Introduction and Purpose: The study was conducted to determine the relationship between digital literacy

skills of undergraduate students of child development department and their awareness levels of digital game

addiction.

Method: The data of the research, in which descriptive and relational survey models from quantitative research

methods were used, were collected face-to-face and online from undergraduate students of the child development

department attending universities in Ankara. 466 participants took part in the study, and the "General

Information Form, "Digital Literacy Scale (DLS)" and “Awareness of Digital Game Addiction Scale (ADGAS),"

were used as data collection tools. The data obtained from the research were analyzed using SPSS 25 software.

Independent groups t-test, One-way ANOVA test, and Pearson Correlation Analysis were used to analyze

normally distributed data. Mann-Whitney U test, Kruskal-Wallis test, and Spearman Correlation analysis were

used to analyze the data that did not show normal distribution.

Findings and Discussion: As a result of the analyses, it was determined that child development undergraduate

students' awareness of digital game addiction was at a high level. It was determined that the total scores of the

participants' awareness of the digital game addiction scale did not differ according to demographic changes such

as gender, age, academic achievement, and class level, but differed according to the status of receiving/not

receiving training on digital game addiction. It was found that there was a significant difference between the

demographic variables of age, grade level, and age of starting internet use and the total scores of the DLS. It was

concluded that the participants who received digital literacy and digital game addiction training and who had a

higher class level had a higher awareness of ethics and responsibility. A positive and statistically significant

relationship was found between the participants' ADGAS total scores and the Ethics and Responsibility sub-

dimension and daily use sub-dimension of DLS. In addition, a positive and statistically significant relationship

was found between ADGAS internal awareness sub-dimension scores and DLS total scores.

Conclusion and Suggestions: Students in the Child Development profession group should have a high

awareness and skills in these issues since they will work directly with children in the future. Therefore, it is

recommended that training, seminars, workshops, and guidance services should be increased to enhance their

awareness of digital game addiction and to improve their digital literacy skills.

Keywords: Child development, digital literacy, digital game, digital game addiction