The Relationship of Playing Computer Games with Aggression and Academic Achievement: a study on Kerman students

The rapid growth of computer games, has taken a major part of teenagers leisure time. The improper and overuse of these games, can be considered as physical, mental and social threats. The goal of this study was to determine the relationship between playing computer games and students’ aggression and academic progress. In this cross- sectional study, 292 students in grade 3 of Kerman middle schools were selected through multistage sampling method. Data were gathered using a researcher-made questionnaire as well as Buss & Perry Questionnaires. Data analysis was done through SPSS20 and using t-test, chi-square and ANOVA. Mean aggression score was 77.71±18.25. Statistical analysis showed a significant relationship between academic progress and aggression in users of computer games. Weak students had a higher mean aggression score. Agression showed significant relationshipwith playing computer games (P=0.004), duration of playing (P<0.001) and the type of game (P=0.003). Users who had played more than one hour during a day and aggressive and military games showed higher mean aggression score, but there was no significant relationship between academic progress and variables of playing computer games, the type and duration of playing. According to the results of this study, planning strategies and policies for the purpose of optimum use of technology as a modern co-educational media seems to be required. Also using measures for designing educational games that can increase the creativity and the ability of problem solving is suggested.