The purpose of this study aimed to understand the situation of senior graders in elementary school playing online games, investigate the playing motive of the students who play online games, and discuss how the behavior of playing online games influenced the school work, interpersonal relationship, and physical condition of the elementary school students.
Questionnaire investigation was used, and the fifth and sixth graders of public elementary schools in New Taipei City in 2010 were the sampling subjects. Two elementary schools were selected randomly from each school zone (nine school zones in total), and a fifth grade class and a sixth grade class were selected randomly from each selected elementary school; thus, 36 classes were selected in total. And then, questionnaire investigation was carried out and 920 valid questionnaires were obtained. The significance level of the statistical test of this study was set as – α = .05, and the collected data were analyzed statistically using descriptive statistics, chi-square test, independent sample t test, and one-way ANOVA.The study results were generalized as follows:
1. The rate of senior graders in elementary school playing online games was 94.3%. For the age level that plays online games for the first time, the ratio of third and fourth graders in elementary school was the highest. For average frequency of playing online games per week, the ratio of “one to two times” was the highest. For average hours of playing online games per time, the ratio of“0.5 hour to one hour” was the highest. The most favorite online game type was role play. And, the location that plays online game most of the time was “home”.
2. Analyzing the difference of students’ surfing internet behavior from the perspective of gender, the rate of boy students surfing internet was slightly higher than girl students, boy students’ age level that plays online games for the first time was lower than girl students, and the frequency and hours that the boy students play online games were more and longer than girl students. For the favorite types of online games, boy students prefer “role play” and “shooting”, while girl students prefer “smart game”, “sports”, “racing”, and “strategic simulation”. With respect to playing motive, the boy students’ scores in six motive areas were all higher than girl students.
3. For elementary school senior graders’ internet surfing behavior, the school performance of students who surf internet for “more than nine times a week” was lower than students who surf less. The school performance of students who surf internet for “more than four hours” every time was worse than students who surf internet for “less than 30 minutes”, “30 minutes to one hour”, and “one to two hours” every time. The school performance of students who like “role play” online game was better than the students who like “shooting” online game.
4. For elementary school senior graders’ online game playing behavior, the performance of “the relationship with teachers and parents” of students who play online games for “three to four hours” and “more than four hours” on average was lower than the students who play online games for “less than 30 minutes”. For the favorite online game type, the types that had higher scores in “the relationship with teachers and parents” included “smart game”, “sports”, “shooting”, and “others”, and the types that had lower scores included “role play”, “adventure”, and “action” in the area of interpersonal relationship.
5. For elementary school senior graders’ internet surfing behavior, the ratio of good vision for students who play online games was higher than the students who do not play online games. For other internet surfing behavior, there was no significant difference in the students’ vision conditions and BMI values.