• Sleep Medicine and Psychophysiology
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• v.17 no.2
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• pp.100-108
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• 2010

Objectives: "Internet-addiction" came into common use not only in clinical setting but also in everyday life. But, pathophysiology and diagnostic criteria of the internet addiction remain unknown. Because adolescents are in developing period, they might be vulnerable to the internet addiction, depression and sleep-related problem. The objectives of this study were to investigate the characteristics of internet addiction and its association with sleep pattern and depression in Korean adolescence. Methods: Subjects were 799 middle and high school students in Seoul, Korea. We administered a self-reported questionnaire including socio-demographic data, Korean versions of Young's Internet Addiction Scale (YIAS), Pittsburgh Sleep Quality Index (PS-QI), the Center for Epidemiologic Studies for Depression Scale (CES-D) and questions about internet using patterns. Data of 696 subjects were included in analysis. Chi-square tests were used to analyze proportional differences, and ANOVA with post-hoc tests were used to analyze differences among groups. Partial correlation analyses were performed to analyze the correlation of internet addiction with other variables (two-tailed, p<0.05). Results: Of the 696 participants (grade 2 of middle school; M2 135 vs. grade 1 of high school; H1 238 vs. grade 2 of high school; H2 323), 2.0% (n=14) were internet-addicted (IA), 27.7% (n=193) were over-using (OU) and 70.3% (n=489) were not-addicted (NA). The mean scores of YIAS, PSQI and CES-D scores were 35.24${\pm}$12.78, 5.53${\pm}$3.04 and 16.72${\pm}$8.69, respectively. In higher grade students, average total sleep time was shorter (M2 426.20${\pm}$67.68 min. vs. H1 380.47${\pm}$62.57 min. vs. H2 354.67${\pm}$73.37 min., F=51.909, p<0.001), and PSQI (4.69${\pm}$3.14 vs. 5.42${\pm}$3.15 vs. 5.97${\pm}$2.83, F=8.871, p<0.001) CES-D (13.53${\pm}$8.37 vs. 16.96${\pm}$8.24 vs. 17.87${\pm}$8.84, F=12.373, p<0.001) scores were higher than those of lower grade students. Comparing variables among IA, OU and NA groups, computer using time not for study (96.36${\pm}$63.31 min. vs. 134.92${\pm}$86.79 min. vs. 213.57${\pm}$136.87 min., F=34.287, p<0.001) and portable device using time not for study (84.22${\pm}$79.11 min. vs. 96.97${\pm}$91.89 min. vs. 152.31${\pm}$93.64 min., F= 5.400, p=0.005) were different among groups. PSQI (5.26${\pm}$2.97 vs. 6.08${\pm}$2.97 vs. 7.50${\pm}$4.41, F=8.218, p<0.001) and CES-D scores (15.40${\pm}$8.08 vs. 19.05${\pm}$8.42 vs. 30.43${\pm}$13.69, F=32.692, p<0.001) were also different among groups. YIAS score were correlated with computer using time not for study (r=0.356, p<0.001) and portable device using time not for study (r= 0.136, p<0.001). PSQI score (r=0.237, p<0.001) and CES-D score (r=0.332, p<0.001). YIAS score and PSQI score (r=0.131, p= 0.001), YIAS and CES-D score (r=0.265, p<0.001), PSQI score and CES-D score (r=0.357, p<0.001) were correlated each other. Conclusion: These results suggested that adolescents' internet-addiction was correlated with not only computer and portable device using time not for study but also depression and sleep-related problems. We should pay attention to depression and sleep-related problems, when evaluating internet-addiction in adolescents.

• Journal of Digital Contents Society
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• v.13 no.4
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• pp.501-516
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• 2012

The purpose of this study is to explore the fundamental nature and meanings of the experiences of university students with regard to their smartphone usage in order to prevent smartphone addiction and provide guidelines to develop effective interventions. Nine university students who were currently enrolled in an university located in a Korean province participated in this study. In-depth interviews were conducted from June of 2012 to July of 2012, and data were analyzed using Colaizzi's phenomenological qualitative method. As a results, five theme and 40 subthemes of experiences of problematic smartphone usage were identified. Those themes include 1) a desperate try to connect with others(exposing oneself without appropriate self-protection, seeking emotional comfort, hurt and mistrust); 2) excessive use of smartphone and loss of self-control(more smartphone usage over computer/over-immersion/excessive usage/habituation, loss of self-control); 3) psychological difficulties(excessive attachment and dependence, separation anxiety, clingingness, reduced patience) ; 4) threats to daily functioning (changes in priorities, regressed independent daily functioning, irregular daily patterns, health problems, interruptions from free messenger, academic difficulties); 5) potential for recovery(conflictual feelings and doubts over smartphone usage, importance of interpersonal(face-to-face) communications, willingness to cut down the use, hope for recovery). This study provided suggestions for the prevention effort against smartphone addiction.

• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.79-86
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• 2005

Educational objectives are the most important items because not only they must be decided first in the circulation process of curriculum but also they should be the basis for the process of curriculum. The establishment of objectives is very important because it can determine success or failure of computer education. In this paper, questionnaire research is conducted and analyzed for male students of middle schools in Chungbuk province, Korea to determine that it's reasonable for computer games to be perceived negatively. The results of the research are as follows. 48% of them are represented to play computer game almost everyday, and 8% to play it scarcely. So most of students are enjoying it regardless of their grade. If students whose grades are ranked upper level start playing games, they're tend to quit it within 1 or 2 hours. And they enjoy role-playing or simulation game. In general, they do not play action games. If their grades are ranked lower level start playing games, a lot of them continue to play longer than 3 hours like game addict. And in this level, there exist students who barely play games. In middle level, there are no apparent characteristics. According to the result of the research, there is no correlation between frequency of playing games and academic achievements. So it's no problem to relieve worries if one often play computer games, his or her grade will get down. In case that the grades of students are ranked upper level, however, there are few who continue to play games longer than 3 hours.

• Proceedings of the KAIS Fall Conference
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• 2012.05a
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• pp.296-299
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• 2012

본 논문에서는 경기도 용인 지역 중학생을 대상으로 컴퓨터 게임과 성적의 관계를 조사, 분석하여 상호간의 상관성 연구를 수행하였다. 조사한 학생 중 47%정도가 '거의 매일 게임을 한다'라고 대답했고 '게임을 거의 하지 않는다'라고 응답한 학생은 전체의 10%정도였다. 성적의 여부와는 상관없이 거의 모든 학생이 게임을 하고 있었으며 상위권 학생들은 게임을 한번 할 때 1시간 정도만 하는 것으로 나타났다. 그리고 성적이 하위권인 학생 중에는 게임을 거의 하지 않는 학생이 상대적으로 많았고 게임을 한번 할 때 장시간 게임을 하는 중독 성형을 보이기도 하였다. 또한 성적이 중위권인 학생들은 특이한 차이를 나타내지 않았다. 설문 조사 결과 게임을 자주하는 것과 성적의 관계는 그리 큰 관계가 없는 것을 알 수 있었다. 게임을 많이 한다고 공부를 못하는 것이라는 생각은 잘못된 생각인 것 같다. 다만 상위권 학생 중에 게임을 한번 할 때 장시간 하는 학생의 비율은 상당히 적은 것으로 나타났다.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.61-68
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• 2010

One often thinks that those doing any activity on the Internet are likely to be addicted to it so that they tend to rather restrain the educational use of what the Internet can provide. However, the online edu-games deserve a good learning material which can not only provoke learners' interest but also draw out a smoother interaction between teachers and learners. Even the preliminary study on immersion verified that the Internet could work positively for the learners. Considering that online edu-games can be a useful tool for individual learning, more studies on immersion should be conducted focusing on the individualization in the future. This paper shows the differences among the components of learning immersion depending on the different individual cognitive styles in the online edu-games.

• The Journal of Korean Association of Computer Education
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• v.19 no.5
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• pp.55-71
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• 2016

Recently, Internet addiction problem has arised due to increasing negative effects about excessive internet use among youth. In this study, by utilizing the '11th youth health behaviors online survey data', we discuss the countermeasures for excessive internet usage of adolescence based on various analysis. we examined the effects of demographic characteristic factors, psychological factors, behavioral factors on internet usage of adolescence. As a result, it was confirmed that there were various variables that influenced adolescent internet usage which were not approached in previous researches. And through these results, we can confirm these variables. In addition, we can also provide countermeasures on excessive internet usages by that of adolescents.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.163-171
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• 2012

Many previous researches in the area of online games have been carried out about internet addiction by psychologist and about the development of related technologies by scientists. There are a few studies about the consumer satisfaction from the online business model. The purpose of this study is to examine the causal relationship between critical factors and consumer satisfaction of online game users. This study model used five themes(interactivity, enjoyment, challenge, feedback, design) in order to identify the effect of critical factors on consumer satisfaction. The result of this study identified that interactivity, enjoyment, challenge have a significant effect on consumer satisfaction of online game users. Future areas for studying on the Effect of Critical Factors on Consumer Satisfaction of Online Game Users are continuously discussed.

• Journal of the Korean Home Economics Association
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• v.42 no.4
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• pp.99-118
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• 2004

This study examined different individual and environmental factors that affect children's game addiction tendency. As individual variables, game user' motivation, self-control, and self-esteem were included in the analysis. As family variables, communications with mothers, parental control of children's computer use and parental internet use were examined, as school variables, school adjustment and teacher's supervision of children's computer use, and as peer variables, peer group's attitude toward computer games were used. The sample consisted of 994 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, two way ANOVA, Pearson's correlation and Hierarchical Regression. Several major results were found from the analysis. First, boys were addicted more than girls. No difference was found in the addiction tendency between the 5th graders and the 6th graders. Second, game users' motivation, that is, their interest-amusement motive, avoidance motive and aggressive motive, had a positive correlation with their game addiction tendency. However, self-control and self-esteem had a negative correlation with children's game addiction tendency. Third, problematic communications with mothers and parental control of children's computer use had a positive correlation with children's game addiction tendency. Open communications with mothers had a negative correlation with children's game addiction tendency. Fourth, school adjusaent had a negative correlation with children's game addiction tendency. And peer group's attitude towards computer games had a positive correlation with children's game addiction tendency. Fifth, low self-control, peer group's attitude towards computer games, children's interest-amusement motive, avoidance motive, aggressive motive, school lesson adjustment, parental control of children's computer use and school nile adjustment were important predicting variables of boy's game addiction tendency. Avoidance motive, low self-control, interest-amusement motive, peer group's attitude towards computer games, and parental control of children's computer use were important predicting variables of girl's game addiction tendency.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.149-166
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• 2001

This study examined differences in function, structure, and satisfaction of adolescent friendships by differing patterns of internet usage and of real life versus internet friendships. Subjects were 396 male and female 10th grade students. Data were collected with structured questionnaires and analyzed by SPSS. Findings were that the internet functioned as a major field of interpersonal relationships for Korean adolescents. Among 3 types of internet usage patterns, pursuit of interpersonal relationship, constituted most of the functioning and the most intimate friendships and game pleasure had the fewest and least intimate friendships both in real life and on the internet. Subjects addicted to the internet had the most functioning friendships and the highest level of intimacy in friendships. As the level of internet addiction increased, the level of satisfaction in friendships in real life decreased while the level of satisfaction of friendships through the internet increased.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.45-55
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• 2016

The purpose of this study was to identify the relation between mobile phone use and visual display terminal syndrome symptom experience in female students from middle school and high school. The convenience sample consisted of 349 female students in four schools. The data were collected from May to June in 2013 using VDTS Subjective Symptom Questionnaire. Descriptive statistics, Kruskal-Wallis test, and Mann-Whitney U test were used to analyze the data using SPSS 21.0. Almost all (96.3%) female students use mobile phone. Among them, 87.7% of the subjects experienced more than one VDTS symptom and the average score was $.39{\pm}.41$ in VDTS symptom experience. Eye related symptom was most experienced and musculoskeletal symptom was the highest in severity among five subdomain of VDTS symptoms. There were significant differences in VDTS symptom scores in accordance with posture, hours of use, and break type during mobile phone use. These findings suggest that the education program for adolescents would be necessary, and the development of checklist would be useful for adolescents to check themselves.