Teacher Opinions on Students' Academic Motivation and Learning Responsibility in the Context of Digital Game Addiction

The aim of this study is to examine teachers’ views on how digital game addiction affects students’ academic motivation and sense of learning responsibility. The study was conducted using a qualitative design and employed criterion sampling—a form of purposive sampling—to select the study group. The participants consisted of 25 teachers during the 2024–2025 academic year. Using a case study design, data were collected through a semi-structured interview form and analyzed by means of content analysis. Findings revealed that digital game addiction lowered students’ academic motivation, led to distraction, and increased their tendency to engage in out-of-class activities. It was observed that while playing digital games, students postpone homework and course responsibilities and show disinterest in lessons. In addition, digital games negatively affected students’ social–emotional development, weakening communication skills and contributing to more aggressive behavior. Teachers reported that to reduce these adverse effects, they directed students toward sports and social activities and strengthen guidance and counselling services. In conclusion, digital game addiction has detrimental effects on both students’ academic achievement and their social skills. Therefore, it is recommended that digital awareness programs be organized for students, school–family cooperation be strengthened, and strategies be developed to help balance digital game use.