The Relationship Between Secondary School Students' Digital Game Addictions and Their Responsibilities Toward Learning

Abstract

This study aimed to examine the relationship between secondary school students' digital game addiction and their responsibility levels toward learning. The sample of the study consisted of 369 eighth-grade students enrolled during the 2024-2025 academic year. In data collection, scales to measure digital game addiction and responsibility toward learning for children were used. The study was conducted using a correlational survey model. It was concluded that the average levels of digital game addiction were at a risky level. It was also found that digital game addiction differed statistically based on the gender variable, with boys being more addicted to digital games. The average levels of responsibility toward learning were found to be high. Furthermore, it was concluded that responsibility toward learning did not differ statistically in a significant way based on the gender variable. A negative and moderate statistically significant relationship was found between digital game addiction and responsibility toward learning. As middle school students' digital game addiction increases, their responsibility toward learning decreases. In addition, it was determined that digital game addiction has a predictive effect on responsibility toward learning. © 2025 IEEE.