Teachers' views on game addiction situation among elementary school students At elementary schools under NakhonPathom Primary Education Service Area Office 2
Keywords:game, game addiction, elementary school, students, teacher aspect
Nowadays, Thai youth spend much time playing games and become addicted, leading to a negative impact on education, social interaction and child health. The descriptive research was designed and aimed to study teachers' views on game addiction situation, factors for playing games, and guidelines for preventing and solving game addiction problems in elementary school children. Volunteers are teachers who works in elementary schools under NakhonPathom Primary Education Service Area Office 2, which were located at Phutthamonthon District, Nakhon Chaisri District, NakhonPathom Province, Thailand in the academic year 2017. Subjects (n = 121) with the criteria included a class teacher with
or without experience with game-addiction students enrolled in this study. The research instrument was a questionnaire composed of personal factors and a guideline for in-depth interview. The data were analyzed by content analysis.
The results revealed that most of students were not addicted to the games but concentrated on their studying. Although their parents and teachers have taken care of them closely by promoting various activities and not allowing them to use mobile phones at schools, some students were still addicted to the game. They spent time playing games in the evening after school or on holidays because they saw their friends or family members play the game. Some parents did not have time to look after them closely. Therefore, the parents should permit their children to play games less to prevent disrupting their work. In addition, there were many game shops near their houses and schools. Teachers’ aspect showed that the national policy of preventing students’ game addiction was unclear, in which some policies allow students to have more time to play games. The suggestions for prevention and correction should be 1) promoting game literacy for students and their parents, 2) promoting
them to engage in other activities, and 3) establishing a concrete and clear policy to reduce them to access to games. In conclusion, parents, teachers and the community have to work together to remind students of game addiction, encourage them to spend spared time doing useful activities at home and school and control the incitement environment nearby home.
and school and control the incitement environment nearby home.
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