This study examines the level of digital addiction among university students, with particular attention to their use of social media, online games, and other digital tools. Excessive and compulsive engagement with digital platforms and tools not only disrupts academic life but also contributes to social and psychological problems such as isolation, anxiety, and depression. Young adults are especially vulnerable to digital addiction because they are in the developmental stage of pursuing higher education, forming close relationships, and integrating into social groups. Previous researches suggest that digital addiction functions as a time trap for university students. Although its negative effects are evident, digital use, unlike other forms of addiction, cannot be eradicated entirely; instead, healthier usage patterns should be promoted and constructive digital habits encouraged. To examine these dynamics empirically, we conducted a cross-sectional survey with 742 university students, with a mean age of 21, and collected data through a demographic form and the Digital Addiction Scale. The results show that half of the participants obtained their first personal digital device at age 12, most often a smartphone (43%), followed by a tablet (30%), desktop computer (16%), or notebook (9%). Acquiring a personal device at such an early age, which coincides with adolescence, may heighten the risk of digital addiction since individuals are less capable of regulating their impulses and controlling their use during this stage. At present, smartphone dominates daily use (90%), far surpassing notebooks, tablets, and desktop computers. This predominance can be explained by its portability, and greater affordability compared to other devices, as well as its constant availability, which allows it to be used anytime and anywhere and thereby further increases the risk of digital addiction. On average, students spend 5.5 hours per day on digital devices, including 1.75 hours on gaming and 3.36 hours on social media. Gaming behavior was widespread, as 68% reported playing games to some extent, with 3.5% playing more than six hours per day. A majority (62%) preferred interactive games, though no significant difference in addiction scores was found between interactive and non-interactive players. Because gaming is an enjoyable activity that provides immediate rewards, it encourages prolonged use of digital environments and heightens the risk of digital addiction. Social media use was nearly universal (99%), and 37% of students spent more than four hours per day on these platforms. Almost all students (94%) interacted with friends and relatives on social media. The average digital addiction score across participants was 59.99 (sd= 12.13), with nearly 85% scoring above the scale mean, and a significant positive correlation was found between daily time spent on digital devices and digital addiction scores (r= 0.30, p<0.01), indicating that the more time students spend on digital devices, the higher their level of digital addiction. Considering that daily digital use accounts for roughly one-fifth of students’ waking hours, digital devices can be regarded as significant time traps of the modern age. Thus, the excessive use of digital tools and environments makes university students more vulnerable to digital addiction, the findings underscore the need to mitigate risks by fostering healthier usage patterns and encouraging positive digital habits.

Acknowledgement:
This study has been supported by Anadolu University Scientific Research Projects Coordination Unit under grant number 2505.

Keywords: Digital addiction, social media, digital game, mental health.