The Impact of Digital Games on Ninth Graders with Academic Pressure－A Case Study of a Junior High School in New Taipei City
| Autor: | Chang, Jia-Yun, 張嘉芸 |
|---|---|
| Rok vydání: | 2012 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 The study adopted qualitative research method to understand the academic pressure in the surveying students, their usage of digital games, parental attitude towards digital games, the relationship between academic performance and digital games, and the impact of playing digital games on academic pressure. The above five research purposes are intended as pilot studies of digital games and academic pressure related studies in the future. The study subjects comprised 119 students from three classes of ninth graders in one junior high school in New Taipei City. The students were issued with a questionnaire on “The Scale for Academic Pressure in Junior High School Students” and forty students with higher academic pressure were selected, followed by taking another questionnaire on “The Scale for Digital Games Involvement.” A total of twelve students with high involvement of digital games were further selected, who took the semi-structured in-depth interview. The interview data attained were coded and organized to analyze the impact of digital games on surveying students with academic pressure. The following shows the results from the data of twelve participating students: 1. Perception to Academic Pressure: There were 4 participating students could not find the goal for achievement and suffered significant pressure from academics. There were 8 students who held medium or above medium academic performance, who cared more about the perception from the teachers, students, families, or even their relatives, whose academic pressure was also higher. Additionally, there were 8 students whose parents emphasize more on academic performance. Such students tend to pay more attention to academic pressure and hold more goals in life. There were four students whose parents do not constrain on academic performance will yield students with lower perception for academic pressure and less goals in life. 2. Situations for Playing Digital Games: The researcher discovered that 11 students started access to digital games since elementary school with only one student started playing digital games at junior highs school. The majority of students play digital games at home. In terms of the types of digital games, the boys like to play shooting games while the girls like to play trivia games or puzzle games. The proportion of digital games accounts for 50% or more of leisure entertainment. The participating students tend to get into impetuous mood with stuffiness and boredom when they could not play the digital games for one week. The participating students are likely to find many advantages from digital games, including the sense of attribution, perception of teamwork, sharing common topics with peers, and brain training. 3. Parental Attitudes towards Digital Game Playing: There were 4 of the participating students whose families do not limit the time period for playing digital games, who do not have conflicts with the parents or perceive pressure from playing digital games. There were 7 students whose families set time limit for digital game playing and most of the students are limited to one hour per day. As long as they students abide by the time limit, they tend to face less conflict with the families and smaller pressure when playing digital games. Only one family forbids the students to play digital games and the student often engages in conflict with the parents while facing great pressure when playing digital games. 4. Relationship Between Academic Performance and Digital Games: There were eight students who believe that playing digital games will affect their academic performance. Six students have reduced the time on playing digital games in preparation of academics. Five students choose to play digital games when they receive poor academic performance. There were two students who would play digital games to ease stress from examinations when they perform poorly. There were seven students who believe that the result of digital game playing would not affect their efficiency for academic study. 5. Impact of Digital Games on Academic Pressure: There were 4 students who believe that playing digital game can ease academic pressure. Nonetheless, one student played digital games without permission before completing the study plan faced even greater pressure because he faced double pressure from existing academic pressure and discovery by parents after playing the games. There was one student who spends too much time on digital games and believes that his academic performance is being affected. There were three students who continue to play digital games despite that they are aware of the impact on academic performance from playing digital games. Such student could play digital games when being invited by the peers, and hence faces with greater pressure as he or she plays long due to interpersonal pressure. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|