BİLGİSAYAR OYUNLARININ ÇOCUKLARIN SALDIRGANLIK DÜZEYLERINE ETKİSİNİN İNCELENMESİ

Bu araştırmada bilgisayar oyunlarının ilkokul ve ortaokul düzeylerine öğrencilerinin amaçlanmıştır. İlişkisel tarama modeli niteliğinde olan araştırmanın örneklemini Edirne'de bulunan farklı sosyo-ekonomik düzeyi temsil eden, dokuz resmi ilkokul ve ortaokulda öğrenim gören 4. sınıf ve 5. sınıfta olmak üzere toplam 484 öğrenci oluşturmuştur. Araştırmada öğrenciler, aileler ve öğrencilerin bilgisayar oyunu oynamaya ilişkin durumları hakkındaki bazı genel bilgileri elde etmek amacıyla araştırmacılar tarafından hazırlanan "Genel Bilgi Formu" ve öğrencilerin saldırganlık düzeyini belirlemek amacıyla Buss ve Perry (2000) tarafından hazırlanan ve Can (2002) tarafından Türkçe'ye uyarlanan "Saldırganlık Düzey Ölçeği" kullanılmıştır. Araştırmada, öğrencierin %37,8'inin şiddet içerikli bilgisayar oyunu oynadıklarını, %62,2'sinin şiddet içerikli bilgisayar oyunu oynamadıkları belirlenmiştir. Ancak öğrencilere şiddet içerikli olan/olmayan bilgisayar oyunlarının isimleri sunulup, oynadıkları oyunları işaretlemeleri istendiğinde, öğrencilerin %35,75'inin şiddet içerikli bilgisayar oyunu oynamadığı, %64,25'inin ise şiddet içerikli bilgisayar oyunu oynadığı saptanmıştır. Yani öğrencilerin belirttiklerinin aksine oynadıkları bilgisayar oyunlarının şiddet içerikli olup olmadığının farkında olmadıkları saptanmıştır. Bunun yanı sıra öğrencilerin %90,1'i ebeveynlerinin bilgisayar oyunu oynama konusunda kural koyduklarını, %9,9'u da ebeveynlerinin bilgisayar oyunu oynama konusunda kural koymadıklarını ifade etmişlerdir. da yüksek olduğu, sadece sözel saldırganlık boyutunda anlamlı bir farklılık olmadığı bulunmuştur

STUDY OF EFFECTS OF COMPUTER GAMES ON AGGRESSION LEVEL OF CHILDREN

This study aims to examine the effects of computer games on aggression level of primary and secondary school students. Relational scanning model was used and study sample comprised 484 students with different socio-economic level from 4th and 5th grade of nine primary and secondary schools in Edirne. 231 of the students are girls (52,3 %) while 253 are boys (47,7 %). 50,2 % are 4th grades and 49,85 % are 5th grades. The study involved “General Information Form” designed by researchers in order to obtain general information about children, families and students’ playing status and “Aggression Scale” designed by Buss and Perry (2000) in order to detect aggression level of students and adapted to Turkish by Can (2002). Data obtained from General Information Form and Aggression Scale were analyzed on SPSS 16.0 statistic program and tested on 0.05 significance level. Besides, sub-dimension scores were formed by taking average of total and sub-dimension scores instead of taking them as a whole. Data from General Information Form were assessed according to their frequency and distribution percentage. Independent group t-test was used while comparing students’ “Aggression Scale” scores with variables in “General Information Form”. One of the important findings of the study is that 301 students (62,20 %) reported that they did not play computer games with violent content and 183 students (37,80 %) reported that they did. However, when students were given the names of computer games with/without violent content and asked to mark the ones that they played, it was found that 173 students (35,75 %) did not play computer games with violent content and 311 students (64,25 %) students played. Thus, it was detected that children did not realize that their games involved violent content. Here, the family has the important role. 90,1 % of the students in this study stated that their parents set rules on their plays while 9,9 % reported that their parents set no rules on computer games. However, the reason of this remarkable conflict may be the fact that these rules are rather related to duration and parents do not bring limitation on the type and content of the games.According to independent t-test results, aggression level of students was found to be high in total and sub-dimensions according to playing status reported by students. Besides, it was found that aggression level of students was high in sum and sub-dimensions according to whether they played computer games with and without content while there was not a significant difference only in verbal aggression dimension. STRUCTURED ABSTRACT Digital games including subtypes such as console games, computer games and online games (Gürcan et al., 2008), interactive and communicative aspects of entertainment offered by the games (Gürcan et al., 2008) significantly increase the frequency and prevalence that children and youngsters use this media (Kars, 2010). Researchers have begun to question what kind of effects this rapid popularization of computer games have on children and youngsters. Many studies have found that computer games have numerous positive and negative effects depending on purpose, duration and content of the game (Setzer & Duckett,1994; Smith, 2004; Doğusoy ve İnal, 2006; Anderson & Prot, 2011; Buckley & Anderson, 2006; Carnagey, Anderson & Bushman, 2007; Horzum, 2011). The fact that many popular games around the world have violent content (Buckley & Anderson, 2006) and influence aggression level of children negatively gave rise to numerous international studies (Sherry, 2001; Anderson & Bushman, 2002; Anderson & Prot, 2011; Setzer & Duckett, 1994; Robinson, Wilde, Navracruz, Haydel & Varady, 2001; Barlett & Rodeheffer, 2009; Mathews vd., 2005; Kelleci, 2008; Akarcalı, 1996; Minov & LaMay, 1995; Arriaga, Esteves, Carneiro & Monteiro, 2006; Çetinkaya, 1991). However, studies on this issue are very limited in Turkey although these computers are as prevalent as in the world, have violent content and negative effects on youngsters (Dilekmen, Ada and Alver, 2011; Samancı, 2006). Therefore, studies on the effects of computer games on children’s violence and aggression level are needed in Turkey. Thus, this study aims to examine the effects of computer games on aggression level of primary and secondary school students in order to suggest precautions for the families and create a social awareness and fill the scientific research gap in the country. Relational scanning model was used and study sample comprised 484 students with different socio-economic level from 4th and 5th grade of nine primary and secondary schools in Edirne. 231 of the students are girls (52,3 %) while 253 are boys (47,7 %). 50,2 % are 4th grades and 49,85 % are 5th grades. The study involved “General Information Form” designed by researchers in order to obtain general information about children, families and students’ playing status and “Aggression Scale” designed by Buss and Perry (2000) in order to detect aggression level of students and adapted to Turkish by Can (2002). Data obtained from General Information Form and Aggression Scale were analyzed on SPSS 16.0 statistic program and tested on 0.05 significance level. Besides, subdimension scores were formed by taking average of total and subdimension scores instead of taking them as a whole. Data from General Information Form were assessed according to their frequency and distribution percentage. Independent group t-test was used while comparing students’ “Aggression Scale” scores with variables in “General Information Form”. One of the important findings of the study is that 301 students (62,20 %) reported that they did not play computer games with violent content and 183 students (37,80 %) reported that they did. However, when students were given the names of computer games with/without violent content and asked to mark the ones that they played, it was found that 173 students (35,75 %) did not play computer games with violent content and 311 students (64,25 %) students played. Thus, it was detected that children did not realize that their games involved violent content. Here, the family has the important role. 90,1 % of the students in this study stated that their parents set rules on their plays while 9,9 % reported that their parents set no rules on computer games. However, the reason of this remarkable conflict may be the fact that these rules are rather related to duration and parents do not bring limitation on the type and content of the games. According to independent t-test results, aggression level of students was found to be high in total and sub-dimensions according to playing status reported by students. Besides, it was found that aggression level of students was high in sum and sub-dimensions according to whether they played computer games with and without content while there was not a significant difference only in verbal aggression dimension. Rising level of violence may stem from continuous exposure of the child to scenes of violence. The child who is continuously exposed to scenes of violence in computer games may be affected and begin to display this type of behaviors (aggressive behavior). In a study by Anderson & Bushman (2001) on the effects of violent content on aggression, it was stated that being exposed to violent behavior caused and increased aggressive behavior. Anderson (2010) stated in a study that there was a significant relationship between aggressive behavior, emphasizing that being exposed to violence through computer games and that being exposed to violence makes children and youngsters more likely to be physically aggressive toward another person. According to Kağıtçıbaşı (2006), seeing continuously scenes with aggressive behavior may cause aggressive behavior. Kirsh (2006) also relates effect of violent content on aggression to status of exposure to violence. Sherry (2001) emphasized in a study that aggression level of children increased simultaneously with violence level of the game. He stated that the situation might rather be explained with social learning theory. It was emphasized that computer games with violent content may cause aggressive behavior as individuals adopt and practice what they see on the scene. According to literature, computer games with violent content are effective in establishment of aggressive behavior in children, as the findings of this study suggest (Erşan, Süer ve Alcı, 2012; Çetinkaya, 1991; Escobar-Chaves, Kelder & Orpinas, 2002; Gunter, 1998; Merttürk, 2005;Polman, Castro & Aken, 2008; Anderson & Morrow, 1995; Anderson 1997; Anderson, 2000a; Anderson, 2000b; Bartholow & Anderson, 2002; Anderson, 2002; Kirsh, 2003; Bushman & Anderson, 2002; Anderson & Murphy, 2003; Anderson, 2003b; Gentile & Anderson, 2003; Anderson, 2004; Carnagey & Anderson, 2004; Gentile & Anderson, 2006a; Buckley & Anderson, 2006; Gentile & Anderson, 2006b; Anderson vd., 2008; Swing & Anderson, 2008; DeWall & Anderson, 2011). According to the findings from the studies, parents must realize that computer games with violent content cause their children display aggressive behavior and take necessary precautions

PDF

___

ACHTMAN, R. L., GREEN, C. S. & BAVELİER, D. (2008). Video Games As a Tool to Train Visual Skills. Restorative Neurologyand Neuroscience, Special Issue on Visual System Damageand Plasticity, 26, (4-5), 435-446.
AKARCALI, S. (1996). Televizyon ve Şiddet. Yeni Türkiye, 11, 553-560.
AKÇAY, D. ve ÖZCEBE, H. (2012). Okul Öncesi Eğitim Alan Çocukların ve Ailelerinin Bilgisayar Oyunu Oynama Alışkanlıklarının Değerlendirilmesi, Çocuk Dergisi, 12 (2), 66-71.
ANDERSON, C. A. & MORROW, M. (1995). Competitive Aggression Without Interaction: Effects of Competitive Versus Cooperative Instructions on Aggressive Behavior In Video Games. Personality and Social Psychology Bulletin, 21, 1020-1030.
ANDERSON, C. A. (1997). Effects of Violent Movies and Trait Hostility on Hostile Feelings and Aggressive Thoughts. Aggressive Behavior, 23, 161-178.
ANDERSON, C. A. (2000a). Violence and Aggression. A. E. Kazdin (Ed.), Encyclopedia of Psychology, 8, (pp. 162-169). New York ve Washington D.C.: Oxford University and The American Psychological Association.
ANDERSON, C. A. (2000b). Violent Video Games Increase Aggression and Violence. U.S. Senate Committee on Commerce, Science, and Transportation Hearing on "The Impact of Interactive Violence on Children." Tuesday, March 21, 2000.
ANDERSON, C. A. & Dill, K. E. (2000). Video Games and Aggressive Thoughts, Feelings, and Behavior in the Laboratory and In Life. Journal of Personality and Social Psychology, 78, 772-790.
ANDERSON, C. A. & BUSHMAN, B. J. (2001). Effects of Violent Video Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Aehavior: A Meta-Analytic Review of the Scientific Literature. Psychological Science, 12, 353-359.
ANDERSON, C. A. (2002). Aggression. Article in E. Borgatta (Ed.), The Encyclopedia of Sociology, Revised Edition, New York: MacMillan.
ANDERSON, C. A. & BUSHMAN, B. J. (2002). Human Aggression. Annual Review of Psychology, 53, 27-51.
ANDERSON, C. A. & MURPHY, C. R. (2003). Violent Video Games and Aggressive Behavior in Young Women. Aggressive Behavior, 29, 423-429.
ANDERSON, C. A. (2003a). Video games and aggressive behavior. In D. Ravitch and J.P. Viteritti (eds.), Kid Stuff: Marketing Sex and Violence to America's Children (pp. 143-167). Baltimore, MD: Johns Hopkins University
ANDERSON, C. A. (2003b). Violent Video Games: Myths, Facts, and Unanswered Questions. Psychological Science Agenda: Science Briefs, 165, 1-3.
ANDERSON, C. A. (2004). An Update on the Effects of Violent Video Games. Journal of Adolescence, 27, 113-122.
ARRİAGA, P., ESTEVES, F., CARNERİO, P. & MONTEİRO, M. B. (2006). Violent Computer Games and Their Effects On State Hostility and Physiological Arousal. Aggressive Behavior, 32, 357-371.
ANDERSON, C. A., GENTİLE, D. A. & BUCKLEY, K. E. (2007). Violent Video Game Effects on Children and Adolescents: Theory, Research, and Public Policy. London, UK: Oxford University.
ANDERSON, C. A., SAKAMOTO, A., GENTİLE, D. A., Ihori, N., Shibuya, A., Yukawa, S., Naito, M. & Kobayashi, K. (2008). Longitudinal Effects of Violent Video Games Aggression in Japan and the United States. Pediatrics, 122, 1067-1072.
ANDERSON, C. A. (2010). Violent Video Games and Other Media Violence (Part I). Pediatrics for Parents, 26, (1-2), 28-30.
ANDERSON, C. A., SHİBUYA, A., IHORİ, N., SWİNG, E. L., BUSHMAN, B. J., SAKAMOTO, A., ROTHSTEİN, H. R. & SALEEM, M. (2010). Violent Video Game Effects on Aggression, Empathy, and Prosocial Behavior in Eastern and Western Countries. Psychological Bulletin, 136, 151-173.
ANDERSON, C. A. & PROT, S. (2011). Effects of Playing Violent Video Games. M. Paludi (Eds.), The Psychology of Teen Violence and Victimization, 2, pp. 41-70. Santa Barbara, CA: Praeger.
ASAGEM, (2008). İnternet Kullanımı ve Aile Araştırması.(Rapor no. bilim serisi 133.). Ankara. Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü.
AZİZ, A. ve ÇELİKKAYA, G. (2005). Şiddet İçeren Bilgisayar Oyunlarının Ergenlik Çağındaki Gençler Üzerindeki Etkisi. Com 422 Kitle İletişim Araştırmaları Yeditepe Üniversitesi İletişim Fakültesi Radyo- TV- Sinema Bölümü, İstanbul.
BARLETT C. P. & RODEHEFFER C. (2009). Effects of Realism on Extended Violent and Nonviolent Video Game Play on Aggressive Thoughts, Feelings, And Physiological Arousal. Aggress Behavior, 35, (3), 213-24.
BARTHOLOW, B. D. & ANDERSON, C. A. (2002). Effects of Violent Video Games on Aggressive Behavior: Potential Sex Differences. Journal of Experimental Social Psychology, 38, 283- 290.
BERKOWİTZ, L. (1984). Some effects of thoughts on anti- and prosocial influences of media events: A cognitive-neoassociationistic analysis. Psychological Bulletin, 95, (3), 410-427.
BİLGİ, A. (2005). Bilgisayar Oyunu Oynayan ve Oynamayan İlköğretim Öğrencilerinin Saldırganlık, Depresyon Ve Yalnızlık Düzeylerinin İncelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi/Eğitim Bilimleri Enstitüsü Eğitim Bilimleri Anabilim Dalı/Rehberlik ve Psikolojik Danışmanlık Bilim Dalı, İstanbul.
BUCKLEY, K. E. & ANDERSON, C. A. (2006). A Theoretical Model of the Effects and Consequences of Playing Video Games. P. Vorderer & J. Bryant (Eds.), Playing Video Games - Motives, Responses, and Consequences (pp. 363-378). Mahwah, NJ: LEA.
BURLESON, W. (2005). Developing creativity, motivation, and self-actualization with learning systems. International Journal of Human-Computer Studies, 63,436-451.
BUSHMAN, B. J. & ANDERSON, C. A. (2002). Violent Video Games and Hostile Expectations: A Test of the General Aggression Model. Personality and Social Psychology Bulletin, 28, 1679-1686.
BUSS, A. H. & PERRY, M. P. (1992). The Aggression Questionnaire. Journal of Personalıty and Socıal Psychology, 63, 452-459.
CAN, S. (2002). “Aggression Questionnaire” Adlı Ölçeğin Türk Popülasyonunda Geçerlilik ve Güvenilirlik Çalışması. (Yayımlanmamış Uzmanlık Tezi), Gülhane Askeri Tıp Akademisi/Haydarpaşa Eğitim Hastanesi/Ruh Sağlığı ve Hastalıkları Servis Şefliği, İstanbul.
CARNAGEY, N. L. & ANDERSON, C. A. (2003). Theory in the study of media violence: The General Aggression Model. D. Gentile (Ed.), Media Violence and Children, (pp. 87-106). Westport, CT: Praeger.
CARNAGEY, N. L., EUBANKS, J., FLANAGAN, M., ANDERSON, C. A., BENJAMİN, A. J. & VALENTİNE, J. C. (2004). Violent Video Games: Specific Effects of Violent Content on Aggressive Thoughts and Behavior. Advances in Experimental Social Psychology, 36, 199- 249.
CARNAGEY, N. L. & ANDERSON, C. A. (2004). Violent Video Game Exposure and Aggression: A literature Review. Minerva Psichiatrica, 45, 1-18.
CARNAGEY, N. L., ANDERSON, C. A. & BUSHMAN, B.J. (2007). The Effect of Video Game Violence on Physiological Desensitization to Real-Life Violence. Journal of Experimental Social Psychology, 43, 489-496.
CASTEL, A. D., PRATT, J. & DRUMMOND, E. (2005). The Effects of Action Video Game Experience on the Time Course of İnhibition of Returnand the Efficiency of Visual Search. Acta Psychologica, 119, 217-230.
CESARONE, B. (1994). Video Games and Children. ERIC Digest 2015.02.03 http://files.eric.ed.gov/fulltext/E D365477.pdf
CHAN, P. A. & RABİNOWİTZ, T. (2006). A Cross-Sectional Analysis of Video Games and Attention Deficit Hyperactivity Disorder Symptoms in Adolescents. Annals of General Psychiatry, 5, (16).
CHERMACK, S., BERMAN, M. & TAYLOR, S. (1997). Effects of Provocation on Emotions and Aggression in Males. Aggressive Behavior, 23, 1-10.
CRİCK, N. R. & DODGE, K. A. (1996). Social İnformation-Processing Mechanisms in Reacticve and Proactive Aggression. Child Development, 67, (3), 993–1002.
ÇETİNKAYA, H. (1991). Video Oyunlarının Çocuklarda Saldırganlığa Etkisi. (Yayınlanmamış Yüksek Lisans Tezi), Hacettepe Üniversitesi/Sosyal Bilimleri Enstitüsü, Ankara.
DEWALL, C. N. & ANDERSON, C. A. (2011). The General Aggression Model. P. Shaver & M. Mikulincer (Eds.), Human Aggression and Violence: Causes, Manifestations, and Consequences, (pp. 15-33). Washington, DC: APA.
DİLEKMEN, M., ADA, Ş. ve ALVER, B. (2011). İlköğretim II. Kademe Öğrencilerinin Saldırganlık Özellikleri. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10, (2), 927-944.
DOĞUSOY, B. ve İNAL Y. (2006). Çok Kullanıcılı Bilgisayar Oyunlarıyla Öğrenme. Erişim tarihi: 02.10.2014. http://simge.metu.edu.tr/conferences/cok_kullanicili_oyunlarla_ogrenme.pdf
DOLU, O., BÜKER, H. ve ULUDAĞ, Ş. (2010). Şiddet İçerikli Video Oyunlarının Çocuklar ve Gençler Üzerindeki Etkileri: Saldirganlik, Şiddet ve Suça Dair Bir Değerlendirme. Adli Bilimler Dergisi, 9, (4) 54-75.
ERDUR-BAKER, Ö., YERİN-GÜNERİ, O. ve AKBABA-ALTUN, S. Bilgi ve İletişim Teknolojileri Çocukları ve Gençleri Nasıl Etkiliyor? Unicef tarafından düzenlenen Uluslararası Katılımlı Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınabilecek Tedbirler 1. Şiddet ve Okul Sempozyumu, 28-31 Mart 2006, İstanbul, Türkiye.
ERŞAN, E., SÜER, N. ve ALCI, B. İlköğretim İkinci Kademe Öğrencilerinin Saldırganlık Düzeylerinin Şiddet İçerikli Bilgisayar Oyunu Oynayıp Oynamamalarına Göre İncelenmesi. 4. International Congress of Educational Reseach, 4-7 Mayıs 2012, Yıldız Teknik Üniversitesi, İstanbul, Türkiye.
ESCOBAR-CHAVES, S. L., KELDER, S. & ORPİNAS, P. (2002). The Relationship Between Violent Video Games, Acculturation, and Aggression Among Latino Adolescents. Biomedica, 22, 398-406.
ESGİN, E., AKSAYA, H., KIRÇALI, O., DİREK, A. ve KILIÇ, M. (2011). Elektronik Oyunlara Olan İlginin Etkenlerinin Tespiti ve Piyasadaki Eğitsel Oyunların Özellikleri ile Karşılaştırılması. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10, (4), 1291-1310.
EU Kids Online (21.10.2010). Avrupa Çevrimiçi Çocuklar Araştırma Projesi Erişim Tarihi: 11.10.2011 http://eukidsonline.metu.edu.tr/,2010.
EVCİN, S. (2010). Bilgisayar Oyunlarının İlköğretim İkinci Kademe Öğrencilerinin Saldırganlık Eğilimine Etkisinin İncelenmesi. (Yayımlanmamış Yüksek Lisans Tezi), Maltepe Üniversitesi/Sosyal Bilimler Enstitüsü/Psikoloji Anabilim Dalı, İstanbul.
FENG, J., SPENCE, I. & PRATT, J. (2007). Playing an Action Video Game Reduces Gender Differencesin Spatial Cognition. Psychological Science, 18, (10), 850–855.
FUNK, J. B., HAGAN, J. D. & SCHİMMİNG, J. L. (1999). Children and Electronic Games: A Comparison of Parent and Child Perceptions of Children’s Habits and Preferences in a United States Sample. Psychological Reports, 85, 883–888.
GENTİLE, D. A. & ANDERSON, C. A. (2003). Violent Video Games: The Newest Media Violence Hazard. D. Gentile (Ed.), Media Violence and Children, (pp. 131-152). Westport, CT: Praeger.
GENTİLE, D.A., & ANDERSON, C.A. (2006a). Video Games. N. J. Salkind (Ed.), Encyclopedia of Human Development, 3, 1303-1307. Thousand Oaks, CA: Sage Publications.
GENTİLE, D.A., & ANDERSON, C.A. (2006b). Violent Video Games: Effects on Youth and Public Policy Implications. N. Dowd, D. G. Singer, & R. F. Wilson (Eds.), Handbook of Children, Culture, and Violence (pp. 225-246). Thousand Oaks, CA: Sage.
GENTİLE, D. A., SALEEM, M. & ANDERSON, C. A. (2007). Public Policy and the Effects of Media Violence on Children. Social Issues and Policy Review, 1, 15-61.
GENTİLE, D. A. (2009). Pathological Video Game Use Among Youth 8 to 18: A National Study. Psychological Science, 20, 594-602.
GRAHAM S. & KYLE M. (2008). Language Learners & Computer Games: From Space Invaders to Second Life. TESL-EJ, 11, (4)
GUNTER, B. (1998). The Effects of Video Games on Children: the Myth Unmasked Sheffiel. United Kingdom: Sheffiel Academic 92.
GÜNEY, K. (2008). Aileleri İstanbul Ümraniye İlçesine Göç Etmiş İlköğretim Birinci Sınıf Öğrencilerinin Saldırganlık Düzeylerinin İncelenmesi. (Yayımlanmamış Yüksek Lisans Tezi), Marmara Üniversitesi/Eğitim Bilimleri Enstitüsü/İlköğretim Ana Bilim Dalı/Sınıf Öğretmenliği Bilim Dalı, İstanbul.
GÜRCAN, A., ÖZHAN, S. ve Uslu, R. (2008). Dijital Oyunlar ve Çocuklar Üzerine Etkisi. Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü, Ankara.
HORZUM, M. B. (2011). İlköğretim Öğrencilerinin Bilgisayar Oyunu Bağımlılık Düzeylerini çeşitli Değişkenler Açısından İncelenmesi. Eğitim ve Bilim Dergisi. 30. (159).
HSU, S. H., WEN, M. & Wu, M. (2009). Exploring User Experiences as Predictors of MMORP Gaddiction. Computers & Education, 53, 3, 990-999
İNAL, Y. ve KİRAZ, E. (2008). Bilgisayar Oyunları İdeoloji İçerir Mi? Eğitsel ve Ticari Oyunlara Bakış. Türk Eğitim Bilimleri Dergisi, 6, (3), 523-544.
İŞÇİBAŞI, Y. (2011). Bilgisayar, İnternet ve Video Oyunları Arasında Çocuklar. Selçuk İletişim Dergisi, 7, (1), 122-130.
KAĞITÇIBAŞI, Ç. (2006). Yeni İnsan ve İnsanlar. (10. Basım). İstanbul: Evrim.
KARASAR, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
KARS, G. B. (2010). Şiddet İçerikli Bilgisayar Oyunlarının Çocuklarda Saldırganlığa Etkisi. (Yayımlanmamış Yüksek Lisans Tezi), Ankara Üniversitesi/Sağlık Bilimleri Enstitüsü/Disiplinler Arası Adli Tıp Anabilim Dalı, Ankara.
KELLECİ, M. (2008). İnternet, Cep Telefonu, Bilgisayar Oyunlarının Çocuk ve Gençlerin Ruh Sağlığına Etkileri. TAF Prev Med Bulliten, 7, (3), 253-256.
KIRAN, Ö. (2011). Şiddet İçeren Bilgisayar Oyunlarının Ortaöğretim Gençliği Üzerindeki Etkileri (Samsun İli Örneği). (Yayımlanmamış Yüksek Lisans Tezi), Ondokuzmayıs Üniversitesi/Sosyal Bilimler Enstitüsü/Felsefe ve Din Bilimleri Anabilim Dalı, Samsun.
KİRSH, S. J. (2003). The Effects of Violent Video Games on Adolescents The Overlooked Influence of Development. Aggress Violent Behavior. 8, 377–389.
KİRSH, S. J. (2006). Children, Adolescentens and Media Violence: A Critical Look At The Research. London: Sage.
LİN, G. H. C., TSAİ, T. K. W. & CHİEN, P. S. C. Computer Games Functioning as Motivation Stimulants International Conference on Computer Assisted Language Learning (CALL) in 2011 Date: Nov. 5, 2011 Location: Yunlin, Taiwan
MARKEY, P. M. & SCHERER, K. (2009). An Examination of Psychoticism and Motion Capture Controls As Moderators of the Effects of Violent Video Games. Computers in Human Behavior. Computers in Human Behavior, 25, (2), 407-411.
MATHEWS, V. P., KRONENBERGER, W. G., WANG, Y., LURİTO, J. T., LOWE, M. J. & DUNN, D. W. (2005). Media Violence Exposure and Frontal Lobe Activation Measured by Functional Magnetic Resonance İmaging in Aggressive and Nonaggressive Adolescents. Journal of Computer Assisted Tomography, 29, 287–292.
MERTTÜRK, R. (2005). Bilgisayar Oyunu Oynayan İlköğretim Öğrencilerinin Saldırganlık, Depresyon ve Yalnızlık Düzeylerinin İncelenmesi. (Yayınlanmamış Yüksek Lisans Tezi), Yeditepe Üniversitesi İstanbul.
MİNOV & LAMAY (1995). Abondoned In The Wastelend:Children, Television And The First Amendment. New York:Hill and Wang.
ÖZTÜTÜNCÜ DOĞAN, F. (2006). Video Games and Children: Violence in Video Games New/Yeni Symposium Journal. 44. (4), 161-164.
PEPE, K. (2011). A Study on the Playing of Computer Games, Class Success and Attitudes of Parents to Primary School Students. Educational Research and Reviews Vol. 6, (9), 657-663.
POLMAN, H., CASTRO, B. O. & AKEN, M. (2008). Experimental Study of the Differential Effects of Playing Versus Watching Violent Video Games on Children’s Aggressive Behavior. Aggressive Behavior, 34, 256- 264.
RİDEOUT, V. J., FOEHR, U. G. & ROBERTS, D. F. (2010). Generation M2 Media In the Lives of 8- to18-Year Olds. Menlo Park, CA: Kaiser Family Foundation.
ROBİNSON, T. N., WİLDE, M. L., NAVRACRUZ, L. C., HAYDEL, K. F. & VARADY, A. (2001). Effects of Reducing Children's Television and Video Game Use on Aggressive Behavior A Randomized Controlled Trial. Arch Pediatr Adolesc Med, 155, 17-23.
SACKS, D. P., BUSHMAN, B. J. & ANDERSON, C. A. (2011). Do Violent Video Games Harm Children? Comparing the Scientific Amicus Curiae "Experts" In Brown V. Entertainment Merchants Association. Northwestern University Law Review Colloquy, 106, 1-12.
SAMANCI, O. Şiddet İçerikli Bilgisayar Oyunlarının İlköğretim Öğrencileri Üzerindeki Etkileri. Unicef Uluslararası Katılımlı 1. Şiddet ve Okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınabilecek Tedbirler sempozyumu. sunulmuştur, 28-31 Mart 2006, İstanbul.
SETZER, V. W. & DUCKETT, G. E. The Rısks To Chıldren Usıng Electronıc Games . Asia Pacific Information Technology in Training and Education Conference and Exhibition, 28 June - 2 July 1994, Brisbane, Australia:
SHARİF, I. & SARGENT, J. D. (2006). Association Between Television, Movie, and Video Game Exposure and School Performance. Pediatrics, 118, (4), 1061-1070.
SHERRY, J. L. (2001). The Effects of Violent Video Games on Aggression A Meta-Analysis International Human Communication, 27, (3), 409-431
SMİTH, G. (2004). How do Computer Games Affect Your Children? Eğitim Araştırmaları Dergisi, 17. Ankara: Anı.
SUBRAHMANYAM, K., KRAUT, R. E. GREENFİELD, P. M. & GROSS, E. F. (2000). The Impact of Home Computer Use on Children’s Activities and Development The Future of Children. Chıldren And Computer Technology, 10, (2).
SWAN, R. H. (2010). Feed Forward As an Active Principle of Engagement in Computer Games. R. Van Eck (Ed.), Gaming and Cognition: Theories and Perspectives from the Learning Sciences, (pp. 108-136). Hershey, PA: IGI Global.
SWİNG, E. L. & ANDERSON, C. A. (2008). How and what do video games teach? In T. Willoughby and E. Wood (Eds.), Children's Learning in a Digital World, (64-84). Oxford, UK: Blackwell. SWİNG, E. L., GENTİLE, D. A., ANDERSON, C. A. & WALSH, D. A. (2010). Television and Video Game Exposure and the Development of Attention Problems. Pediatrics, 126, 214- 221.
TOKSÖZ, M. R. (1999). Yeni Bir Medya Türü Olarak Etkileşimli Bilgisayar Oyunları. (Yayımlanmamış Yüksek Lisans Tezi), Ankara Üniversitesi/Sosyal Bilimler Enstitüsü, Ankara.
ULUÇAY Ç. (2013). Şiddet İçerikli Bilgisayar Oyunlarinin Çocuklar Üzerindeki Etkileri. Eğitimde Yansımalar Dergisi, 34.
VESSEY, A. J., YIM-CHIPLIS, P. K. & MACKENZIE, N. R. (1998). Effectes of Television Viewing on Children’s Development. Pediatric Nursing Jurnal, 23. (5), 483–486.