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This research utilizes Ryan and Deci’s (2017) Self-Determination Theory (SDT) as a lens to examine esports players’ intrinsic and extrinsic motivations. SDT is useful to look at the motivation of players along a continuum (amotivation, extrinsic, and intrinsic motivation). Prior research has demonstrated that gaming has the potential to satisfy the three basic psychological needs purported by SDT: competence, autonomy, and relatedness. Further, we posit that players are attracted to activities that benefit them and will satisfy their needs (i.e. feeling skilled and competent). Conversely, basic psychological needs can be thwarted as players are faced with risks or obstacles difficult for them to overcome.
The research methodology was based on a case-study approach at one four-year university. An anonymous, online Qualtrics questionnaire utilized both open and closed questions and targeted the university collegiate esports team of students over the age of 18. Five of these included demographic questions such as age, gender, ethnicity, college classification, and college major. Also, the survey included six multiple choice and four open-ended questions determining students’ habits, experiences and perceptions of the benefits and risks to playing esports. The survey link was posted to the campus esport's discord for players to complete. Additionally, the Student Esports Director was encouraged to send the invitation to participate out to student teams, through social media, text, and/or email. For purposes of this study, the analyses were focused on examining the habits of esports players. In addition, both the perceived benefits and risks to college students who play eSports were investigated. The data analysis proceeded in two directions: statistical analyses and an additional exploration of the qualitative responses. Quantitative data analysis was completed using Qualtrics Stats IQ and Excel. The data were analyzed using descriptive statistics to examine differences in students’ esports habits and the potential benefits and risks playing such games might have on academics across gender and education classification. The open-ended questions in the survey were systematically and independently analyzed by the research team.
Note: The full data analysis (e.g., gender, ethnicity, classification) will be completed fall of 2022.
Twenty-eight of the university competitive esports gamers (23 male, 5 female) completed the survey. The participants ranged in age from 18-57 years of age. Of those, 18 were White (64%), three were Hispanic (11%), four were Black (14%), and three were Asian (11%). Students represented a variety of majors from business management, nursing, psychology, and economics to computer science. Five (18%) of the students were freshman, ten (36%) were sophomores, five (18%) were juniors, four were seniors (14%), and four (14%) were in graduate school. On a four-point scale, the average mean grade point average (GPA) of the students was a 3.36.
On average, students played esports 5 hours per day, watched 2.7 hours per day, and competed just 2 hours per day. The majority of time spent playing esports took place on a desktop, laptop (44%) or console (22%) within a student’s home or apartment (46%), on campus (40%), or at a friend’s home (43%). Most students played League of Legends (39%), Overwatch (44%), Fortnite (37%), Call of Duty (33%), or other game (41%). Furthermore, when the students were asked if they used real-world money to purchase gaming items, most students reported spending money on cosmetic items (40%), tournament fees (20%), coins (9%), functional weapons (7%), loot boxes (9%), upgrades (4%), betting (4%), and other (4%) such as "game passes." In fact, some students reported spending up to $300 on cosmetic items, $10-20 dollars on tournament fees, $10-20 a month on loot boxes, $250 on upgrades, "several hundred dollars" on coins, and $250 on functional weapons.
When students were asked whether participating in esports affected their health, none of the students reported an increase in the use of tobacco or vaping products. However, some students (4%) reported an increase in alcohol consumption, reduced sleep (26%), an increase in weight (19%), increased anxiety (7%), increased depression and suicidal thoughts (7%), and 30% reported an increase in back, hand, and neck pain. However, 41% of students also remarked they participated in some type of exercise routine. However, when asked if they participated in recreational or competitive sports, 13 (47%) stated no; six students (21%) reported such sports as being in a band, playing disc golf, tennis, softball, or soccer club. And another student stated they worked full-time instead.
Twenty-seven (96%) of the students reported that esports had personal benefits including making new friends, socialization, and having fun. For example, one student remarked "It has helped me to make lifelong friends whom share the same hobbies with me. Playing games growing up has also kept me from getting in the wrong crowd and making bad choices throughout my late teenage years. I am on the right path in my life and video games have contributed to me not giving in to peer pressure to do things that would steer me off the right path."
When students were asked whether esports had academic benefits, 25 (89%) students stated yes and 3 (11%) reported there was no academic benefit. For example, one student noted, "My free time is not being spent partying, clubbing, etc. My friends that I have made through video games encourage me to do well in school and to get my homework done each night. I know several people who are in fraternities, for example, and they struggle to pass classes because oftentimes they’re going out with friends each night. Meanwhile, I make the President’s list each semester (Straight A’s)." Another student wrote that esports "encourages me and makes me excited to go to campus. Also, allows me to learn about software and hardware mechanics from the computers as well as other participants... helps teach me about game design and mechanics as well as video broadcasting and editing."
In terms of risks to playing esports, students were somewhat divided with 13 (46%) stating there were risks and 15 (54%) stating that there were no risks. For example, one student noted, "There are for sure risks. Some can include bad sleeping habits, too much stress, an imbalance between playing and school, and too much focus on the game which can impact social life." Another reported, "I know that our Smash Ultimate team is very uplifting. If one of us is getting frustrated, then everyone stops to address that so that we can all grow as a team."
Educational institutions should explore the habits of their esports athletes as such competitive gaming has been linked to weight gain (Kracht, et al, 2020), wrist, and neck problems (Delello, et al, 2021), and even gambling and mental health problems (Zendle & Cairns, 2018). Preliminary research has also indicated that for players like the ones in this study, there is a greater risk for sleep deprivation. As eSports becomes more prevalent on college campuses, it will be important that policies regarding health, academic success, and game play be established as an awareness needs to be created around the habits of players. Institutions should consider adding supports to help the college player such as mental health counselors, nutritionists, and sports medicine physicians.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). Washington, DC: American Psychiatric Association Publishing. https://dsm.psychiatryonline.org/doi/ book/10.1176/appi.books.9780890425596
Delello, J. A., McWhorter, R. R., Roberts, P., Dockery, H. S, De Giuseppe, T. & Corona, F. (2021). The rise of esports: Insights into the perceived benefits and risks for college students. International Journal of eSports Research, 1(5).
Kracht, C. L., Joseph, E. D., & Staiano, A. E. (2020). Video Games, Obesity, and Children. Current obesity reports, 9(1), 1–14. https://doi.org/10.1007/s13679-020-00368-z
Ryan, R. M., & Deci, E. L. (2017) Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Zendle, D., & Cairns, P. (2018). Video game loot boxes are linked to problem gambling: Results of a large-scale survey. PLoS One, 13(11), e0206767. https://doi.org/10.1371/journal.pone.0206767
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