Game Development Reference
Table 4. Transference of problem solving capacities developed in game settings to an academic or
I totally dis-
I do not agree
nor do I dis-
I partially agree I totally agree
Solving problems in this game
context has enabled me to do just
this in an academic or professional
ficulty recognizing that they can transfer problem
solving capabilities developed in games to an
academic or professional surrounding.
The fact that a big fraction of players does not
recognize the possibility of transferring problem
solving skills developed in a game setting to their
academic lives is in conformity with the fact that
teachers and educators are not able to include
electronic games in their lessons (Akilli, 2007;
Gibson et al.; 2007).
These results indicate that players are moti-
vated by the game environment. The socialization
power present in games is important. Item 4
questioned players regarding their motivation to
interact and communicate with others and this
aspect registered the highest mean (4.3) with the
lowest standard deviation (0.9) It is apparent that
there is a distinction between the need for interac-
tion and the motivational environment put forth
by games. It is interesting to note that 50% of
Gladiatus players agreed with this statement when
this particular game does not require player in-
In item 8, players were asked about motivation
when it came to achieving a goal. The majority of
Ikariam, OGame and Gladiatus players partially
or totally agree with this assertion bearing the fol-
lowing results: Gladiatus 65% and Ikariam 75%.
Metin2 registered a significantly lower number of
total agreements at 17% and 29% of them neither
agree nor disagree. This difference of perceptions
Surveyed players were asked about whether or
not the game motivated them towards the per-
formance of certain tasks and/or activities. The
common mean of responses on a scale of 1 to 5 is
positioned above the average scale numbers with
a standard deviation ranging between 0.9 and 1.3
as can exhibited by Table 5.
Table 5. Mean and standard deviation for the items related to motivation for task performance
The difficulties I experience while concluding a game level motivate me to discuss
game strategies with others.
My will to play does not diminish even if achieving a goal requires more effort.
I feel motivated to learn the game rules and commands as soon as I begin playing.
The challenges put forth by the game motivate me to search for extra material (game
forum, specialized sites, etc.) so I can overcome them.