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

Year 2020, Volume: 7 Issue: 1, 184 - 200, 19.02.2020

Osman Erol Neşe Sevim Çırak

https://doi.org/10.17275/per.20.11.7.1

Cited By: 2

Abstract

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.

Keywords

digital games, self-determination theory, gamers, SDT, game motivation

References

• Akin, A., Kaya, Ç., & Demirci, I. (2015). Oyun Motivasyonu Ölçeği’nin Geçerliği ve Güvenirliği. Mersin University Journal of the Faculty of Education, 11(1), 18-31.
• Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological science, 12(5), 353-359.
• Bartle, R. A. (2004). Designing virtual worlds. Berkeley, CA: New Riders.
• Coursaris, C. K., Van Osch, W., & Sese, F. (2016). Exploring the Empirical Link Between Game Features, Player Motivation, and Game Behavior. In MCIS (Mediterranean Conference on Information Systems) Proceedings (p. 53). Nicosia, Cyprus: University Of Nicosia.
• Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.), SAGE Publications.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
• Deci, E., & Ryan, R. M. (1995). Human autonomy: the basis for true self-esteem. In M. Kernis (Ed.), Efficacy, agency, and self-esteem (pp. 31e49). New York: Plenum Press.
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuit: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://www.tandfonline.com/doi/pdf/10.1207/S15327965PLI1104_01?needAccess=true&
• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. De Grove, F., Cauberghe, V., & Van Looy, J. (2016). Development and validation of an instrument for measuring individual motives for playing digital games. Media Psychology, 19(1), 101-125. https://doi.org/10.1080/15213269.2014.902318
• Demetrovics, Z., Urbán, R., Nagygyörgy, K., Farkas, J., Zilahy, D., Mervó, B., & Harmath, E. (2011). Why do you play? The development of the motives for online gaming questionnaire (MOCQ). Behavior Research Methods, 43(3), 814-825. https://doi.org/10.3758/s13428-011-0091-y Dijital oyun sektörü raporu (Rep.) (2016). Turkey: Ankara Regional Innovation Strategy. Retrieved July 15, 2018, from http://www.ankaraka.org.tr/archive/files/yayinlar/ankaraka-dijital-oyun-sektoru.pdf
• Eglesz, D., Feteke, I., Kiss, O. E., & Izso, L. (2005). Computer games are fun? On professional games and players’ motivations. Educational Media International, 42(2), 117-124. https://doi.org/10.1080/09523980500060274
• Ferguson, C. J., & Olson, C. K. (2013). Friends, fun, frustration and fantasy: Child motivations for video game play. Motivation and Emotion, 37(1), 154-164. https://doi.org/10.1007/s11031-012- 9284-7
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
• Frederick, C., & Ryan, R. M. (1993). Differences in motivation for sport and exercise and their relations with participation and mental health. Journal of Sport Behavior, 16(3), 124-146.
• Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362. Gaming-Statistics & Facts. (n.d.). Retrieved August 12, 2018, from https://www.statista.com/topics/1680/gaming /
• Gaming-Statistics & Facts. (n.d.). Retrieved August 25, 2018, from https://www.statista.com/outlook/203/113/video-games/turkey#market-age
• Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
• Gentile, D. A., & Anderson, C. A. (2003). Violent video games: The newest media violence hazard. In D. Gentile (Ed.), Media violence and children (pp. 131-152). Westport, CT: Praeger.
• Greenberg, B. S., Sherry, J., Lachlan, K., Lucas, K., & Holmstrom, A. (2010). Orientations to video games among gender and age groups. Simulation & Gaming, 41(2), 238-259. https://doi.org/10.1177/1046878108319930
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Uppersaddle River: Pearson Prentice Hall.
• Hamari, J. (2015). Why do people buy virtual goods? Attitude toward virtual good purchases versus game enjoyment. International Journal of Information Management, 35(3), 299–308.
• Hamari, J., & Keronen, L. (2017). Why do people play games? A meta-analysis. International Journal of Information Management, 37(3), 125-141.
• Hamlen, K. R. (2011). Children’s choices and strategies in video games. Computers in Human Behavior, 27(1), 532-539. https://doi.org/10.1016/j.chb.2010.10.001
• Hodgins, H. S., & Knee, C. R. (2002). The integrating self and conscious experience. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 87-100). Rochester, NY: University of Rochester Press.
• Hoeft, F., Watson, C. L., Kesler, S. R., Bettinger, K. E., & Reiss, A. L. (2008). Gender differences in the mesocorticolimbic system during computer game-play. Journal of Psychiatric Research, 42(4), 253-258. https://doi.org/10.1016/j.jpsychires.2007.11.010
• Hoffman, B., & Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Educational Technology Research and Development, 58(3), 245-270. https://doi.org/10.1007/s11423-009-9134-9
• Interactive Software Federation of Europe. (2012). Videogames in Europe: Consumer study. Retrieved from https://www.isfe.eu/videogames-europe-2012-consumer-study.
• İnal, Y., & Çağıltay, K. (2005). İlköğretim öğrencilerinin bilgisayar oyunu oynama alışkanlıkları ve oyun tercihlerini etkileyen faktörler. Ankara Özel Tevfik Fikret Okulları, Eğitimde Yeni Yönelimler II Eğitimde Oyun Sempozyumu, Ankara, 71-74. Johnson, D., Gardner, J., & Sweetser, P. (2016). Motivations for videogame play: Predictors of time spent playing. Computers in Human Behavior, 63, 805-812. https://doi.org/10.1016/j.chb.2016.06.028
• Johnson, S. (2005). Everything bad is good for you. New York: Riverhead Books.
• Jones, G. (2002). Killing monsters: Why children need fantasy, super heroes, and make-believe violence. New York: Basic Books.
• King, D., & Delfabbro, P. (2009). Motivational difference in problem video game play. Journal of Cybertherapy and Rehabilitation, 2(2), 139-150.
• Koestner, R., & Losier, G. (2002). Distinguishing among three types of highly motivated individuals. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 101-122). Rochester, NY: University of Rochester press.
• Lafrenière, M. A. K., Verner-Filion, J., & Vallerand, R. J. (2012). Development and validation of the Gaming Motivation Scale (GAMS). Personality and Individual Differences, 53(7), 827-831. http://dx.doi.org/10.1016/j.paid.2012.06.013
• Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. California: Palo Alto Research Center.
• Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations in learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction: vol. 3. Conative and affective process analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum.
• Newzoo (2018) Retrieved May 21, 2018, from https://newzoo.com/insights/articles/global-games-market-reaches-137-9-billion-in-2018-mobile-games-take-half/
• Newzoo (2018) Retrieved May 21, 2018, from https://newzoo.com/insights/articles/the-global-games-market-will-generate-152-1-billion-in-2019-as-the-u-s-overtakes-china-as-the-biggest-market/
• Pala, F. K., & Erdem, M. (2015). Dijital oyun tercihi ve oyun tercih nedeni ile cinsiyet, sınıf düzeyi ve öğrenme stili arasındaki ilişkiler üzerine bir çalışma. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 53-71.
• Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397-427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x.
• Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
• Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York, NY: Guilford Press.
• Ryan, R. M., Patrick, H., Deci, E. L., & Williams, G. C. (2008). Facilitating health behaviour change and its maintenance. Interventions based on self-determination theory. The European Health Psychologist, 10, 2-5.
• Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344-360. https://doi.org/10.1007/s11031-006-9051-8
• Sherry, J. L., Lucas, K., Greenberg, B. S., & Lachlan, K. (2006). Video game uses and gratifications as predictors of use and game preference. In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 213-224). London, UK: Routledge.
• Tamborini, R., Bowman, N. D., Eden, A., Grizzard, M., & Organ, A. (2010). Defining media enjoyment as the satisfaction of intrinsic needs. Journal of Communication, 60(4), 758-777. https://doi.org/10.1111/j.1460-2466.2010.01513.x.
• Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271-360). New York: Academic Press.
• Vallerand, R. J. (2007). A hierarchical model of intrinsic and extrinsic motivation for sport and physical activity. In M. S. D. Hagger & N. L. D. Chatzisarantis (Eds.), Self-determination theory in exercise and sport (pp. 255-279). Champaign, IL: Human Kinetics.