Abstract:

The paper describes the results of a research study aimed at the degree of playing computer games among 18-year-old students in various types of secondary schools in the Czech Republic. For the purposes of the research, a quantitative research approach was selected. The research method was an addictive behaviour questionnaire of the authors’ own design, which also included other student characteristics. The research sample comprised a total of 1,393 students from 22 secondary schools of various types (grammar schools, vocational schools with school leaving qualification, vocational schools without school leaving qualification). The reliability of the questionnaire as determined by Cronbach’s alpha was 0.88.
The initial data analysis suggests that 77.32 % (n=1,077) of secondary school students play computer games, of whom 64.44 % (n=694) play on-line games. A startling fact is that of those students who play computer games, 30.27 % (n=326) play computer games in class, for example on a mobile phone. Of the total number of all secondary school students, this corresponds to 23.40%, which is a high proportion. On the basis of an earlier cluster analysis (Chráska, Basler), three typical groups of respondents were identified. The respondents from group 1, compared with other groups, reported frequent playing of computer games in class. Based on a comparison of the students’ addictive behaviour score associated with playing computer games it was confirmed that those students who played computer games in class showed a higher degree of addictive behaviour. The comparison was performed using the t-test (addictive score in the two groups was 13.9 and 11.1, significance p <0.001). The degree of playing computer games by students in class does not depend (p=0.12) on the type of secondary school, and equals 33.02 % in grammar schools, 26.79 % in schools with school leaving qualification, and 31.94 % in schools without school leaving qualification of those students who play computer games.
The degree of playing computer games in class also depends (p=0.03) on gender; male students (33.33 % play in class) play more than female students (27.13 %). The degree of playing computer games in class in the schools involved in the study (n=22) significantly varies from 9 % to 66.13 % (p <0.001).
An analysis of the data obtained suggests that this degree of playing computer games in class might have a negative effect on the educational process.

Keywords:

Playing computer games, secondary school student, addictive behaviour, questionnaire, chi-square test of independence, t-test.