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Journals / Ulusal Spor Bilimleri Dergisi / 2026 / Cilt: 10 Sayı: 1

Why Do We Play? An Investigation of University Students’ Digital Gaming Motivation

Neden Oynuyoruz? Üniversite Öğrencilerinin Dijital Oyun Oynama Motivasyonlarına İlişkin Bir İnceleme

Muhammet Can Amak(BITLIS EREN UNIVERSITY, SCHOOL OF PHYSICAL EDUCATION AND SPORTS)0009-0007-6078-5910
Tuğba Mutlu Bozkurt(BITLIS EREN UNIVERSITY, SCHOOL OF PHYSICAL EDUCATION AND SPORTS, DEPARTMENT OF SPORTS)0000-0001-8663-2188
Pages
1–15
Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In addition, as a result of the correlation analysis conducted between gender, physical activity status, and digital game playing status, a low-level negative relationship was found, whereas it was concluded that there was a moderate-level positive relationship with the variable of daily digital game playing duration.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aimed to examine the digital gaming motivation levels of university students in order to determine the reasons why they play games.
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Key Findings & Data:A total of 306 students studying in the 1st, 2nd, 3rd, and 4th years at Van Yüzüncü Yıl University voluntarily participated in the research, including 195 (63.7%) females and 111 (36.3%) males.
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Conclusion & Impact:In addition, as a result of the correlation analysis conducted between gender, physical activity status, and digital game playing status, a low-level negative relationship was found, whereas it was concluded that there was a moderate-level positive relationship with the variable of daily digital game playing duration.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Üniversite öğrencileri · dijital oyun · motivasyon

Abstract

This study aimed to examine the digital gaming motivation levels of university students in order to determine the reasons why they play games. A total of 306 students studying in the 1st, 2nd, 3rd, and 4th years at Van Yüzüncü Yıl University voluntarily participated in the research, including 195 (63.7%) females and 111 (36.3%) males. The study employed a quantitative research method with a descriptive survey model. The data collection tools consisted of a “Personal Information Form” and the “Gaming Motivation Scale.” In light of the findings obtained in the study, while significant differences were determined between the variables of gender, physical activity status, digital game playing status, and daily digital game playing duration and the total score of the game motivation scale and the sub-dimensions of intrinsic motivation, integration, identification, introjection, external regulation, and amotivation, no significant difference was determined at the grade level. In addition, as a result of the correlation analysis conducted between gender, physical activity status, and digital game playing status, a low-level negative relationship was found, whereas it was concluded that there was a moderate-level positive relationship with the variable of daily digital game playing duration. Based on these findings, it is recommended that, in the development of intervention programs aimed at directing university students’ digital game playing motivations, variables such as gender, physical activity status, and especially daily digital game playing duration be taken into consideration, and that practices aimed at structuring digital games in a controlled, educational, and physical activity–supportive manner be encouraged.

Özet

Bu araştırmada üniversite öğrencilerinin neden oyun oynadıklarının tespiti için, dijital oyun motivasyonu düzeylerinin incelenmesi amaçlanmıştır. Araştırmaya Van ilinde bulunan Yüzüncü Yıl Üniversitesinde 1.,2.,3. ve 4. sınıfta eğitimine devam eden 195’i (%63,7) kadın, 111’i (%36,3) erkek olmak üzere toplam 306 öğrenci gönüllü olarak katılmıştır. Araştırmada nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmış olup, veri toplama araçları olarak "Kişisel Bilgi Formu" ve "Oyun Oynama Motivasyon Ölçeği" kullanılmıştır. Araştırmada elde edilen bulgular ışığında, cinsiyet, spor yapma durumu, dijital oyun oynama durumu, günlük dijital oyun oynama süresi değişkeni ile oyun motivasyonu ölçeği toplamı ile içsel motivasyon, bütünleşme, kimliğe katma, içe yansıtma, dışsal düzenleme ve motivasyonsuzluk alt boyutları arasında anlamlı farklılık saptanmışken, sınıf düzeyinde anlamlı farklılık tespit edilmemiştir. Ayrıca cinsiyet, spor yapma durumu, dijital oyun oynama durumu değişkeni ile arasında yapılan korelasyon analizi sonucunda negatif yönde düşük düzeyde ilişki bulunmuşken; günlük dijital oyun oynama süresi değişkeni ile arasında pozitif yönde orta düzeyde ilişki olduğu sonucuna ulaşılmıştır. Bu bulgular doğrultusunda, üniversite öğrencilerinin dijital oyun oynama motivasyonlarını yönlendirmeye yönelik müdahale programlarının geliştirilmesinde cinsiyet, spor yapma durumu ve özellikle günlük dijital oyun oynama süresi gibi değişkenlerin dikkate alınması; dijital oyunların kontrollü, eğitsel ve fiziksel aktiviteyi destekleyici biçimde yapılandırılmasına yönelik uygulamaların teşvik edilmesi önerilmektedir.

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Cite This Article

Amak, M. C., Bozkurt, T. M. (2026). Why Do We Play? An Investigation of University Students’ Digital Gaming Motivation. Ulusal Spor Bilimleri Dergisi, Cilt: 10 Sayı: 1, 1–15. https://doi.org/10.30769/usbd.1833601

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