Yıl 2020, Cilt 7 , Sayı 1, Sayfalar 184 - 200 2020-02-19

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

Osman EROL [1] , Neşe SEVİM ÇIRAK [2]

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.
digital games, self-determination theory, gamers, SDT, game motivation
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Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Research Articles

Orcid: 0000-0002-9920-5211
Yazar: Osman EROL (Sorumlu Yazar)
Ülke: Turkey

Orcid: 0000-0002-5843-6291
Ülke: Turkey


Yayımlanma Tarihi : 19 Şubat 2020

APA EROL, O , SEVİM ÇIRAK, N . (2020). What are the Factors that Affect the Motivation of Digital Gamers?. Participatory Educational Research , 7 (1) , 184-200 . DOI: 10.17275/per.