Video game player profiles among university students: Impact of game preferences and academic background
Video games have become a widespread cultural and economic phenomenon, with Spain ranking among the top European countries in gaming consumption. This study examines the gaming habits and preferences of 440 university students at the University of Seville, classifying player profiles based on game p...
| Autores: | , , , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/177512 |
| Acceso en línea: | https://hdl.handle.net/11441/177512 https://doi.org/10.1016/j.caeo.2025.100280 |
| Access Level: | acceso abierto |
| Palabra clave: | Video game genres Gaming behavior Higher education students Gamer profiles Educational gamification Educational outcomes |
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Video game player profiles among university students: Impact of game preferences and academic backgroundGarcía Cabrera, EmilioLuna Perejón, FranciscoPertegal Vega, Miguel ÁngelMuñoz Saavedra, LuisSevillano Ramos, José LuisMiró Amarante, María LourdesVideo game genresGaming behaviorHigher education students Gamer profilesEducational gamificationEducational outcomesVideo games have become a widespread cultural and economic phenomenon, with Spain ranking among the top European countries in gaming consumption. This study examines the gaming habits and preferences of 440 university students at the University of Seville, classifying player profiles based on game preferences and academic background. A cross-sectional study was conducted using an anonymous online survey, and principal component analysis identified three distinct player profiles: Competitive, Explorer, and Socializer. Findings indicate that gaming frequency varies significantly by academic discipline, with students in technical fields playing more frequently and preferring PC gaming, while those in social and health sciences favor mobile gaming. Moreover, the Explorer profile is associated with higher gaming frequency, whereas the Socializer profile is linked to lower engagement. Contrary to common concerns, gaming time does impact academic performance, particularly when exceeding five hours per day. Findings suggest that gamification in higher education should align with students’ gaming profiles to boost engagement and learning performance. While offering useful insights, the study’s cross-sectional design and selfreported data limit its scope. Longitudinal research is needed to assess long-term academic and well-being impacts.ElsevierPsicología Evolutiva y de la EducaciónMedicina Preventiva y Salud PúblicaArquitectura y Tecnología de ComputadoresMinisterio de Ciencia e Innovación (MICIN). EspañaAgencia Estatal de Investigación. España2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/11441/177512https://doi.org/10.1016/j.caeo.2025.100280reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésComputers and Education Open, 9, 100280.PID2022–141172OA-I00https://doi.org/10.1016/j.caeo.2025.100280info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1775122026-06-17T12:51:07Z |
| dc.title.none.fl_str_mv |
Video game player profiles among university students: Impact of game preferences and academic background |
| title |
Video game player profiles among university students: Impact of game preferences and academic background |
| spellingShingle |
Video game player profiles among university students: Impact of game preferences and academic background García Cabrera, Emilio Video game genres Gaming behavior Higher education students Gamer profiles Educational gamification Educational outcomes |
| title_short |
Video game player profiles among university students: Impact of game preferences and academic background |
| title_full |
Video game player profiles among university students: Impact of game preferences and academic background |
| title_fullStr |
Video game player profiles among university students: Impact of game preferences and academic background |
| title_full_unstemmed |
Video game player profiles among university students: Impact of game preferences and academic background |
| title_sort |
Video game player profiles among university students: Impact of game preferences and academic background |
| dc.creator.none.fl_str_mv |
García Cabrera, Emilio Luna Perejón, Francisco Pertegal Vega, Miguel Ángel Muñoz Saavedra, Luis Sevillano Ramos, José Luis Miró Amarante, María Lourdes |
| author |
García Cabrera, Emilio |
| author_facet |
García Cabrera, Emilio Luna Perejón, Francisco Pertegal Vega, Miguel Ángel Muñoz Saavedra, Luis Sevillano Ramos, José Luis Miró Amarante, María Lourdes |
| author_role |
author |
| author2 |
Luna Perejón, Francisco Pertegal Vega, Miguel Ángel Muñoz Saavedra, Luis Sevillano Ramos, José Luis Miró Amarante, María Lourdes |
| author2_role |
author author author author author |
| dc.contributor.none.fl_str_mv |
Psicología Evolutiva y de la Educación Medicina Preventiva y Salud Pública Arquitectura y Tecnología de Computadores Ministerio de Ciencia e Innovación (MICIN). España Agencia Estatal de Investigación. España |
| dc.subject.none.fl_str_mv |
Video game genres Gaming behavior Higher education students Gamer profiles Educational gamification Educational outcomes |
| topic |
Video game genres Gaming behavior Higher education students Gamer profiles Educational gamification Educational outcomes |
| description |
Video games have become a widespread cultural and economic phenomenon, with Spain ranking among the top European countries in gaming consumption. This study examines the gaming habits and preferences of 440 university students at the University of Seville, classifying player profiles based on game preferences and academic background. A cross-sectional study was conducted using an anonymous online survey, and principal component analysis identified three distinct player profiles: Competitive, Explorer, and Socializer. Findings indicate that gaming frequency varies significantly by academic discipline, with students in technical fields playing more frequently and preferring PC gaming, while those in social and health sciences favor mobile gaming. Moreover, the Explorer profile is associated with higher gaming frequency, whereas the Socializer profile is linked to lower engagement. Contrary to common concerns, gaming time does impact academic performance, particularly when exceeding five hours per day. Findings suggest that gamification in higher education should align with students’ gaming profiles to boost engagement and learning performance. While offering useful insights, the study’s cross-sectional design and selfreported data limit its scope. Longitudinal research is needed to assess long-term academic and well-being impacts. |
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2025 |
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2025 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://hdl.handle.net/11441/177512 https://doi.org/10.1016/j.caeo.2025.100280 |
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https://hdl.handle.net/11441/177512 https://doi.org/10.1016/j.caeo.2025.100280 |
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Inglés |
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Inglés |
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Computers and Education Open, 9, 100280. PID2022–141172OA-I00 https://doi.org/10.1016/j.caeo.2025.100280 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Elsevier |
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Elsevier |
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reponame:idUS. Depósito de Investigación de la Universidad de Sevilla instname:Universidad de Sevilla (US) |
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Universidad de Sevilla (US) |
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idUS. Depósito de Investigación de la Universidad de Sevilla |
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