Üniversite Öğrencilerinin Fiziksel Aktiviteye Katılım Motivasyonları, Dijital Oyun Oynama Tutumları ve Problem Çözme Düzeyleri Arasındaki İlişki / The Relationship Between University Students’ Physical Activity Participation Motivation, Digital Gaming Attitudes, and Problem-Solving Skills

Arıkan Ektirici

doi:10.19160/e-ijer.1257874

EN TR

The Relationship Between University Students’ Physical Activity Participation Motivation, Digital Gaming Attitudes, and Problem-Solving Skills / Üniversite Öğrencilerinin Fiziksel Aktiviteye Katılım Motivasyonları, Dijital Oyun Oynama Tutumları ve Problem Çözme Düzeyleri Arasındaki İlişki

Abstract

The aim of this study was to investigate the relationship between university students’ physical activity participation motivation, dijital gaming attitude and problem-solving skills. The study included 272 students from the Faculty of Sports Sciences (187 men and 85 women) who were chosen using a simple random sampling. Physical Acitivity Participation Motivation Scale developed by Tekkurşun Demir and Cicioğlu (2018), Digital Gaming Attitude Scale developed by Tekkurşun Demir and Bozkurt (2019) and Problem-Solving Inventory developed by Heppner and Petersen (1982) and adapted into Turkish by Şahin et al. (1993) were used as data collection tools. Frequency, percentage, mean, Pearson correlation coefficient, and multiple linear regression were used to analyse the data. The Cronbach’s Alpha values were calculated as .91 for physical activity participation motivation scale, .85 for digital gaming attitude scale, and .83 for problem solving inventory. The results of Pearson correlation analysis showed a negative significant relationship between physical activity participation motivation and digital gaming attitudes; a positive significant relationship between physical activity participation motivation and problem-solving skills; and a negative significant relationship between digital gaming attitudes and problem-solving skills. Multiple linear regression conducted led to the conclusion that digital gaming attitudes and physical activity participation motivation together predicted problem-solving levels. As the motivation to participate in physical activity increases, the attitude of playing digital games decreases; As the attitude to play digital games increases, problem solving levels decrease and as the motivation to participate in physical activity increases, problem solving levels increase. A well-planned physical exercise method can be claimed to be useful in developing students' problem-solving skills.

Keywords

Üniversite Öğrencilerinin Fiziksel Aktiviteye Katılım Motivasyonları, Dijital Oyun Oynama Tutumları ve Problem Çözme Düzeyleri Arasındaki İlişki / The Relationship Between University Students’ Physical Activity Participation Motivation, Digital Gaming Attitudes, and Problem-Solving Skills

Öz

Bu araştırmanın amacı, spor bilimleri fakültesi öğrencilerinin fiziksel aktiviteye katılım motivasyonları, dijital oyun oynama tutumları ve problem çözme düzeyleri arasındaki ilişkinin incelenmesidir. Bu araştırma, ilişkisel tarama modellerinden korelasyonel araştırma yöntemi ile desenlenmiştir. Araştırmaya, rastgele örnekleme yöntemlerinden basit tesadüfi örnekleme ile seçilen 272 (187 erkek, 85 kadın) spor bilimleri fakültesi öğrencisi katılmıştır. Araştırmada; Tekkurşun Demir ve Cicioğlu (2018) tarafından geliştirilen Fiziksel Aktiviteye Katılım Motivasyonu Ölçeği, Tekkurşun Demir ve Bozkurt (2019) tarafından geliştirilen Dijital Oyun Oynama Tutumu Ölçeği, Heppner ve Petersen (1982) tarafından geliştirilen ve Şahin, Şahin ve Heppner (1993) tarafından Türkçeye uyarlanan Problem Çözme Envanteri kullanılmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, Pearson momentler çarpımı korelasyonu ve çoklu doğrusal regresyon kullanılmıştır. Cronbach Alpha değerleri fiziksel aktiviteye katılım motivasyonu ölçeği için .91, dijital oyun oynama tutumu ölçeği için .85 ve problem çözme envanteri için .83 olarak hesaplanmıştır. Pearson momentler çarpımı korelasyonu analizi sonuçlarına göre fiziksel aktiviteye katılım motivasyonu ile dijital oyun oynama tutumu arasında negatif yönlik anlamlı bir ilişki; fiziksel aktiviteye katılım motivasyonu ile problem çözme becerileri arasında negatif yönlü anlamlı bir ilişki ve dijital oyun oynama tutumu ile problem çözme becerileri arasında pozitif yönlü anlamlı bir ilişki tespit edilmiştir. Çoklu doğrusal regresyon analizi sonuçlarına göre ise fiziksel aktiviteye katılımın ve dijital oyun oynama tutumlarının birlikte problem çözme düzeylerini yordadığı saptanmıştır. Fiziksel aktiviteye katılım motivasyonu arttıkça dijital oyun oynama tutumu düşmekte; dijital oyun oynama tutumu arttıkça problem çözme düzeyleri düşmekte ve fiziksel aktiviteye katılım motivasyonu arttıkça problem çözme düzeyleri artmaktadır. İyi planlanmış fiziksel aktivite sürecinin, öğrencilerin problem çözme becerilerini geliştirmede etkili olduğu söylenebilir.

Anahtar Kelimeler

References

Aburezeq, K., & Kasik, L. (2021). The social problem solving inventory–revised as a measurement of individuals' social problems solving: review of modern literature. Romanian Journal of Psychological Studies, 9(1), 14-25.
Annetta, L. A. (2008). Video games in education: Why they should be used and how they are being used. Theory into practice, 47(3), 229-239. https://doi.org/10.1080/00405840802153940
Beck, M. M., Lind, R. R., Geertsen, S. S., Ritz, C., Lundbye-Jensen, J., & Wienecke, J. (2016). Motor-enriched learning activities can improve mathematical performance in preadolescent children. Frontiers in Human Neuroscience, 10, 645. https://doi.org/10.3389/fnhum.2016.00645
Beltekin, E., & Kuyulu, I. (2020). Relationship between digital game playing motivation and problem solving skill. Asian Journal of Education and Training, 6(2), 196-201. https://doi.org/10.20448/journal.522.2020.62.196.201
Biddiss, E., & Irwin, J. (2010). Active video games to promote physical activity in children and youth: a systematic review. Archives of Pediatrics & Adolescent Medicine, 164(7), 664-672. https://doi.org/doi:10.1001/archpediatrics.2010.104
Bushman, B. J., & Anderson, C. A. (2009). Comfortably numb: Desensitizing effects of violent media on helping others. Psychological Science, 20(3), 273-277.
Cichy, I., Kaczmarczyk, M., Wawrzyniak, S., Kruszwicka, A., Przybyla, T., Klichowski, M., & Rokita, A. (2020). Participating in physical classes using Eduball stimulates acquisition of mathematical knowledge and skills by primary school students. Frontiers in Psychology, 11: 2194. https://doi.org/10.3389/fpsyg.2020.02194
Chuang, T. Y., & Chen, W. F. (2007). Effect of digital games on children's cognitive achievement. Journal of Multimedia, 2(5), 27-30.

Çakır, H. (2013). Bilgisayar oyunlarına ilişkin ailelerin yaklaşımı ve öğrenci üzerindeki etkilerin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 138-150.
De Bruijn, A. G. M., Hartman, E., Kostons, D. D. N. M., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of Experimental Child Psychology, 167, 204-221. https://doi.org/10.1016/j.jecp.2017.10.010
Duncan, M. J., Wunderlich, K., Zhao, Y., & Faulkner, G. (2018). Walk this way: validity evidence of iphone health application step count in laboratory and free-living conditions. Journal of sports sciences, 36(15), 1695-1704. https://doi.org/10.1080/02640414.2017.1409855
Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & Education, 49(3), 873-890. https://doi.org/10.1016/j.compedu.2005.11.026
Edwardson, C. L., Henson, J., Bodicoat, D. H., Bakrania, K., Khunti, K., Davies, M. J., & Yates, T. (2021). Associations of reallocating sitting time with physical activity and changes in cardiometabolic risk factors: A longitudinal study using isotemporal substitution. International Journal of Behavioral Nutrition and Physical Activity, 18(1), 44. https://doi.org/10.1186/s12966-021-01108-8
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 475-501. https://doi.org/10.1177/1046878102238607
Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27(1), 5-22. https://doi.org/10.1016/j.adolescence.2003.10.002
Graf, D. L., Pratt, L. V., Hester, C. N., & Short, K. R. (2009). Playing active video games increases energy expenditure in children. Pediatrics, 124(2), 534-540. https://doi.org/10.1542/peds.2008-2851
Greco, G., Poli, L., Carvutto, R., Patti, A., Fischetti, F., & Cataldi, S. (2023). Effects of a complex physical activity program on children’s arithmetic problem solving and arithmetic reasoning abilities. European Journal of Investigation in Health, Psychology and Education, 13(1), 141-150. https://doi.org/10.3390/ejihpe13010010
Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534-537. https://doi.org/10.1038/nature01647
Griffiths, M. D. (2005) The therapeutic value of videogames. In J. Goldstein, J. Raessens (Eds.), Handbook of Computer Game Studies (pp. 161-171). Boston: MIT Press.
Güler, M. S., & Çakir, E. (2020). Analysis of the relationship between digital game playing motivation and physical activity. African Educational Research Journal, 8, 9-16.
Hallal, P. C., Victora, C. G., Azevedo, M. R., & Wells, J. C. (2006). Adolescent physical activity and health: a systematic review. Sports Medicine, 36, 1019-1030. https://doi.org/10.2165/00007256-200636120-00003
Harsha, D. W., & Berenson, G. S. (1995). The benefits of physical activity in childhood. The American Journal of The Medical Sciences, 310, 109-113.
Hazar, Z., Tekkurşun Demir, G., Namlı, S., & Türkeli, A. (2017). Ortaokul öğrencilerinin dijital oyun bağimliliği ve fiziksel aktivite düzeyleri arasindaki ilşkinin incelenmesi. Beden Eğitimi ve Spor Bilimleri Dergisi, 11(3), 320-332.
Heppner, P.P., & Petersen, C.H. (1982). The development and implications of a personal problem solving inventory. Journal of Conselling Psychology, 29, 66-75. https://doi.org/10.1037/0022-0167.29.1.66
Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature reviews neuroscience, 9(1), 58-65. https://doi.org/10.1038/nrn2298
Horzum, M. B., & Ayas, T., Balta, Ö. Ç. (2008) Çocuklar için bilgisayar oyun bağımlılığı ölçeği. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3, 76-88.
Irmak, A. Y., & Erdogan, S. (2016). Digital game addiction among adolescents and young adults: A current overview. Turkish Journal of Psychiatry, 27(2), 1-10.
Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International journal of behavioral nutrition and physical activity, 7(1), 1-16. https://doi.org/10.1186/1479-5868-7-40
Katzmarzyk, P. T. (2010). Physical activity, sedentary behavior, and health: paradigm paralysis or paradigm shift? Diabetes, 59(11), 2717-2725. https://doi.org/10.2337/db10-0822
Kaya, A. B. (2013). Çevrimiçi oyun bağımlılığı ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması (Yayımlanmamış yüksek lisans tezi) Eğitim Bilimleri Enstitüsü, Gaziosmanpaşa Üniversitesi, İstanbul.
Kebritchi, M. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 51(4), 1729-1743.
Kebritchi, M., Hirumi, A., ve Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. https://doi.org/10.1016/j.compedu.2010.02.007
Kıran, Ö. (2011). Şiddet içeren bilgisayar oyunlarının ortaöğretim gençliği üzerindeki etkileri (Yayımlanmamış yüksek lisans tezi) Sosyal Bilimleri Enstitüsü, Ondokuzmayıs Üniversitesi, Samsun.
Kiili, K. (2007). Foundation for problem‐based gaming. British journal of educational technology, 38(3), 394-404. https://doi.org/10.1111/j.1467-8535.2007.00704.x
Kolçak, S., & Çakır, E. (2022). Ortaokul öğrencilerinin dijital oyun oynama motivasyonunun fiziksel aktiviteye katılım motivasyonu üzerine etkisi. Research in Sport Education and Sciences, 24(4), 113-118. https://doi.org/10.5152/JPESS.2022.221635
Korkut, F. (2002). High school students’ problem-solving skills. Hacettepe University Education Faculty Journal, 22, 177-184.
Kumar, B., Robinson, R., & Till, S. (2015). Physical activity and health in adolescence. Clinical Medicine, 15(3), 267-272. https://doi.org/10.7861%2Fclinmedicine.15-3-267
Mandolesi, L., Polverino, A., Montuori, S., Foti, F., Ferraioli, G., Sorrentino, P., & Sorrentino, G. (2018). Effects of physical exercise on cognitive functioning and wellbeing: biological and psychological benefits. Frontiers in psychology, 509.
Martinez-Garza, M. M., Clark, D. B., Killingsworth, S. S., & Adams, D. M. (2018). Beyond fun: Pintrich, motivation to learn, and games for learning. In D. Russell, J. M. Laffley (Eds.), Gamification in Education: Breakthroughs in Research and Practice (pp. 32-65). Pennsylvania: IGI Global.
Mentzoni, R. A., Brunborg, G. S., Molde, H., Myrseth, H., Skouverøe, K. J. M., Hetland, J., & Pallesen, S. (2011). Problematic video game use: estimated prevalence and associations with mental and physical health. Cyberpsychology, Behavior, and Social Networking, 14(10), 591-596. https://doi.org/10.1089/cyber.2010.0260
Morfoniou, K., Voulgari, I., Sfyroera, M., & Gouscos, D. (2020,). Digital Games and the emergence of problem solving processes: International Conference on the Foundations of Digital Games. https://doi.org/10.1145/3402942.3402991
Namlı, S., & Tekkurşun Demir, G. (2020). The relationship between attitudes towards digital gaming and sports. Turkish Online Journal of Educational Technology-TOJET, 19(1), 40-52.
Orhan, E., Aktuğ, Z. B., & İbiş, S. (2018). Çocuklarda fiziksel aktivite seviyesi dijital oyun bağımlılığı ve dikkat düzeyleri arasındaki ilişkinin incelenmesi. Tarih Okulu Dergisi (TOD), 11(37-2), 447-469.
Owen, N., Healy, G. N., Matthews, C. E., & Dunstan, D. W. (2020). Too much sitting: The population health science of sedentary behavior. Exercise and Sport Sciences Reviews, 48(1), 18-25. https://doi.org/10.1249/JES.0000000000000217
Prot S., Anderson C. A., Gentile D. A., Brown S. C., & Swing E. L. (2014). The positive and negative effects of video game play. In: Jordan A., Romer D. (Eds.), Media and the wellbeing of children and adolescents (pp. 109-128). New York, NY: Oxford University Press.
Reiner, M., Niermann, C., Jekauc, D., & Woll, A. (2013). Long-term health benefits of physical activity–a systematic review of longitudinal studies. BMC Public Health, 13(1), 1-9. https://doi.org/10.1186/1471-2458-13-813
Saxena, S., Van Ommeren, M., Tang, K. C., & Armstrong, T. P. (2005). Mental health benefits of physical activity. Journal of Mental Health, 14(5), 445-451. https://doi.org/10.1080/09638230500270776
Scholes, S., & Mindell, J. (2012). Physical activity in adults. Health survey for England, 1(2), 1-49.
Sone, T., Kawachi, Y., Abe, C., Otomo, Y., Sung, Y. W., & Ogawa, S. (2017). Attitude and practice of physical activity and social problem-solving ability among university students. Environmental Health and Preventive Medicine, 22, 1-8. https://doi.org/10.1186/s12199-017-0625-8
Sothern, M. S., Loftin, M., Suskind, R. M., Udall, J. N., & Blecker, U. (1999). The health benefits of physical activity in children and adolescents: implications for chronic disease prevention. European Journal of Pediatrics, 158, 271-274. https://doi.org/10.1007/s004310051070
Şahin, N, Şahin, N. H., & Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17(4), 379-396. https://doi.org/10.1007/BF01177661
Tekkurşun Demir, G., & Bozkurt, T. M. (2019). Dijital oyun oynama tutumu ölçeği (dootö): Geçerlik ve güvenirlik çalışması. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 6(1), 1-18. http://dx.doi.org/10.33468/sbsebd.79
Tekkurşun Demir, G., & Cicioğlu, H. İ. (2018). Motivation Scale For Participation In Physical Activity (MSPPA): A study of validity and reliability. Journal of Human Sciences, 15(4), 2479-2492. https://doi.org/10.14687/jhs.v15i4.5585
Tekkurşun Demir, G., & Cicioğlu, H. (2019). Fiziksel aktiviteye katilim motivasyonu ile dijital oyun oynama motivasyonu arasindaki ilişkinin incelenmesi. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 3(17), 23-34. https://doi.org/10.33689/spormetre.522609
Tomporowski, P. D., Davis, C. L., & Miller, P. H. (2008). Exercise and children's intelligence, cognition, and academic achievement. Educational Psychology Review, 20(2), 111-131.
Toprakçı, E. (2017). Sınıf yönetimi. Pegem Akademi Yayınevi, 3.Baskı
Trout, J., & Christie, B. (2007). Interactive video games in physical education. Journal of Physical Education, Recreation & Dance, 78(5), 29-45. https://doi.org/10.1080/07303084.2007.10598021
Wack, E., & Tantleff-Dunn, S. (2009). Relationships between electronic game play, obesity, and psychosocial functioning in young men. CyberPsychology & Behavior, 12(2), 241-244. https://doi.org/10.1089/cpb.2008.0151
Warburton, D. E., Nicol, C. W., & Bredin, S. S. (2006). Health benefits of physical activity: the evidence. Cmaj, 174(6), 801-809. https://doi.org/10.1503/cmaj.051351
World Health Organization. (2022). Global Status Report on Physical Activity. https://www.who.int/publications/i/item/9789240059153
World Health Organization, T. (2010). Global recommendations on physical activity for health. World Health Organization.
Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377. https://doi.org/10.1016/j.compedu.2012.01.012
Yiğiter, K., & Bayazıt, B. (2013). Impact of the recreational physical activities on university students’ problem-solving skills and self-esteem in Turkey. European Online Journal of Natural and Social Sciences, 2(3), 424-429.

Details

Primary Language

Turkish

Subjects

Studies on Education

Journal Section

Research Article

Authors

Arıkan Ektirici ^*
0000-0002-1590-6687
Türkiye

Publication Date

June 30, 2023

Submission Date

February 28, 2023

Acceptance Date

May 3, 2023

Published in Issue

Year 1970 Volume: 14 Number: 3

DOI

https://doi.org/10.19160/e-ijer.1257874

IZ

https://izlik.org/JA53CT46HB

Cite

RIS / Bibtex

APA

Ektirici, A. (2023). Üniversite Öğrencilerinin Fiziksel Aktiviteye Katılım Motivasyonları, Dijital Oyun Oynama Tutumları ve Problem Çözme Düzeyleri Arasındaki İlişki / The Relationship Between University Students’ Physical Activity Participation Motivation, Digital Gaming Attitudes, and Problem-Solving Skills. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(3), 92-104. https://doi.org/10.19160/e-ijer.1257874