Abstract

Recent research has found that age and playing experience moderates people’s opinions regarding video games’ negative effects while the perception of the cause of game play – game play motivation – was not considered so far. This study investigated how age and playing expertise influence perceived game play motivations. A survey was performed on a sample of mixed age (N = 374). Categories found for perceived playing motivations for violent video games were: virtual aggression, fun/challenge, catharsis, boredom, and social. Fun/challenge was found to be the main motivations for both, non-players and players. However, age positively and playing experience negatively predicted the importance of the perceived motivation virtual aggression while the opposite pattern was found for fun/challenge. The discussion focuses on: 1.) How we should deal with such in- and out-group perceptions in game studies, 2.) how beliefs about player motivations influence further perceptions, and 3.) the necessity of understanding how society’s perception of games can influence game science itself.

Highlights

  • Introduction1.1 Discussion About Violent Video Games and Research Questions

  • 1.1 Discussion About Violent Video Games and Research QuestionsResearch in the field of violent video games is still more than just ambivalent (Elson & Ferguson, 2013)

  • Our first research question was if the same categories for game play motivations of Ferguson and Olson (2013) can be found

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Summary

Introduction

1.1 Discussion About Violent Video Games and Research Questions. Research in the field of violent video games is still more than just ambivalent (Elson & Ferguson, 2013). Aside from one recent cordial exchange (Ferguson & Konijn, 2015), these debates tend to end up in strong positions, with scholars, policy makers, and the general public vehemently arguing very different perspectives. It is unclear why a single pool of research data produces such discrepant opinions about what it means. Perception on the other hand is influenced by experience/expertise with a subject (Greenwald & Banaji, 1995) and guided by pre-existing attitudes and knowledge (Greenwald et al, 2002; Shiffrin & Schneider, 1977)

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