본 논문에서는 게임중독 학생들을 위한 가드너의 다중지능 이론을 기반으로 한 게임중독치료 프로그램을 개발하고 그 효과를 검증하였다. 게임중독척도에 의해 선발한 I 교육청 초등학생 54명을 대상으로 하였으며. 프로그램 개발 전 무작위로 선발된 비교 학생들과 게임중독학생들의 다중지능을 검사하였다. 다중지능 검사결과, 게임중독 학생들은 일반 학생들에 비해 신체지능, 자연친화지능, 공간지능에서 강점을 가진 것으로 나타났다. 반면, 논리수학지능, 대인관계지능, 자기성찰지능에서는 일반학생에 비해 약점으로 나타났다. 이에 본 연구는 게임중독 학생들의 강점을 고려하여 학생들의 흥미를 높이기 위해 다양한 게임과 학습놀이 위주로 프로그램을 구성하였으며, 그들의 약점을 보완하기 위한 활동들을 추가하였다. 개발된 프로그램은 5일간 30시간에 걸쳐 진행하여 효과성을 검증한 결과, 학생들의 게임 중독 수준(G척도)이 통계적으로 유의미하게 낮아졌으며(p<0.001) 다른 활동으로의 시선돌리기에 도움을 주었음을 보였다. 또한, 일주일간 게임시간과 컴퓨터 사용시간이 줄었으며 프로그램에 대한 만족도도 매우 높았다.
본 논문에서는 게임중독 학생들을 위한 가드너의 다중지능 이론을 기반으로 한 게임중독치료 프로그램을 개발하고 그 효과를 검증하였다. 게임중독척도에 의해 선발한 I 교육청 초등학생 54명을 대상으로 하였으며. 프로그램 개발 전 무작위로 선발된 비교 학생들과 게임중독학생들의 다중지능을 검사하였다. 다중지능 검사결과, 게임중독 학생들은 일반 학생들에 비해 신체지능, 자연친화지능, 공간지능에서 강점을 가진 것으로 나타났다. 반면, 논리수학지능, 대인관계지능, 자기성찰지능에서는 일반학생에 비해 약점으로 나타났다. 이에 본 연구는 게임중독 학생들의 강점을 고려하여 학생들의 흥미를 높이기 위해 다양한 게임과 학습놀이 위주로 프로그램을 구성하였으며, 그들의 약점을 보완하기 위한 활동들을 추가하였다. 개발된 프로그램은 5일간 30시간에 걸쳐 진행하여 효과성을 검증한 결과, 학생들의 게임 중독 수준(G척도)이 통계적으로 유의미하게 낮아졌으며(p<0.001) 다른 활동으로의 시선돌리기에 도움을 주었음을 보였다. 또한, 일주일간 게임시간과 컴퓨터 사용시간이 줄었으며 프로그램에 대한 만족도도 매우 높았다.
For this paper, we developed a game-addiction therapy program for students with gaming addiction based on multiple intelligences (MI) and verified its effects. The participants were 54 elementary students selected through a game addiction test in Incheon City, Korea. We tested the students' MI to fa...
For this paper, we developed a game-addiction therapy program for students with gaming addiction based on multiple intelligences (MI) and verified its effects. The participants were 54 elementary students selected through a game addiction test in Incheon City, Korea. We tested the students' MI to facilitate program development. the students with gaming addiction showed strengths in the Bodily-kinesthetic, Naturalist, and Spatial intelligences whilst showing weaknesses in the Logical-mathematical, Intrapersonal, and Interpersonal intelligences as opposed to normal students who had opposite results. We arranged the program around various gaming and playing activities to engage their stronger intelligences; we added activities to address their weakness (i.e., Logical-mathematical, Intrapersonal, and Interpersonal intelligences). This study has shown that this program lowered the game immersion level of the students and was helpful in turning their attention to other activities. There were significant differences between pretest and posttest game addiction scores (p<0.001). Their weekly gaming time and computer usage decreased rapidly. Satisfaction with the game addiction therapy program based on MI was very high.
For this paper, we developed a game-addiction therapy program for students with gaming addiction based on multiple intelligences (MI) and verified its effects. The participants were 54 elementary students selected through a game addiction test in Incheon City, Korea. We tested the students' MI to facilitate program development. the students with gaming addiction showed strengths in the Bodily-kinesthetic, Naturalist, and Spatial intelligences whilst showing weaknesses in the Logical-mathematical, Intrapersonal, and Interpersonal intelligences as opposed to normal students who had opposite results. We arranged the program around various gaming and playing activities to engage their stronger intelligences; we added activities to address their weakness (i.e., Logical-mathematical, Intrapersonal, and Interpersonal intelligences). This study has shown that this program lowered the game immersion level of the students and was helpful in turning their attention to other activities. There were significant differences between pretest and posttest game addiction scores (p<0.001). Their weekly gaming time and computer usage decreased rapidly. Satisfaction with the game addiction therapy program based on MI was very high.
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문제 정의
In this study, we developed a treatment program for students with game addiction that considers the MI characteristics of students. Therefore, we conducted MI tests to comprehend the characteristics of students with game addiction and showed that their test results were different from those of average students.
This study applied MI theory to the development of a game addiction therapy program. The program was designed to enhance the low intelligences of students with game addiction, mostly by using their high intelligences.
According to the mentors’ observations, the time spent using Scratch increased more than that of playing computer games among the participating students. This study has shown that this program lowered the game immersion level of the students and was helpful in turning their attention to other activities.
For subsequent effective prevention and treatment of the students, closer observation and analysis should be performed. This study will contribute to a new approach, that is, an effective, personalized treatment program for students with game addiction.
제안 방법
After the program, we tested the students using the G-scale again and compared the results with their pre-study G-scale scores. Moreover, we surveyed the students’ impressions of and satisfaction with the camp on the last day.
First, the program consisted of various activities to divert the students’ interests towards physical activities and play (games).
The MI theory was developed by Gardner (1989), who viewed intelligence as the capacity to solve problems or fashion products that are valued in one or more cultural settings. He reviewed the literature using eight criteria or signs of intelligence and gave the following suggestions: Linguistic intelligence, Logical-mathematical intelligence, Musical intelligence, Bodily-kinesthetic intelligence, Spatial intelligence, Interpersonal intelligence, Naturalist intelligence, Intrapersonal intelligence.
This study applied MI theory to the development of a game addiction therapy program. The program was designed to enhance the low intelligences of students with game addiction, mostly by using their high intelligences. Especially, Intrapersonal and Interpersonal intelligences have strong influences on their game addiction.
Then, we carried out the game-addiction therapy program 8 hours daily for 5 days at the Gyeongin National University of Education. All students wrote dairies documenting their daily computer use, and mentors and teachers observed and counseled them throughout.
Therefore, in this study, we designed an MI-based game addiction therapy program to enhance the participants’ low intelligences, such as Intrapersonal and Interpersonal ones, by using the Bodily-kinesthetic, Naturalist, Spatial, and Logical-mathematical intelligences, for which the students with gaming addiction tested higher.
대상 데이터
The participants’ characteristics were as follows(Table 2). A total of 54 students (49 boys and 5 girls) participated in the program. They were comprised by 9, 8, and 37 students in the fourth–sixth grades (aged 10, 11, and 12 years, respectively).
The mentors were 11 Gyeongin National University of Education university students, each assigned 4–6 elementary students.
We held an MI-based therapy program for students with gaming addiction for 30 total hours (6 hours daily) over 5 days of their 2012 summer vacation. The program was conducted from 9:00 a.m. to 3:00 p.m. at Gyeongin National University of Education. The participants’ characteristics were as follows(Table 2).
They were comprised by 9, 8, and 37 students in the fourth–sixth grades (aged 10, 11, and 12 years, respectively).
이론/모형
In this paper, we used the G-scale (KADO, 2006) to test the students’ game addiction levels.
The program’s validity was verified by the Delphi method, which was conducted by eight teachers who were completing teacher training or who had experience-teaching students with gaming addiction.
성능/효과
In conclusion, this study showed that their game addiction tendency can be improved by providing not only care systems for them but also suitable activities to their capability or intelligence, though children can reach to serious game addiction by being neglected from society or their family.
After that, we converted their intelligence to a percentage pertaining to whole intelligence numbers. The results highlighted that the students with gaming addiction showed strengths in the Bodily-kinesthetic, Naturalist, and Spatial intelligences whilst showing weaknesses in the Logical-mathematical, Intrapersonal, and Interpersonal intelligences as opposed to normal students who had opposite results. We organized the program to improve the students’ self-management ability and sociability to promote the use of their strong MI.
후속연구
The program lowered the game addiction level of the students and received positive feedback on learning attitudes and the camp in general. For subsequent effective prevention and treatment of the students, closer observation and analysis should be performed. This study will contribute to a new approach, that is, an effective, personalized treatment program for students with game addiction.
Short programs have been developed that are suitable to the unique propensities of students with computer game addiction. Therefore, in this study, specific research to understand how the characteristics of students with computer game addiction are different from those of average students will be conducted, and a program adapted to those with game addiction will be developed.
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