EXAMINING PARENTS’ ATTITUDES TOWARD VIDEO GAMES IN CHILDREN’S ENGLISH LANGUAGE LEARNING: AN ANOVA AND REGRESSION ANALYSIS

Abstract

Abstract. This study presents the findings of a statistical analysis conducted using ANOVA within the professional IBM SPSS software on a representative sample of 45 parents (32 women, 13 men), aged 30 to over 45 years, of students aged 7–14 years from several primary schools in Štip. The research was based on survey responses regarding the role and significance of video games in children’s English language learning. Descriptive ANOVA results (F = 0.7036, p = 0.4062) indicate no statistically significant difference between male and female respondents in their views on whether playing video games can support foreign language learning. A correlation of approximately 0.599 was observed between children’s affinity for learning English through games and their vocabulary progress. Regression analysis further identified key predictors of vocabulary development: R-squared = 0.394, Affinity (β = 0.468, p < 0.001), and Education_Attitude (β = 0.212, p = 0.122). Visualization of predicted versus actual values showed that the model reasonably approximates the observed outcomes, as indicated by the ideal prediction line (red line).Extended regression analysis confirmed vocabulary progress, with R-squared = 0.505, Affinity (β = 0.273, p = 0.031), and Usefulness (β = 0.440, p = 0.007) emerging as significant predictors, while Education_Attitude and Allow_Gaming did not show significant effects. Additionally, analysis of the impact of video games on motivation, expressed via correlation (r = 0.509), revealed a moderately strong positive relationship between the motivational influence of video games and vocabulary development in children.