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Relationship between Developmental Stages and Video Game Uses and Gratifications, Game Preference and Amount of Time spent in Play
Unformatted Document Text:  Video game U&G 15 increase in playing time is not because they prefer the games more at this stage, but because of some other factors that motivate game use. This corroborates the uses and gratifications paradigm, which asserts that the media is used as a means to an end rather than an end in itself. We now look at the uses and gratification data from the study to understand what the ulterior motives for video game use might be. As hypothesized there were differences between age groups in motives for video game use. According to the data, children in the fifth grade play video games for the challenge and fantasy that the games provide. However, as these children develop into adolescents they begin to play for social interaction and competition and finally in college they are back to playing the games for challenge and fantasy. Thus we see that a dramatic change in motives at the adolescent stage of development. The change from the more personal motives (fantasy and challenge) to the more socially oriented motives (social interaction and competition) at the adolescent stage can be explained by the social development theory. As seen earlier, the period of adolescence is typified by the individual’s declining dependence on family, the striving for independence and the increased importance of the peer group. As a result of these developmental changes adolescents look toward video games as a comfortable and non-threatening means of interacting with their peers. Not only were there differences between age groups in motives for video game use, but the data also revealed that within each age group certain game clusters are preferred to others. According to the data the fifth graders prefer physical enactment games closely followed by imagination games and the traditional games are the least liked of the three clusters. This preference for physical enactment and imaginations games over traditional games may be explained by preadolescents’ motives for using video games. They use video games for

Authors: Sherry, John., Desouza, Rebecca., Greenberg, Bradley. and Lachlan, Ken.
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Video game U&G
15
increase in playing time is not because they prefer the games more at this stage, but because of
some other factors that motivate game use. This corroborates the uses and gratifications
paradigm, which asserts that the media is used as a means to an end rather than an end in itself.
We now look at the uses and gratification data from the study to understand what the ulterior
motives for video game use might be.
As hypothesized there were differences between age groups in motives for video game
use. According to the data, children in the fifth grade play video games for the challenge and
fantasy that the games provide. However, as these children develop into adolescents they begin
to play for social interaction and competition and finally in college they are back to playing the
games for challenge and fantasy. Thus we see that a dramatic change in motives at the adolescent
stage of development. The change from the more personal motives (fantasy and challenge) to the
more socially oriented motives (social interaction and competition) at the adolescent stage can be
explained by the social development theory. As seen earlier, the period of adolescence is
typified by the individual’s declining dependence on family, the striving for independence and
the increased importance of the peer group. As a result of these developmental changes
adolescents look toward video games as a comfortable and non-threatening means of interacting
with their peers.
Not only were there differences between age groups in motives for video game use, but
the data also revealed that within each age group certain game clusters are preferred to others.
According to the data the fifth graders prefer physical enactment games closely followed by
imagination games and the traditional games are the least liked of the three clusters. This
preference for physical enactment and imaginations games over traditional games may be
explained by preadolescents’ motives for using video games. They use video games for


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