Dokunmatik Ekran Kullanımı ve Erken Çocukluktaki Dikkat Gelişimi Arasındaki İlişki
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2023
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Mobil ekran cihazlarının kullanımı okul öncesi çocuklar arasında hızla artmaktadır. Pasif ekran kullanımı (yani televizyon ve video izleme) ile dikkat gelişimi arasındaki ilişki literatürde yaygın olarak çalışılmış olsa da, aktif ekran kullanımı, yani dokunmatik ekranda oyun oynama veya interaktif uygulamalar kullanma gibi mobil cihazları interaktif olarak kullanma konusunda sınırlı sayıda çalışma bulunmaktadır. Çalışma 1'de, çocukların aktif ve pasif ekran süresi ile dikkat sorunları ve dikkat becerileri arasındaki ilişki araştırılmıştır. Çalışmaya yaşları 3 ila 6 arasında değişen çocukları olan 89 ebeveyn katılmıştır. Çocukların dikkat sorunları Güçler ve Güçlükler Anketi'nin hiperaktivite alt ölçeği ile, dikkat becerileri ise Çocuk Davranış Anketi'nin dikkati odaklama alt ölçeği ile ölçülmüştür. Aktif ekran süresi daha yüksek olan çocukların dikkat sorunları daha yüksek ve dikkat odaklanma puanları daha düşük bulunmuştur. Çocukların pasif ekran süresi, ilk ekran kullanım yaşı ve arka planda televizyon maruziyeti dikkatle ilgili herhangi bir sonuçla ilişkili bulunmamıştır. Çalışma 2'de, aktif (oyun oynama) ve pasif (video izleme) dokunmatik ekran kullanımının çocukların dışsal ve içsel dikkati üzerindeki anlık etkisi araştırılmıştır. Deneye yaşları 4 ila 6 arasında değişen 146 çocuk katılmıştır. Çocukların dikkat kontrol performansı, görsel arama görevi ile ön ve son testlerde ölçülmüştür. Ön ve son testler arasında, oyun koşulundaki çocuklar tablet bilgisayarda bir boyama oyunu oynamış, izleme koşulundaki çocuklar ise aynı oyunu tablette izlemişlerdir. Bulgularımız, çocukların dışsal ve içsel dikkatlerinin ekranların aktif ve pasif kullanımına göre değişmediğini göstermiştir. Genel olarak, bu tez aktif ve pasif ekran kullanımının küçük çocukların dikkat gelişimi üzerindeki etkisine dair kanıtlar sunmaktadır. Anahtar Sözcükler: Dokunmatik Ekran Kullanımı, Pasif Ekran Süresi, Dikkat Gelişimi, Dışsal Dikkat, İçsel Dikkat
The use of mobile screen devices is rapidly increasing among preschool children. Although the relationship between passive screen use (i.e., watching television and video) and attention development has been widely studied in the literature, there are limited studies on active screen use, in other words, using mobile devices interactively, such as playing a game on a touchscreen or using interactive apps. In Study 1, we investigated the relationship between children's active and passive screen time and attention problems, and attentional skills. Eighty-nine parents who had children aged between 3 and 6 participated in the study. We measured children's attention problems with the Strengths and Difficulties Questionnaire's hyperactivity subscale and attentional skills with the Child Behavior Questionnaire's attentional focusing subscale. Children with higher active screen time had higher attention problems and lower attentional focusing scores. Children's passive screen time, age of first screen use, and background television exposure were not related to any attention-related outcomes. In Study 2, we investigated the immediate effect of active (playing a game) and passive (watching a video) touchscreen use on children's exogenous and endogenous attention. One hundred forty-six children aged between 4 and 6 participated in the experiment. Children's attention control performance was measured with the visual search task in pre-and post-tests. In between the pre-and post-test, children in the playing condition played a coloring game on a tablet computer, and children in the watching condition watched the same game on the tablet. Our findings showed that children's exogenous and endogenous attention did not change according to active vs. passive use of screens. Overall, this thesis provides evidence for the impact of active and passive screen use on young children's attention. Keywords: Touchscreen Use, Passive Screen Time, Attention Development, Exogenous Attention, Endogenous Attention
The use of mobile screen devices is rapidly increasing among preschool children. Although the relationship between passive screen use (i.e., watching television and video) and attention development has been widely studied in the literature, there are limited studies on active screen use, in other words, using mobile devices interactively, such as playing a game on a touchscreen or using interactive apps. In Study 1, we investigated the relationship between children's active and passive screen time and attention problems, and attentional skills. Eighty-nine parents who had children aged between 3 and 6 participated in the study. We measured children's attention problems with the Strengths and Difficulties Questionnaire's hyperactivity subscale and attentional skills with the Child Behavior Questionnaire's attentional focusing subscale. Children with higher active screen time had higher attention problems and lower attentional focusing scores. Children's passive screen time, age of first screen use, and background television exposure were not related to any attention-related outcomes. In Study 2, we investigated the immediate effect of active (playing a game) and passive (watching a video) touchscreen use on children's exogenous and endogenous attention. One hundred forty-six children aged between 4 and 6 participated in the experiment. Children's attention control performance was measured with the visual search task in pre-and post-tests. In between the pre-and post-test, children in the playing condition played a coloring game on a tablet computer, and children in the watching condition watched the same game on the tablet. Our findings showed that children's exogenous and endogenous attention did not change according to active vs. passive use of screens. Overall, this thesis provides evidence for the impact of active and passive screen use on young children's attention. Keywords: Touchscreen Use, Passive Screen Time, Attention Development, Exogenous Attention, Endogenous Attention
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Psikoloji, Görsel dikkat, Çocuk psikolojisi, Psychology, Visual attention, Child psychology
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74