2. The Effect of Father’s Communication on Game Immersion of Middle School Children The Mediating Effect of Game Use Characteristics

Title(KR)

• The Effect of Father’s Communication on Game Immersion of Middle School Children The Mediating Effect of Game Use Characteristics

Title(ENG)

• The Effect of Father’s Communication on Game Immersion of Middle School Children The Mediating Effect of Game Use Characteristics

Keywords(KR)

• Father’s Communication, Games Immersion, Game Use Characteristics

Keywords(ENG)

• Father’s Communication, Games Immersion, Game Use Characteristics

Author

• Sok Young HONG

Abstract(ENG)

Adolescence is a period of very unstable physical, emotional and social changes. At this time, games are a useful medium that can reduce teenagers' stress and strengthen their friendship. However, the excessive use of games rather devastates the lives of teenagers. Therefore, this study found that the time, duration and duration of the game use characteristics played a role in the influence of open communication by father’s on games immersion of middle school children. In this study, the parallel effect was identified to examine the effect of father's open communication on games immersion by mediating game use characteristics. To this end, the following analysis was carried out using the SPSS WIN 22.0 program and Process Macro 3.4 macro. The results of this study are as follows. First, the father's open communication affected the games immersion of middle school children. Second, the open communication of the father affected the weekday game time and game duration time of middle school children. Third, weekday game time, game training and game duration time of middle school children affected games immersion. Finally, the relationship between father's open communication and games immersion among middle school children, weekday game time and game duration time had partial effect. This shows the importance of father's role in the family as well as personal efforts to reduce games immersion among middle school students.

Page 13-22