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کد مقاله : ICTEDU-1602-1775 (R1) بازدید : 243 صفحه: 23 - 37

نوع مقاله: پژوهشی

تأثیر بازی‎های رایانه‎ای بر سلامت روان دانش‎آموزان دوره متوسطه شهر گرگان

محورهای موضوعی : فن‎آوری اطلاعات

ترانه عنایتی 1 (دانشیار گروه علوم تربیتی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران)
کلثوم بینات 2 (کارشناس ارشد تکنولوژی آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران)

تاریخ دریافت : 1394/12/08 تاریخ پذیرش : 1395/11/14 تاریخ انتشار : 1395/08/01

کلید واژه: سلامت روان, بازی&lrm, های رایانه&lrm, ای, افسردگی, وضعیت جسمانی, اضطراب و اختلالات خواب, اختلال در کنش اجتماعی,

چکیده مقاله :

هدف از انجام این تحقیق، شناسایی تأثیر استفاده از بازی های رایانه ای توسط دانش آموزان دوره متوسطه بر سلامت روان آنها می‎باشد. این تحقیق با استفاده از روش پس رویدادی انجام گرفت. جامعه آماری آن شامل کلیه دانش آموزان دوره متوسطه گرگان بود. حجم نمونه، با استفاده از فرمول کوکران، ۴۵۶ نفر محاسبه گردید. جهت انتخاب نمونه، ابتدا با استفاده از روش نمونه گیری خوشه ای از میان نقاط چهارگانه مدارس متوسطه شهر گرگان، چند مدرسه به صورت تصادفی به عنوان خوشه انتخاب شدند و سپس، متناسب با جمعیت آماری هر مدرسه (بر حسب جنسیت و جمعیت دانش آموزان)، نمونه لازم به صورت تصادفی انتخاب گردید. ابزار گردآوری داده ها، پرسش‎نامه استاندارد سلامت عمومی GHQ28 در چهار بعد وضعیت جسمانی، اضطراب و اختلال خواب، میزان افسردگی و اختلال در کنش اجتماعی بود. داده‎ها با استفاده از روش‎های آمار توصیفی و آمار استنباطی شامل آزمون‎های تی گروه‎های مستقل و آزمون تحلیل واریانس یک طرفه تجزیه و تحلیل شد. نتایج به دست آمده نشان داد که بازی های رایانه ای بر وضعیت جسمانی دانش آموزان مؤثر است، ولی تأثیری بر اضطراب و اختلالات خواب، میزان افسردگی، اختلال در کنش اجتماعی و در کل سلامت روانی دانش آموزان ندارد. هم‎چنین، در مقایسه ویژگی‎های جمعیت شناختی، بین وضعیت جسمانی، اضطراب و اختلال خواب و سلامت روان (در کل) دانش آموزان دختر و پسر تفاوت معنادار بود، ولی بر اساس پایه تحصیلی دانش‎آموزان، تفاوت معناداری به دست نیامد.

چکیده انگلیسی:

The present study aims to investigate the effect of computer games on the mental health of the high school students. This study was ex post facto. The statistical population included all high school students in Gorgan. Using Cochran formula, the sample was estimated 456 individuals. To select the sample, first, some schools were randomly selected as a cluster among the four districts of the secondary schools in Gorgan using cluster sampling and then the needed sample was randomly selected according to the population of any school (based on the students' gender and population). Data collection tools were the Standard General Health questionnaire GHQ28 in four dimensions of somatic symptoms, anxiety and insomnia, depression level, and social dysfunction. The data was analyzed using descriptive and inferential statistics including independent t-test and one way ANOVA. The obtained results showed that computer games affect the students' somatic symptoms, but they don't affect the students' anxiety and insomnia, depression level, social dysfunction and in general, their mental health. Furthermore, in comparing the demographic variables, there was a significant difference between the female and male students with regard to their somatic symptoms, anxiety and insomnia, and mental health (overall); however, no significant difference was found based on their educational level.

منابع و مأخذ:


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_||_

  1. Afrooz, G. (2001). Computer Assisted Instruction (CAI) impact on education in Tehran in 2004. M.A. Thesis, Allameh Tabatabai University. (in Persian).
    2.
  2. Ahmadi, S. (1998). Social effects of computer games on the third grade male students in Isfahan in 1997-98. M.A. Thesis, Isfahan University. (in Persian).
    3.
  3. Doran, B. (2001). Investigate the relationship between computer games and social skills of male high school students in Tehran. M.A. Thesis, Faculty of Education and Psychology, University of Tehran. (in Persian).
    4.
  4. Funk, J. B. (2001). Children and violent video games: Are there “high risk” players? Retrieved January 20, 2009, from http://culturalpolicy.uchicago.edu/conf 2001/papers/funk1.html
    5.
  5. Funk, J. B., Buchman, D. D., Flores, G., & Germann, J. N. (1999). Rating electronic games: Violence is in the eye of the beholder. Youth & Society, 30(30), 283-312.
    6.
  6. Ganter, B. (2004). The effects of computer games on children (Translated by Poor Abedi Naeeni, H.). Tehran: Javaneh Roshd. (in Persian).
    7.
  7. Ghatrifi, M. (2005). The effect of computer games on mental health and academic performance of boys and girls of secondary school students in Tehran. M.A. Thesis, Faculty of Psychology and Educational Sciences, Tarbiat Moallem University. (in Persian).
    8.
  8. Gillespie, R. M. (2002). The physical impact of computers and electronic game use on children and adolescents, a review of current literature. Work, 18(3), 249-259. PMID 12441565.
    9.
  9. Griffiths, M. D., & Hunt, N. (1998). Dependence on computer games by adolescents. Psychological Reports, 82, 475-480.
    10.
  10. Hooman, A. (1997). Standardization and normalization of general health questionnaire on undergraduates of Tarbiat Moallem University. Educational Research Institute of Tarbiat Moallem University. (in Persian).
    11.
  11. Jadidian, A. A., Sharifi, H. P., & Ganji, H. (2012). Examine the meta-analysis effect of violent and non-violent games on aggressive feelings and behaviours. Information and Communication Technology in Educational Sciences, 2(3), 107-127. (in Persian).
    12.
  12. Johnson, J. E., Christie, J. F., & Yawkey, T. D. (1999). Play and early childhood development (2nd Ed.). New York: Longman.
    13.
  13. Klein, R. G. (2004). Effects of high methylphenidate doses on the cognitive performance of hyperactive children. Bratisl Lek Listy, 92(11), 534-539.
    14.
  14. Lisi, R. D., & Wolford, J. L. (2002). Improving chidren’s mental rotation accuracy with computer game playing. The Journal of Genetic Psychology, 163(3), 272-282.
    15.
  15. Manteghi, M. (2007). Parents guide of communication technologies of computer-video games. Tehran: Abed. (in Persian).
    16.
  16. Provenzo, E. F. (1991). Video kids: Making sense of Nintendo. Cambridge, MA: Harvard University Press.
    17.
  17. Rideout, V. J., Vandewater, E. A., & Wartella, E. A. (2003). Zero to six: Electronic media in the lives of infants, toddlers and preschoolers. Retrieved February 23, 2009, from http://www.kff.org/entmedia/378.cfm
    18.
  18. Saffarian Hamedani, S., Abdollahi, M., Daeizade, H., & Bayat, Y. (2013). The relationship between the amount of playing computer games and students’ mental health and academic performance. Information and Communication Technology in Educational Sciences, 3(3(11)), 5-20. (in Persian).
    19.
  19. Shahroodi, T. (2009). Children, teenagers and mothers' point of view about social effects of computer games. M.A. Thesis, Islamic Azad University, Karaj Branch. (in Persian).
    20.
  20. Shamloo, S. (2014). Psychological health. Tehran: Roshd. (in Persian).
    21.
  21. Squire, K. (2003). Video games in education. Journal of Intelligent Simulations and Gaming, (2)1. Retrieved February 23, 2009, from http://website.education.wisc.edu /kdsquire/tenure-files/39-squire-IJIS.pdf
    22.

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