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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 17 Results also showed that reasons for play given to us by heavy video game users differ from the reasons for play given to us by regular game users. Regular users in the preadolescent stage play video games for challenge and fantasy while heavy users play for social interaction and competition. However, it’s possible that the difference in motives between regular users and heavy users at the preadolescent stage is more a function of using age as a predictor of developmental stages, rather than an actual difference in motives. Results also showed that regular users in the adolescent stage play video games for social interaction and competition. Clearly, these are the same reasons that heavy preadolescent users give us for video game use. A possible explanation for this phenomenon might just be that the fifth graders who are heavy users are in fact already at the adolescent phase. Thus not only are they spending more time playing video games like their eight grade counterparts (thereby qualifying them as ‘heavy users’), but they’re also using them for the same reasons. In the eight grade social interaction is still a predictor of heavy usage, however competition as a motive is displaced by diversion. The same trend continues into college with heavy users describing social interaction and diversion as their most dominant motives for video game use. It’s important to note the increasing use of video games as a means of diversion by heavy users in the adolescent and young adult phase. This indicates that game use for the heavy users ceases to be purposeful at some point and become more ritualistic, i.e. the games are used merely as a means of distraction or avoidance rather than for a specific social or personal use. This heavy use for the purpose of diversion can be attributed to difficulties adolescents experience in bridging the gap between childhood and adulthood. In an attempt to escape the anxiety of adult responsibility the individual avoids reality-oriented behavior and uses video games as a means of escape.

Authors: Sherry, John., Desouza, Rebecca., Greenberg, Bradley. and Lachlan, Ken.
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Video game U&G
17
Results also showed that reasons for play given to us by heavy video game users differ
from the reasons for play given to us by regular game users. Regular users in the preadolescent
stage play video games for challenge and fantasy while heavy users play for social interaction
and competition. However, it’s possible that the difference in motives between regular users and
heavy users at the preadolescent stage is more a function of using age as a predictor of
developmental stages, rather than an actual difference in motives. Results also showed that
regular users in the adolescent stage play video games for social interaction and competition.
Clearly, these are the same reasons that heavy preadolescent users give us for video game use. A
possible explanation for this phenomenon might just be that the fifth graders who are heavy users
are in fact already at the adolescent phase. Thus not only are they spending more time playing
video games like their eight grade counterparts (thereby qualifying them as ‘heavy users’), but
they’re also using them for the same reasons. In the eight grade social interaction is still a
predictor of heavy usage, however competition as a motive is displaced by diversion. The same
trend continues into college with heavy users describing social interaction and diversion as their
most dominant motives for video game use. It’s important to note the increasing use of video
games as a means of diversion by heavy users in the adolescent and young adult phase. This
indicates that game use for the heavy users ceases to be purposeful at some point and become
more ritualistic, i.e. the games are used merely as a means of distraction or avoidance rather than
for a specific social or personal use. This heavy use for the purpose of diversion can be attributed
to difficulties adolescents experience in bridging the gap between childhood and adulthood. In an
attempt to escape the anxiety of adult responsibility the individual avoids reality-oriented
behavior and uses video games as a means of escape.


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