Dijital okuryazarlık programının bebeklerde dijital bağımlılık eğilimine ve ebeveynlerde dijital tükenmişliğe etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
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Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu çalışmada, Dijital Okuryazarlık Programının bebeklerde dijital bağımlılık eğilimine ve ebeveynlerde dijital tükenmişliğe etkisinin incelenmesi amaçlanmıştır. Materyal ve Metot: Karma desen olarak tasarlanan araştırmanın nicel boyutunu; ön test, son test ve kalıcılık testi kontrol gruplu deneysel desen oluşturmaktadır. Araştırmanın nitel boyutunda ise, ebeveynlere yönelik hazırlanan "Yarı Yapılandırılmış Görüşme Formu" uygulanarak ebeveyn görüşleri incelenmiştir. Çalışma, 6-36 aylık bebeği olan 40 ebeveyn (15 deney grubu, 25 kontrol grubu) ile yürütülmüştür. Veri toplama aracı olarak kişisel bilgi formu, bebekler için dijital bağımlılık eğilimi ölçeği ve dijital tükenmişlik ölçeği kullanılmıştır. Deney grubunda yer alan ebeveynlere 12 oturumluk Dijital okuryazarlık eğitimi uygulanırken, kontrol grubunda yer alan ebeveynlere herhangi bir uygulama yapılmamıştır. Deneysel işlemin etkisinin belirlenmesi amacıyla öntest ve sontestler arasında grupiçi, gruplararası ve ortak etkiyi beraber ele alabilen karışık desenler için iki faktörlü ANOVA yöntemi kullanılmıştır. BİDBEÖ ile DTÖ ölçekleri ve DTÖ ölçeğinin alt boyutlarına ait öntest puanlarının deney ve kontrol gruplarına göre farklılığının incelenmesi amacıyla T testi uygulanmıştır. Deneysel işlemin kalıcılığını incelemek amacıyla ise sadece deney grubunda öntest, sontest ve kalıcılık puanlarının değişimi tekrarlı ölçümler için ANOVA testi ile incelenmiştir. Bulgular: Dijital okuryazarlık eğitim programı uygulamasından sonra deney grubunda yer alan ebeveynlerin dijital tükenmişlik düzeylerinde ve bebeklerin dijital bağımlılık eğiliminde anlamlı bir şekilde farklılık olduğu saptanmıştır (p<0.05). Sonuç: Dijital okuryazarlık programının bebeklerde dijital bağımlılık eğilimine ve ebeveynlerde dijital tükenmişliğe olumlu yönde etkisi olduğu sonucuna ulaşılmıştır.
Aim: The aim of this study was to examine the impact of Digital Literacy Program on digital addiction tendency in infants and digital burnout in parents. Material and Method: The study, designed as a mixed-method research, consists of a pre-test, post-test, and permanence test with a control group, forming an experimental design. In the qualitative dimension of the research, parent opinions were examined by administering the "Semi-Structured Interview Form" prepared for parents. The study was conducted with 40 parents (15 in the experimental group, 25 in the control group) who had children aged between 6 to 36 months. As data collection tools, a personal information form, digital addiction tendency scale for infants, and digital burnout scale were used. The parents in the experimental group received a 12-session Digital Literacy training, while no intervention was applied to the parents in the control group. A two-way ANOVA method was used to determine the effect of the experimental treatment by considering the intragroup, intergroup, and interaction effects between pretest and posttest in mixed designs. T-test was conducted to examine the differences in pretest scores of the DATS and DBS scales, as well as the sub-dimensions of the DBS scale, between the experimental and control groups. To examine the permanence of the experimental procedure, only the pretest, posttest, and permanance scores in the experimental group were analyzed using the repeated measures ANOVA test. Results: The results indicate that there was a significant difference in the levels of digital burnout among the parents and the tendency of digital addiction among the babies in the experimental group after the implementation of the digital literacy training program (p<0.05). Conclusion: The findings suggest that the digital literacy program has a positive impact on reducing digital addiction tendencies in infants and digital burnout in parents.
Aim: The aim of this study was to examine the impact of Digital Literacy Program on digital addiction tendency in infants and digital burnout in parents. Material and Method: The study, designed as a mixed-method research, consists of a pre-test, post-test, and permanence test with a control group, forming an experimental design. In the qualitative dimension of the research, parent opinions were examined by administering the "Semi-Structured Interview Form" prepared for parents. The study was conducted with 40 parents (15 in the experimental group, 25 in the control group) who had children aged between 6 to 36 months. As data collection tools, a personal information form, digital addiction tendency scale for infants, and digital burnout scale were used. The parents in the experimental group received a 12-session Digital Literacy training, while no intervention was applied to the parents in the control group. A two-way ANOVA method was used to determine the effect of the experimental treatment by considering the intragroup, intergroup, and interaction effects between pretest and posttest in mixed designs. T-test was conducted to examine the differences in pretest scores of the DATS and DBS scales, as well as the sub-dimensions of the DBS scale, between the experimental and control groups. To examine the permanence of the experimental procedure, only the pretest, posttest, and permanance scores in the experimental group were analyzed using the repeated measures ANOVA test. Results: The results indicate that there was a significant difference in the levels of digital burnout among the parents and the tendency of digital addiction among the babies in the experimental group after the implementation of the digital literacy training program (p<0.05). Conclusion: The findings suggest that the digital literacy program has a positive impact on reducing digital addiction tendencies in infants and digital burnout in parents.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Psikoloji
