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Abstract
This study investigates the effect of secondary school students’ attitudes toward digital game playing on their responsibility for learning. Using a correlational survey model, the study was carried out with 275 students. Data were collected using the Digital Game-Playing Attitude Scale, the Learning Responsibility Scale, and a Personal Information Form. Findings indicate that male students report higher gaming attitudes than females. Gaming duration significantly differentiates attitudes; students who play 0–1 hour daily demonstrate the lowest digital game-playing attitude scores. Game type preference significantly influences digital game-playing attitudes, with students favouring war games scoring higher than those preferring sports, puzzle, or adventure games. Longer gaming duration is associated with significant differences in learning responsibility, and students who play for 0–1 hour per day exhibit the highest responsibility levels. Regression analysis revealed that each one-unit increase in digital game-playing attitude predicts a 0.42-point decrease in learning responsibility. Based on these findings, it is recommended to increase awareness of students’ digital game-playing habits to support learning responsibility and to monitor game duration and type within the framework of school–family cooperation in order to provide guidance to students.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 4, October 2026, Article No: em0285
https://doi.org/10.29333/pr/19247
Publication date: 01 Oct 2026
Online publication date: 14 Sep 2026
Article Views: 11
Article Downloads: 6
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