7% is addicted to digital games, 78.3% is not addicted. There was a statistically significant difference between female and male students in terms of digital game addiction and violence tendency in favor of female students. There was also a significant difference between the levels of digital game addiction and violence tendency according to mobile phone ownership. This difference is in favor of students who do not have mobile phones. There has been a statistically significant difference between the levels of digital game addiction in favor of the students who do not have mobile internet connection, but no significant difference has been found between the levels of violence tendency. There has been a statistically significant difference between non-dependent students in terms of violent tendency levels in terms of digital game addiction in monotetic and polythetic format. The level of violence tendency of non-dependent students is lower than that of dependent students. There has been a statistically significant difference between digital game addiction levels and violence tendency levels according to the duration of digital game play. This difference is in favor of students who play less time in a day. There has been a positive and moderate relationship between digital game addiction levels and violence tendency levels.

Moral Choices in Digital Games

2020 ◽  
pp. 707-724
Author(s):  
Cleve Graver ◽  
Fran C. Blumberg
Keyword(s):  
Real World ◽  
Digital Games ◽  
Moral Judgments ◽  
Digital Game ◽  
Game Play ◽  
Game World ◽  
Moral Decisions ◽  
Theoretical Perspectives ◽  
Growing Body ◽  
Moral Choices

Digital game play is increasingly acknowledged as an activity in which moral decisions are made. Research to date has largely addressed decisions pertaining to transgressions despite opportunities for prosocial moral choices. These decisions range from relatively benign acts of cheating to gain advantage within a game to the more egregious infliction of physical harm on virtual others to advance one’s goals. Research examining the ramifications of these transgressions as they apply to perceptions of game play and to real-world behaviors is still relatively new and largely studied among undergraduate participants. We survey this growing body of work with consideration of the theoretical perspectives that have been used to frame it and the factors, such as game narrative and mode of play, that have been identified as impacting players’ moral judgments and choices in the digital game world.

Advergamers

2017 ◽  
pp. 79-95
Author(s):  
Veysel Çakmak
Keyword(s):  
Virtual Environments ◽  
Mobile Phones ◽  
Digital Games ◽  
Digital Game ◽  
Tablet Pc ◽  
Game World ◽  
The World

Digital game world consists of limitless number of interactive platforms which appeal to the dreams of the players and where they feel comfortable. Especially young individuals are grown up under the influence of those platforms such as computers, television, mobile phones, and tablet pc. On the contrary to the generally known game addictiveness, it is a motivating instrument which develops their imaginary. Digital games are the virtual environments where their imagination develops. Digital games are the virtual environments where people form an interaction with computers or each other through a program. The player may play games against the computer by himself as well as he may play against other people in any region of the world. As seen in every field, advertising has also found a wide publicity in this field. In this study, the advergames and their interactions with game advertisement narration will be discussed.

Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

2015 ◽  
pp. 290-309
Author(s):  
André R. Denham
Keyword(s):  
Conceptual Understanding ◽  
Strategy Instruction ◽  
Digital Game ◽  
Game Play ◽  
Multiplication Facts ◽  
Instructional Content ◽  
Narrow View ◽  
Significant Difference ◽  
Concurrent Development ◽  
Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

Uncovering young children’s transformative digital game play through the exploration of three-year-old children’s cases

2017 ◽  
Vol 18 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Youn Jung Huh
Keyword(s):  
Young Children ◽  
Real Life ◽  
Physical Space ◽  
Digital Games ◽  
Virtual Space ◽  
Learning Tools ◽  
Digital Game ◽  
Game Play ◽  
Everyday Lives ◽  
Digital World

In contrast to studies focusing on digital games as learning tools, this study shows how young children use digital games as a means of facilitating spontaneous play in their everyday lives. This article highlights how 4 three-year-old children’s play with digital games revealed their ability to create new forms of play by mixing their digital game play and other play in real life. In addition, this study shows various examples of young children breaking game boundaries (e.g. rule-breaking; using virtual space as a source for their spontaneous play; navigating between virtual and physical space for their play) in their digital game playing. This finding suggests that digital games do not entirely change or displace other practices in early childhood, but young children’s digital game play is very closely related to their spontaneous play as it occurs in their everyday lives. Young children are agentic and capable users of digital technologies, incorporating the digital world for their own purposes.

DGIST: a digital game for international students' adjustment

2014 ◽  
Vol 11 (1) ◽  
pp. 15-31
Author(s):  
Maryam Bisadi ◽  
Alton Y.K. Chua
Keyword(s):  
International Students ◽  
Information Needs ◽  
International Student ◽  
Digital Games ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Digital Game ◽  
Content Type ◽  
Related Information ◽  
Significant Difference

Purpose – This paper aims to explore the use of digital game to help international student to acquire adjustment-related information. Design/methodology/approach – The study introduces a digital game called Digital Game for International Student Training (DGIST) which is intended to satisfy important aspects of international students' information needs. To evaluate the efficacy of DGIST, a before-and-after with control experimental design was adopted. The experimental group students were exposed to DGIST, while the control group was given a paper-based document. A total of 80 participants were involved in the study. They were from nine different countries with average age of 26. The analysis of covariance was used to analyze the data collected. Findings – Statistical analyses reveal that there was a significant difference between DGIST and paper-based document in helping international students acquire adjustment-related information on post-test score. Originality/value – Although digital games have been developed for various subject areas, little attention has been focused on using digital games to address international students' adjustment issues. This paper thus represents a step towards an uncharted research territory.

scholarly journals Children’s Digital Game Addiction and Opinions About Their Parents’ Playing Digital Games ( A Mixed Method Study)

2018 ◽  
Vol 7 (1) ◽  
pp. 85 ◽  
Author(s):  
Zekihan Hazar
Keyword(s):  
Mixed Method ◽  
Family Relations ◽  
Digital Games ◽  
Educational Status ◽  
Game Playing ◽  
Mixed Method Research ◽  
Digital Game ◽  
Game Addiction ◽  
Significant Difference ◽  
High Level

The purpose of this research is to review the level of children's digital game playing addiction and to evaluate their opinions on the parents playing digital games. In the 2017-2018 academic year, the students of the Şehit Ramazan Konuş secondary school affiliated to the Niğde Provincial Directorate of National Education constitute the universe of the research. 246 students who were chosen according to the method of typical case sampling constituted the sampling of the research. "Mixed method research" has been adopted as a research model and "Explanatory Design" has been used as a mixed method research design.In this direction; the "Digital Game Addiction Scale for Children" developed by Hazar and Hazar was applied in 2017 in the quantitative part of the study. In the qualitative section, interviews were made with 14 participants, 7 females and 7 males, who had high level of addiction and who regularly played digital games, participated in the research voluntarily. The data were analyzed by content analysis and descriptive analysis.The data obtained for the study were analyzed primarily through the SPSS 24 packet program. According to the results of this analysis, participants were found to have statistically significant difference in gender, age, and parents’ playing and not playing digital games, while it was seen that there was no statistically significant difference. Whether they had a sportsman license, whether or not internet access was available at their residence, and parents' educational status variables In the qualitative analysis of the research, 8 themes and sub-themes related to this theme were formed.As a result; it is a striking result that the dependency of the participants with digital game playing parents and weak family relations is higher than the other participants. The high level of addiction of the participants with an athlete license is a noteworthy finding.

Sign in / Sign up

Export Citation Format

Share Document