Male Students and Digital Game: Reason, Motivation and Feeling (original) (raw)

Playing Digital Game Motivations of University Students

Asian Journal of Education and Training, 2019

Digital gaming involves all kinds of activities, both individually and as a team, in an online or offline environment through an electronic device. It is stated that the age of playing digital games has decreased to 5-6 years. The aim of this study is to investigate the motivation of students in different faculties of Kastamonu University to play digital games according to gender, age, faculty, class, income and frequency of playing. The research is a descriptive research conducted with quantitative research method. A total of 400 students participated from Kastamonu University in Turkey. In the research, digital game playing motivation scale developed by Munusturlar and Munusturlar (2018) was used as a measurement tool. In the study, the normal distribution of the data was determined by kurtosis and skewness values, and parametric analysis methods One-Way Anova and Independent T test were used. The motivation of the participants to play digital games was determined at medium and high levels. According to the results, differences were found according to the variables of gender, department, age, class and income status. According to a study of men playing digital games motivation levels are higher than women. In addition, participants with better financial status are more motivated to play digital games. In addition, older participants have higher motivation to play digital games.

Middle School Students’ Digital Game Experiences in the City of Makkah in Saudi Arabia

The purpose of this quantitative study is to investigate middle school students" experiences with gaming in Makkah City in Saudi Arabia. This study described the current condition of video game usage and compared that depth of usage to current academic grade point average (GPA). Also, it showed the difference between gender, and students" age and described the types of video games and elements that attract students to play video games. There were 201 middle schools students from Makkah who participated in this study. The study found there was a significant relationship between hours spent playing video games and students" GPAs. They also showed a significant difference between gender in hours spent playing video games and that there was no significant statistical difference between the middle schools students" ages in hours spent playing video games. Additionally, male students were perceived to have higher positive attitudes toward video games than females. Finally, the results suggested that there are three underlying factors (competition, discover, and knowledge) that attract students to play video games.

Digital Games: A Motivational Perspective

2005

Information technologies have improved dramatically in the last decade, enhancing the potential of digital games to create realistic and engaging environments where players use different cognitive approaches to solve problems, such as, thinking outside of the box, collaborating in groups and searching for information. Unfortunately not all genres of digital games have taken advantage of the new technology and game design knowledge now available. Commercial and educational games have evolved in different ways. For instance, while the commercial game market has experienced continuous growth, the educational game market is almost non-existent. Users' preference for commercial games indicates that people have different motivations for playing commercial games and for playing educational games. Motivation theories provide a framework to study how users engage with these games, so that designers can apply the best features of both computer applications to create powerful learning tools.

Study on the Effect of Popular Culture on Digital Game Motivation

Journal of Educational Issues

In parallel with the constantly developing and changing technology, there is an increase in the consumption of digital games and a change in the way of use. About 30 million people in Turkey are interested in digital games and spend their free time in this way. Considering the Z generation, a significant portion of these users are high school and university students. There are even high school and university students who continue their professional careers as e-athletes. Determining why the Z generation prefers digital games and sports as a career or an important tool to evaluate their spare time can contribute to the e-sports literature. In this context, the aim of the research is to understand the motivations of generation Z to play digital games and to contribute to the e-sports literature. In the research, 335 digital game users were reached on the internet with the convenience sampling technique. In obtaining the data; Demir and Hazar (2018); Digital game playing motivation sca...

EDUCATIONAL GAMES AS A MOTIVATIONAL TOOL FOR DIGITAL STUDENTS (A CASE STUDY

Building a model of educational tools: computer games by means of ICT followed by applying it in the educational process in the second degree school through the potential of the motive development for students aiming proactive involving in learning process; A goal of this study is to define and to formulate student training model and interaction model describing interaction between student and educational game. Based on used research sources referred in this study a wide range of terms such as educational game, learning game, teaching game, gaming, gamification etc. we can assume a unified approach of the terminology:  Gaming tool used in the learning process system via ICT is called educational game;  Educational game is a subclass of computer game;  Computer game is subclass of game.

Examination of Digital Game Habits of High School Students

Digital games are becoming more and more popular among today's students. Digital games are used directly or indirectly in many areas such as marketing and communication. In terms of of education, digital games allow students to socialize and also provides stundents with the development of motivation and self-regulation skills. Digital games have become an important pedogogical tool thanks to such benefits. It is important to know the habits and preferences of the students who play digital games to get the best benefit in education. Because the habits and preferences of individuals playing digital games are seen as a cultural phenomenon. So it is necessary to know the preferences and the habits of learners in the target culture. The aim of this research is to analyze the digital gaming habits of high school students. This study is based on survey model. It was conducted in a province in Western Black Sea Region. It was carried out an Anatolian High School students. Participants of this research consist of 418 high school students. The survey was conducted by means of a questionnaire developed by researchers. This questionnaire contains questions about the demographic information of students and determination of the habits of playing digital games. In the analysis phase the percentage, frequency, mean and standart deviation were used. 49.2% of male students and 50.8% of female students participated in the research. 97.3% of the students have a smartphone but 2.7% of the students do not have a smartphone. Also 81.8% of the students have the smartphones with internet connection. When it comes to the frequency of playing digital games 33.7% of the students play digital games everyday, 14.1% play digital games three or four days a week, 25.3% play digital games one day or two days a week, 16.2% play digital games a few times a month. When it comes to the frequency of daily digital gaming 20.5% of students play digital games less than an hour, 21.7% of students play one or two hours, 9.6% of students play three or four hours, 1.2% of students play for five or six hours and 1.2% of students play 7 hours and more. When students are asked where to play their digital games, 50% of students play their digital games on the smartphone, 3.3% of students play digital games on tablet, 3.3% of students play digital games on game console, 6.2% of students play digital games on PC, 34.4% of students play on their laptops. 72.2% students who play digital games say that they play single-user digital game. 27.3% of students say that they play multiuser digital games. When it comes to multiuser digital games, 0.7% of students say that they play with their parents, 23.4% of students say that they play with their friends, 75.9% of students say that they play with unfamiliar people on the internet. 19.1% of students say that they go to the internet cafe to play digital games. When the findings obtained from research are

A CASE STUDY ON HABIT, MOTIVATION, AND PERCEPTION OF URBAN HIGH SCHOOL STUDENTS TOWARD COMPUTER GAME

pasca.if.its.ac.id

It has been widely accepted that people learn from playing computer games. The popularity of computer games has attracted a number of research initiatives on how computer games may be used for educational purposes. While there are a number of computer games widely available, computer games that incorporate education principles into its design are relatively rare. Therefore, developing computer games for educational settings is very challenging. Aside from complying with criteria which makes a computer game 'good', educational computer games should be educational and enjoyable.

What are the Factors that Affect the Motivation of Digital Gamers?

Participatory Educational Research, 2020

Digital games have taken on an important role in many people's lives and are popular among various age groups and different genders. Hence, it is important to estimate why people are so attracted to digital games. The aim of this study is to investigate the motivational factors that incite people to play digital games. To achieve this, survey methods were implemented and the "Game Motivation Scale" was applied to 330 gamer participants. This scale used in this study is based on self-determination theory. According to the theory there are two types of motivation, namely intrinsic and extrinsic motivation. The scale has six main dimensions which are intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The obtained data were analysed by MANOVA. The findings show that players are more intrinsically motivated while playing games, and that male participants' motivation is higher than that of females. Besides, players who have played for more years and for more hours, who prefer to spend money on games and gaming environments, are happy with their gaming habits, are highly motivated to play digital games. Based on these findings, the motivation level of players might be considered as beneficial in terms of serious game playing; whereas it might pose problems in terms of exhibiting addictive behaviours or negative issues affecting their psychological and physical wellbeing.

University Students’ Video Gaming - Reasons, Preferences, and Behavioural Effects

European Conference on Games Based Learning

Research on players’ reasons for video gaming, their video game preferences, and the behavioural effects of video gaming on the players tends to study those issues separately. This study attempts to explore all those issues collectively with the aim of facilitating game designers to develop appealing educational games for university students without inflicting negative behavioural impacts on the students. Relevant data from 100 undergraduates were collected from an online survey. Cluster analysis of the eight major reasons for playing video games resulted in grouping the respondents into five clusters. The cluster that rated peer effect as the major reason for playing is male-dominated whereas the cluster that rated family influence as the major reason is female-dominated. A similar analysis of the respondents’ video game genre preferences reveals that the cluster favouring fighting and battle games is male-dominated, whereas the cluster favouring family entertainment games is fe...