Title Utjecaj video igara na simptome ADHD poremećaja Title (english) Impact of video games on the symptoms of ADHD disorder Author Karla Stanić Mentor Daniela Cvitković (mentor)Committee member Daniela Cvitković (predsjednik povjerenstva)Committee member Ana Wagner Jakab (član povjerenstva)Committee member Damir Miholić (član povjerenstva)Granter University of Zagreb Defense date and country 2022-09-21, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Cilj ovoga rada bio je ispitati povezanost između vrste pojedinih videoigara te učestalosti igranja sa simptomima nepažnje, hiperaktivnosti i impulzivnosti i školskim uspjehom kod djece osnovnoškolske dobi s ADHD-om i djece tipičnog razvoja. U fokusu istraživanja nalaze se djeca s ADHD-om dok djeca tipičnog razvoja čine kontrolnu skupinu. Ispitanici (N=127), roditelji djece s ADHD poremećajem i djece tipičnog razvoja osnovnoškolske dobi, ispunili su online anketni upitnik koji je, uz sociodemografska pitanja, sadržavao i pitanja iz SNAP-IV skale procjene za nastavnike i roditelje te interna pitanja koja su ispitivala navike igranja videoigara kod djece osnovnoškolske dobi. U radu se koristio kvantitativni pristup obrade podataka.
Rezultati istraživanja ukazuju na to da se vrijeme igranja videoigara kod dječaka s ADHD poremećajem i dječaka tipičnog razvoja statistički značajno ne razlikuje već da u radnom danu obje skupine igrača provode prosječno 2 sata igrajući videoigre dok vikendom dječaci s ADHD-om videoigre igraju prosječno 2, a dječaci tipičnog razvoja prosječno 3 sata. Kod dječaka tipičnog razvoja utvrđena je statistički značajna pozitivna povezanost između intenziteta simptoma nepažnje i duljine igranja videoigara te statistički značajna negativna povezanost između duljine igranja videoigara i školskoga uspjeha dok kod dječaka s ADHD-om na navedenim varijablama nije pronađena nikakva statistički značajna povezanost. Obje skupine dječaka najčešće su igrale akcijske igre preživljavanja, zatim internetske igre s velikim brojem igrača (MMORPG) te sportske videoigre. Dječaci tipičnog razvoja koji su igrali videoigre s većim ovisničkim potencijalom, poput internetskih igara s velikim brojem igrača (MMORPG), imali su statistički značajno više rezultate na podskalama hiperaktivnosti i impulzivnosti SNAP-IV skale procjene dok kod dječaka s ADHD-om nije utvrđena nikakva statistički značajna razlika između rezultata na SNAP-IV skali procjene ovisno o vrsti igre koje su ovi dječaci najčešće igrali. Količina vremena koju su roditelji provodili ispred ekrana u prosječnom danu u njihovo slobodno vrijeme nije bila statistički značajno povezana s količinom vremena koju su njihova djeca provodila ispred ekrana u radnom danu i vikendom.
Unatoč jedinstvenosti na prostoru Republike Hrvatske, rezultate ovog istraživanja potrebno je tumačiti s dozom opreza s obzirom na njegova brojna ograničenja. Kao takvo, ovo istraživanje može roditeljima približiti problematiku svijeta videoigara te biti poticaj svim stručnjacima u čijem su fokusu djeca da nastave istraživati ovu temu.
Abstract (english) The aim of this work was to investigate the connection between the types of individual video games and the frequency of playing and the symptoms of inattention, hyperactivity and impulsivity and school performance in children with ADHD and those with typical development. The research focus is on children with ADHD, while children with typical development form the control group. Respondents (N=127), parents of children with ADHD and typically developing children of elementary school age, filled out an online questionnaire that, in addition to sociodemographic questions, also contained questions from the SNAP-IV assessment scale for teachers and parents and internal questions that examined habits playing video games in primary school children. The paper used a quantitative approach to data processing.
The results of the research indicate that the time spent playing video games in boys with ADHD and boys with typical development does not statistically significantly differ, but that both groups of players spend an average of 2 hours playing video games on weekdays, while boys with ADHD play an average of 2 hours on weekends, and boys with typical development an average of 3 hours. In boys with typical development, a statistically significant positive correlation was found between the intensity of symptoms of inattention and the length of playing video games, and a statistically significant negative correlation between the length of playing video games and school success, while in boys with ADHD, no statistically significant correlation was found on the mentioned variables. Both groups of boys most often played survival action games, followed by massively multiplayer online games (MMORPGs) and sports video games. Typically developing boys who played video games with higher addictive potential, such as massively multiplayer online games (MMORPGs), had statistically significantly higher scores on the hyperactivity and impulsivity subscales of the SNAP-IV rating scale, while no statistically significant difference was found in boys with ADHD. significant difference between the scores on the SNAP-IV rating scale depending on the type of game these boys played most often. The amount of time parents spent in front of a screen on an average day in their free time was not statistically significantly related to the amount of time their children spent in front of a screen on weekdays and weekends.
Despite the uniqueness of the territory of the Republic of Croatia, the results of this research should be interpreted with caution given its numerous limitations. As such, this research can bring the problems of the world of video games closer to parents and represent an incentive for all experts who focus on children to continue researching this topic.
Keywords
ADHD
simptomi ADHD-a
djeca osnovnoškolske dobi
videoigre
utjecaj videoigara
Keywords (english)
ADHD
symptoms of ADHD
children of primary school age
video games
effects of video games
Language croatian URN:NBN urn:nbn:hr:158:425054 Study programme Title: Graduate study of Educational Rehabilitation Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-11-02 10:49:12
