Computer Games, Students' Social Interactions: A Case Study of Elementary School Students in District 4 of Qom Province

Document Type : Original Article

Authors

1 Department of Knowledge , Information Science, University of Qom, Qom, Iran.

2 M.A. in Elementary Education, Qom Branch, Islamic Azad University, Qom, Iran

10.22091/jrim.2025.12630.1251

Abstract

The aim of the present study was to determine the effect of computer games on students' social interactions. The study was a quasi-experimental one with a pre-test , post-test design , a control group. Its statistical population consisted of all students studying in the second year of primary school in District 4 of Qom province in the academic year of 2022-2023, from which 36 people were selected by simple r,om sampling , r,omly placed in two experimental groups (18 people, including 9 boys , 9 girls) , control (18 people, including 9 boys , 9 girls). In the pre-test , post-test stages, students responded to the Peer Interaction Questionnaire by Akbari Balotabangan et al. (2016). In the present study, the reliability of this questionnaire was obtained using Cronbach's alpha coefficient of 0.862. The validity of the questionnaire was also confirmed in terms of content by several professors of the Department of Educational Sciences at Islamic Azad University of Qom. The Minecraft game was also played in groups, online, , at a specific time by students for 20 days. The analysis of covariance method , SPSS tool were used to analyze the data. The results showed that the use of computer games had an effect on students' social interactions. The use of computer games had an effect on the dimensions of students' social interactions (victim , bullying). Considering the research findings, it is suggested that schools pay attention to computer role-playing games in students' social interactions.

Keywords

References

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Research In Instructional Methods
Volume 3, Issue 4 - Serial Number 12
February 2026
Pages 157-171

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History

  • Receive Date: 24 March 2025
  • Revise Date: 26 May 2025
  • Accept Date: 06 August 2025

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