Article

Player Characteristics and Games: Findings

and Implications for
Journal of Educational Technology Systems 0(0) 1–24 ! The Author(s) 2017 Reprints and permissions:

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Michele D. Marvel1
Abstract Understanding the factors that affect participation in online games will help educa- tional game
designers develop games that maximize participation. This study inves- tigated whether introversion or
extroversion, player motivation, and gender affected participation in online games. Participants (n 1⁄4400)
completed a 50-item question- naire about introversion or extroversion, player motivation, and time spent
playing games. A three-way analysis of variance was used to explore the effects of person- ality, player
motivation, and gender on participation. Introverts spent 6.7 more hours playing games than extroverts, and a
significant interaction effect was found between personality and gender. The implications of these findings are
presented.
Keywords games, education, participation, personality, motivation, gender
Computer games have been used in education for nearly 20 years (Hovious & Van Eck, 2015). Foreign languages, medical
training, and business education are just a few examples of the educational applications for games (Alyaz & Genc, 2016;
Friedl & O’Neil, 2013; Jagger, Siala, & Sloan, 2016). Game-based learning has the potential to engage and motivate
students to achieve learning goals (Alaswad & Nadolny, 2015). Chia (2013) found that 98.6% of nursing students reported
that a game-based learning activity successfully prepared them for a clinical simulation. The level of learning satisfaction
that a student has with a game affects their use of game-based learning activities (Liao, Huang, & Wang,
1University
of Phoenix, Tempe, AZ, USA
Corresponding Author: Michele D. Marvel, University of Phoenix, College of Humanities and Sciences, 1625 Fountainhead Pkwy, Tempe,
AZ, USA. Email: marvelm@email.phoenix.edu
2 Journal of Educational Technology Systems 0(0)

2015). In their study of barriers to using games in higher education, Justice and Ritzhaupt (2015) identified both the construct of the
game and the perception of the game as potential barriers to successful implementation of games in the curriculum. Through
understanding the characteristics that encourage partici- pation in online games, universities and game developers can create effective
game-based learning activities for distance-learning platforms.
Existing studies on the use of games in education have primarily focused on the design and implementation of games for
education, and student per- ceptions of the games. In The Multiplayer Classroom (2012), Sheldon identi- fies ways in which coursework
can be gamified. In a study of virtual games in nursing education, Ebbs (2016) discussed moving from a skeptic to a believer in the use
of game-based learning as an alternative to the traditional class- room. Other research studies have focused on the elements of
educational game design and the barriers to implementing games in education (Alaswad & Nadolny, 2015; Justice & Ritzhaupt, 2015).
One study, Graham and Gosling (2013), examined the role of personality and motivation to play online games; however, the sample was
limited to players of a single game, World of Warcraft. To design effective games that will maximize student participation, information
is needed on how the factors of personality, motiv- ation, and gender affect time spent participating in online games. This study sought
to address this gap in literature.
The purpose of this study was to determine whether personality, gender, and motivation had an effect on time spent
participating in online games each week and whether an interaction existed between introversion/extroversion, primary motivation, and
gender. Through understanding how individual characteristics affect participation in online games, game developers and educators will
be better equipped to design and implement interactive games that encourage student participation and boost motivation to complete
game-based learning activities.

Review of Literature
This review of literature covers (a) the individual characteristics of introversion/ extroversion, motivation, and gender, as they pertain to
education; (b) the indi- vidual characteristics of introversion/extroversion, motivation, and gender, as they pertain to games; and (c) the
additional theories that set the foundation of this inquiry.

Individual Characteristics in Education

The traits of introversion and extroversion have been linked to differences in learning styles. Al-Dujaily, Kim, and Ryu (2013) noted
that introverts may benefit from exploratory, or immersive, learning activities in the online
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classroom. Motivation to complete classwork and participation in the online classroom are essential elements to student success in
online courses (Tayebinik & Puteh, 2013). Gender differences in participation and satisfaction in online learning are reported in the
existing literature; for example, Kuo, Walker, Belland, and Schroder (2013) found that female students engaged in peer-to-peer learning
more frequently than male students. Students who spend more time in the online course were found to be more self- regulated than
students who do not spend much time in the online course (Kuo et al., 2013).

Individual Characteristics in Games

As games have become more widely available through the development of com- puters, gaming consoles, and mobile technology, the
use of games has expanded. Males now make up about 55% of the population of gamers, while females account for about 45% of the
gaming population (Entertainment Software Association, 2013). In a study of personality and games, Codish and Ravid (2014) found
that extroverts enjoyed obtaining rewards and badges more than introverts, but they enjoyed leaderboards less, preferring instead to
announce their winnings through face-to-face interaction. According to Yee’s (2007) model of player motivation, online game
participants are motivated to participate in the game environment by their need for a sense of achievement, immersion, and socialization.
Graham and Gosling (2013) found that personality plays a role in player motivation, with players that are extroverted being more likely
to play for socialization and achievement.
The factors of personality, motivation, and gender have been shown to affect student success in online course environments
(Al-Dujaily et al., 2013; Kuoet al., 2013; Tayebinik & Puteh, 2013). Differences in personality, gender, and motiv- ation have been
noted in studies of game participation (Codish & Ravid, 2014; Entertainment Software Association, 2013; Graham & Gosling, 2013;
Yee, 2007). As participation is a critical element of both student success and game play, this study added to existing literature in both
education and game devel- opment by exploring how the factors of introversion/extroversion, motivation, and gender affected time spent
participating in online games.

Additional theories
Arousal theory states that each individual has a specific level of cortical arousal that they seek to maintain and that level varies
according to introversion and extroversion (Eysenck, 1967–2009; Hebb, 1955). Introverts have a lower need for arousal than extroverts
(Eysenck, 1967–2009). Individuals can meet their optional level arousal through everyday activities, like attending courses and playing
games. This basis for studying introversion and extroversion combined
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with the above-mentioned research on motivation, gender, and participation set the foundation for this study.

Method and Design

Information on factors that affect participation in online games will be useful in educational game design. The existing literature
reflected that personality fac- tors, motivation, and gender affect participation in distance-learning platforms (Al-Dujaily et al., 2013;
Kuo et al., 2013; Tayebinik & Puteh, 2013). Information was needed on how these variables affect participation in online games. This
exploratory study used the survey method to examine the variation between the dependent variable of time spent participating in online
games and the following independent variables: introversion/extroversion, primary motivation, and gender. A quantitative,
nonexperimental, research design was utilized in this study, since the purpose of the study was to observe variables and effects to
determine whether a relationship is present between them. Trochim (2006) noted that nonexperimental designs are used when there is no
control group or random assignment. The following research questions were addressed in this study:

Research Question 1: Does time spent gaming each week, as measured by player report, differ according to player self-identification as an
introvert or an extrovert? Research Question 2: Does time spent gaming each week, as measured by player report, differ according to primary
motivational component, as measured by Yee’s (2007) model of player motivation? Research Question 3: Does time spent gaming each week, as
measured by player report, differ according to gender? Research Question 4: Is there an interaction effect of introversion or extroversion, primary
component of player motivation, and gender on time spent gaming each week?

Data were collected anonymously, and voluntarily, from participants through a web-based questionnaire hosted on
www.surveymonkey.com. As there was one group of participants, and three independent variables, each with different levels, a three-
way analysis of variance (ANOVA) was used to evaluate the data.

Sample
A convenience sample was drawn from worldwide participants of major online games, such as Second Life, World of Warcraft, and
Everquest II, as these games have a large player base. Online sampling was appropriate as neither distance- learning students nor online
game participants are bound by geographical limi- tations. The study was advertised through online discussion boards for popular online
games, the MMO Research website, and the MMO Research Facebook
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page, which were created for this study. The reported age range for the partici- pants was 18 to 75, and most participants were between
the age of 25 and 44 (65%). Students who take online courses come from wide age-groups, and many are over 25; thus, it made sense to
include a wide age range in this study. The total number of participants in the study was 400 (291 males, 109 females), which exceeded
the minimum sample size (n1⁄4256) for a medium effect size based upon Cohen’s d.

Instruments
A 39-item survey instrument from Yee (2007) was used for this study, as it is an empirical model for assessing player motivation. Yee
(2007) reported a Cronbach’s α of .843 for the survey, which indicated a high level of consistency and reliability. The Cronbach’s α
from this study is consistent with Yee’s (2007) report of a Cronbach’s α of greater than .70. Sullivan and Artino (2013) noted that while
Likert-type scale is used to study constructs like motivation, Cronbach’s α can be used to assess reliability for the sum or mean of
grouped items from the scale.
Permission to use Yee’s (2007) survey is included in Appendix C. Yee’s (2007) model identifies the three primary categories
of player motivation as achieve- ment, socializing, and immersion. Scoring in one category of motivation does not preclude an
individual from scoring in other categories of motivation (Yee, 2007). Each of the 39 items that pertained to player motivation were
scored on a 5-point Likert-type scale, 14 items pertained to achievement motivation, 14 were related to immersion motivation, and 11
items corresponded to socializing motivation. A score of ‘‘1’’ indicated least agreement, while a score of ‘‘5’’ indicated the strongest
agreement with the item. Each participant’s primary cat- egory of motivation was determined by calculating the mean score of each pri-
mary motivational category.
Several available instruments for assessing personality traits are lengthy, or gather information on personality constructs not
pertinent to this study, so a streamlined set of questions assessing the traits of introversion and extroversion was used in the study.
Participants self-identified as either an introvert, or an extrovert, after reviewing the following definitions from Wright (2004):

Extrovert: Outgoing. Energized by social activities. Knows a lot of people and likes to include as many people as possible in one’s activities.
Finds telephone calls to be welcome interruptions. Prefers to talk with as many people as possible. Likes to recharge by socializing with friends.
(p. 17) Introvert: Reserved. Solitude replenishes energy. Enjoys peace and quiet and having time to oneself. Likes to share special occasions with
just one other person or perhaps a few close friends. Needs to recharge alone after socializing with a group. (p. 17)
6 Journal of Educational Technology Systems 0(0)
To determine time spent playing, and gather data on game play, participants were asked three questions about their game playing habits:
(a) How much time do you spend playing massively multiplayer online games each week. (b) How were you first introduced to
massively multiplayer online games? (c) Which massively multiplayer online game do you primarily play?
The remaining seven survey items pertained to age-group, gender, marital status, number of children in the household,
educational level, income level, and ethnicity. Participants had the option to select Prefer not to answer for sensitive questions. The
complete survey instrument is included in Appendices A and B.

Data Collection and Analysis

A 50-item survey was used to gather data on player self-identification as an introvert or extrovert, player motivation, gender, and other
sociodemographic information. The survey was conducted over a 6-week period from June to July of 2012. The sole researcher was
responsible for all data handling and analysis. Survey responses were stored on the secure Survey Monkey web- site. No identifying
information was collected about participants. Acceptance of the informed consent was required before participants could proceed to the
survey.
A total of 630 participants responded to the survey; however, only 406 sur- veys were identified as complete surveys. Time
spent participating was measured in hours per week. The question about time spent participating in online games each week was an open
field, in which participants could type their response. After the removal of outliers, which reported a time spent playing of greater than
90 hours per week, 400 surveys were included in the analysis.

Statistical Procedures
A 2Â3Â2 factorial design was used to evaluate the main effects and inter- actions between the variables. The dependent variable of time
spent playing was transformed to the square root of time spent playing. Homogeneity of variances was found for the transformed
dependent variable of time spent play- ing (p1⁄4.111) in a Levene’s test of equality of variances; thus, parametric meth- ods of analysis
were appropriate.
In this three-way ANOVA, Factor A was personality, and the two levels were introvert and extrovert. Factor B was
motivation, which contained Yee’s (2007) primary motivational categories: socialization, achievement, or immersion. Factor C was
gender, for which the levels were identified as male or female. The dependent variable in this three-way ANOVA was time spent
playing each week.
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Findings
The purpose of the ANOVA was to address the gap in existing literature related to player characteristics and game participation by
determining whether person- ality (extroversion vs. introversion), primary component of player motivation (achievement vs. socializing
vs. immersion), and gender (male vs. female) had a significant impact on time spent participating in massively multiplayer online
games.
Players reported playing online games for 1 to 84 hours per week. The mean time spent playing each week was 23.30 hours per week
(SD1⁄414.527). Several participants (31%) reported that they spent 10 to 20 hours per week playing, while another portion (27%)
reported an average play time of 20 to 30 hours per week. A play time of 30 to 40 hours per week was reported for 16% of the
participants, while 17% reported playing 40 or more hours per week. The smal- lest number of participants (11%) reported playing less
than 10 hours each week. Research Question 1 was ‘‘Does time spent gaming each week, as measured by player report, differ according
to player self-identification as an introvert or an extrovert?’’ Introverts (n1⁄4323) made up 80.75% of the sample, while extro- verts
(n1⁄477) accounted for 19.25%. A significant main effect was found for the personality traits of introversion or extroversion and time
spent playing F(1, 388)1⁄44.577, p1⁄4.033, partial n21⁄4.012. Extroverts (M1⁄44.124) played 17.0 hours per week, while introverts
(M1⁄44.864) played 23.7 hours per week. Thus, participation differed according to tendency toward introversion or extroversion.
Research Question 2 asked ‘‘Does time spent gaming each week, as measured by player report, differ according to primary
motivational component, as mea- sured by Yee’s (2007) model of player motivation?’’ The majority (45.5%) of the participants scored
highest in socializing motivation, followed by immersion (37.25%), and the achievement category had the least participants (17.25%).
 No significant main effect was found between achievement, socializing, and immersion players for time spent playing, F(2, 388)1⁄4.749,
p1⁄4.473, partial n21⁄4.004, meaning that participation did not differ according to player motivation.
To address Research Question 3 ‘‘Does time spent gaming each week, as measured by player report, differ according to
gender?’’, the variables of time and gender were compared. Male participants (n1⁄4291) accounted for the largest percentage (73%),
while 27% of the sample were female (n1⁄4109). The findings indicated that females (M1⁄421.44) played slightly more than males
(M1⁄421.07). No significant main effect was found between males and female participants for time spent playing, F(1, 388)1⁄4.881,
p1⁄4.348, partial n21⁄4.002.
In response to the final research question, ‘‘Is there an interaction effect of introversion or extroversion, primary component of
player motivation,
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and gender on time spent gaming each week?’’, the three-way ANOVA did not find significant interactions between introversion or
extroversion, primary player motivation, and gender on time spent playing online games, F(2, 388)1⁄4.936, p1⁄4.393, partial n21⁄4.005,
which indicated that introversion/extroversion and motivation did not differ by gender.
A closer review of the two-way interaction effects revealed no interaction between personality traits and player motivation;
however, a significant inter- action existed for personality and gender, F(1, 388)1⁄44.033, p1⁄4.045, partial n21⁄4.010. Thus, the
relationship between introversion/extroversion and partici- pation did differ by gender. An analysis of interaction between introversion
or extroversion and gender revealed a significant two-way interaction for gender and primary player motivation was present for
introverts, F(2, 388)1⁄45.65, p1⁄4.004, but not extroverts, F(2, 388)1⁄4.90, p1⁄4.409. This interaction means that the effect of gender on
time spent participating in online games may depend on introversion and player motivation. There was no significant inter- action
between personality and gender for any of the three primary categories of player motivation, and no significant interaction was found
between personality and motivation based on gender.
Simple main effects were calculated for the interaction between motivation and gender among introverts. A significant
simple main effect was found for primary player motivation within introverted males, F(2, 388)1⁄45.75, p1⁄4.003; however, it was not
found for females, F(2, 388)1⁄42.30, .48, p1⁄4.620. The differ- ences in player motivation among introverted males were calculated. The
differ- ence in participation between the achievement and socializing components of player motivation was .89 (p1⁄4.001), with
achievement-motivated males spend- ing the most time participating. The difference in time between achievement and immersion
motivation was .51 (p1⁄4.039), and the participation difference between socializing and immersion motivation was not significant
(p1⁄4.105).
The overall findings of this study indicated (a) that introverts spent more time playing than extroverts, (b) most players were
motivated to play socially, (c) females spent slightly more time participating in online games than males overall, although the difference
was not significant, and (d) how gender affects participation may depend on the personality and motivation of the players. Specifically,
introverted, achievement-oriented females spent the most time play- ing online games each week, with an average of 33 hours; however,
there were only two females in this group. The number of achievement-motivated females was very low across the sample ( n1⁄43),
which indicated that females may be motivated to play online games for reasons other than achievement. Introverted achievement-
oriented males had the largest statistical difference in participation, and an average play time of 26 hours per week. Introverted,
achievement- motivated players spent more time playing games each week than any other group, while extroverted immersion-oriented
players spent the least amount of time.
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Discussion
There is evidence of a clear link between learning and play in existing literature, and online games offer universities and educators a
way to bring game-based learning into the distance-learning classroom. Game-based learning encourages students to achieve learning
goals, and the degree of satisfaction that students have with game-based learning activities affects their use of the games (Alaswad &
Nadolny, 2015; Liao et al., 2015). Both the development of the game, and how students perceive it, can affect the success of game-based
learning in academia Justice and Ritzhaupt (2015). Participation is an integral part of success in any online course, and higher levels of
participation in the course are aligned with student success (Tayebinik & Puteh, 2013). Online games have the potential to reach
students across the world, just like distance learning.
 If online games are to be used for education, then research was needed on whether player characteristics affect participation in
online games. Such infor- mation will be useful for the development and implementation of online games in distance-learning
classrooms. The incorporation of game technology, which addresses the needs of both introverted and extroverted students, is likely to
increase student participation, which may lead to better course outcomes.
A key finding of this study was that introverts spent 6.7 more hours partici- pating in online games each week than extroverts.
No prior studies were found to have explored introversion or extroversion and time spent playing online games; yet, the traits of
introversion and extroversion have been shown to affect participation in distance education, and introverts and extroverts have shown
differences in response to game activities (Codish & Ravid, 2014; Ellis, 2003).
Introverts spend more time playing online games than extroverts; thus, intro- verts would likely participate more in online
educational games. Existing litera- ture shows that extroverted students place less value on the asynchronous discussion that is the
hallmark of modern distance education courses, preferring more synchronous, or face-to-face, opportunities for interaction with peers
and faculty (Borup, West, & Graham, 2013). Within game development, there are opportunities to incorporate synchronous course
elements and cooperative assignments, which may be more appealing to the extroverted learner. In design- ing and implementing games
for distance education, developers would do well to incorporate game elements that encourage participation for extroverted students,
while retaining the elements that encourage participation among intro- verts. Game-based platforms allow for the creation of worlds and
scenarios that mimic real-life settings and activities; thus, they extend beyond the asynchronous distance-learning classroom and have
the capability to improve learning oppor- tunities and the sense of community within the online course. Some examples of game-based
activities that might appeal to extroverts are holding synchronous virtual events within the game-based platform, implementing group
exercises
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or assignments that students work cooperatively to complete within the game, and providing opportunities within the learning platform
for students to discuss their game-based learning experience. Introverts may enjoy opportunities to complete solo quests related to
course content and delve deeper into course concepts through simulations.
The finding of participation differences among introverts and extroverts could be used to ground future inquiries about
personality and participation in edu- cational games. Although this study drew from popular online games that have large player bases,
an exploration of personality and participation in educational games would provide information that is more specific to that
classification of games. A study of the game-play elements between popular online games and educational games could also provide
information on the specific game elements that affect participation. For universities and educators, the incorporation of game-based
learning activities, that addresses the needs of both introverted and extroverted students, may increase student participation and improve
course outcomes.
More research is needed to determine whether differences in introversion and extroversion affect time spent participating in
online educational games. Future studies would benefit from utilizing empirical assessments of personality. Measuring multiple
personality constructs could provide a better understanding of how personality affects participation in online games.
Participation did not differ according to player motivation in this study. It is possible that primary player motivation is less
important to the amount of time spent participating than the individual subcomponents of Yee’s (2007) model of player motivation. No
other studies were found to have directly compared time spent participating in online games to player motivation; thus, further research
is needed.
The possibility exists that there are differences in time spent playing between males and females in online games; however,
the difference was not enough to be significant in this study. This finding is in contrast with Cole and Griffiths (2007), who reported that
males spend more time playing online games than females. Future studies with equivalent groups of male and female game participants
may provide a better opportunity to study the effect of gender differences on partici- pation in online games.
The interaction between personality and gender was weak, yet significant. The interaction suggests tendency toward
introversion or extroversion varies accord- ing to gender; however, that is beyond the scope of this study, and further research is needed.
Future studies could benefit from exploring personality con- structs and gender using equivalent groups.
The interaction between gender and primary player motivation was found to be significant among introverts, but not for
extroverts. Specifically, introverted, achievement-motivated, males spent a statistically greater amount of time playing online games
than those who were motivated by socialization or immersion. This
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 finding is consistent with Yee’s (2005) report that males are more likely to spend their game time finding ways to achieve and advance
their character, and while they may socialize, they are less likely to be motivated by immersion. Among females, those who were
motivated by achievement spent the greatest amount of time playing online games, while females who were immersion motivated spent
less time playing than any other group. This finding was not consistent with Yee’s (2007) report that females scored higher in
socializing motivation; however, Yee’s finding was directly related to the relationship subcomponent of socializing motivation, which
was not explored in this study. An analysis of how the sub- components of Yee’s (2007) model of player motivation relate to
participation is another possibility for future study. The use of multiple tools to measure player motivation in games is recommended for
future research, as this would provide more information on how motivation affects participation in games. Quota sam- pling for each
primary category of motivation would allow for a closer examin- ation of the interaction effects.
As achievement motivation showed the highest level of participation in both males and females, efforts should be made to
include achievement-oriented learning activities in game-based education. The incorporation of game elements like quests, interactive
activities, scoreboards, and rewards, which provide a sense of friendly competition and achievement, is likely to encourage participa-
tion among achievement-motivated players. For example, faculty members could hold competitions in-game in which students
participate through virtual avatars, as their teams race to complete game-based course objectives.
The limitations of this study are as follows: (a) The results of the study are only generalizable to adults, as participants under
age 18 were not included in the study; (b) there are other instruments that may offer a better assessment of personality constructs, such
as introversion and extroversion, than a single self- report survey item; and (c) females accounted for only 27% of the sample; thus, they
may be underrepresented in the study. The use of personality inventories with a high reliability and validity is recommended to measure
introversion or extroversion in future studies. Personality instruments would also allow for the measurement of additional personality
constructs that may affect participation. Equivalent groups of male and female participants may allow for a better study of gender
differences and participation in online games.

Conclusion
Games have great potential as educational tools, and they are being widely used in campus-based settings; however, games are not yet
widely used in distance learn- ing. As universities, educators, and game designers begin to incorporate games into distance-learning
platforms, attention should be paid to the factors that affect participation in the educational game. Participation is an integral part of
academic success in distance education, for without participation in the online classroom,
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learning cannot occur, and the same applies to games that are used for educational purposes. Each piece of information that is gathered
about participation in online games can lead to improvements in the development of games for education. The findings of this study
indicate that the personality traits of introversion and extro- version affect participation in online games. Incorporating elements of game
design that appeal to both introverted and extroverted students is ideal for max- imizing participation. Games are highly customizable
and can be adapted to fit the needs of the course or the training activity. Simulations, cooperative group activ- ities, and the opportunity
to attend synchronous virtual events are just a few examples of how educational games can provide novel opportunities for dis- tance-
learning students and engage with the course content. Through designing game-based learning activities that encourage participation,
and incorporating them into distance-learning platforms, universities can bring the educational bene- fits of game-based learning to
distance learners across the world.

Appendix A: Survey Questionnaire

Introversion or extroversion (Definitions from Wright, 2004)

1. Please review the following definitions of extrovert and introvert. Select the
box next to the one that best describes you.

Extrovert: Outgoing. Energized by social activities. Knows a lot of people and likes to include as many people as possible in
one’s activities. Finds telephone calls to be welcome interruptions. Prefers to talk with as many people as possible. Likes to
 recharge by socializing with friends (p. 17). Introvert: Reserved. Solitude replenishes energy. Enjoys peace and quiet and having
time to oneself. Likes to share special occasions with just one other person or perhaps a few close friends. Needs to recharge alone
after socializing with a group (p. 17).

Game data/time spent playing massively multiplayer online role-playing games

1. How were you first introduced to massively multiplayer online role-playing

games?

By a spouse or significant other? By a friend or relative? Through advertisements?

Other
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2. Which massively multiplayer online role-playing game do your primarily

play?

EverQuest II World of Warcraft Second Life Rift Other

3. How many hours do you spend playing massively multiplayer online role-
playing games each week?

Motivation (survey questions have been adapted from Yee, 2007).

Achievement

1. How interested are you in the precise numbers and percentages underlying game mechanics? (i.e., chance of dodging an attack, the
math comparing dual-wield to two handed weapons, etc.)

Not interested at all Slightly interested Somewhat interested Very

interested Extremely interested

2. How important is it to you that your character be as optimized as possible

for their profession/role?

Not important Slightly important Somewhat important Very

important Extremely important

3. How often do you use a character builder or template to plan your char-
acter’s advancement at an early level?

Never Seldom Sometimes

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Often Always

4. How important is it for you to be well known within the game?

 Not important at all Slightly important Somewhat important Very
important Extremely important

5. How important is it for you to level your character up as fast as possible?

Not important at all Slightly important Moderately important Very

important Tremendously important

6. How important is it for you to be powerful within the game?

Not important Slightly important Somewhat important Very important

Tremendously important

7. How important is it for you to accumulate resources, items, or money

within game?

Not important Slightly important Somewhat important Very important

Tremendously important

8. How important is it for you to know as much about the game mechanics
and rules as possible?

Not important at all Slightly important Moderately important

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Very important Tremendously important

9. How important is it for you to acquire rare items that most players will
never have?

Not important at all Slightly important Moderately important Very

important Tremendously important

10. How much do you enjoy competing with other players?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable

11. How much do you enjoy dominating or killing other players?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable

12. How much do you enjoy being part of a serious, raid/loot-oriented group
or guild?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable
 13. How much do you enjoy doing things that annoy other players?

Not enjoyable at all Slightly enjoyable Moderately enjoyable

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Very enjoyable Tremendously enjoyable

14. How often do you purposefully try to provoke or irritate other players?

Never Seldom Sometimes Often Always

Socializing

15. Would you rather spend time grouped with others or solo?

Much rather group Rather group In-between Rather solo Much

rather solo

16. How important is it to you that your character can solo well?

Not important at all Slightly important Somewhat important Very

important Extremely important

17. How much do you enjoy working with others in a group?

Not at all A little Some A lot A great deal

18. How important is it for you to have a self-sufficient character?

Not important at all Slightly important Moderately important

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Very important Tremendously important

19. How much do you enjoy helping other players?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable

20. How much do you enjoy getting to know other players?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable

21. How much do you enjoy chatting with other players?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable
 22. How important is it for you to be part of a friendly or casual guild?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable

23. How often do you find yourself having meaningful conversations with
other players?

Never Seldom Sometimes Often Always

18 Journal of Educational Technology Systems 0(0)

24. How often do you talk to your online friends about your personal issues?

Never Seldom Sometimes Often Always

25. How often have your online friends offered you support when you had a
real life problem?

Never Seldom Sometimes Often Always

Immersion

26. How much time do you spend customizing your character during character
creation?

Not at all A little Some A lot A great deal

27. How Important is it to you that your character’s armor/outfit matches in

color and style?

Not important at all Slightly important Somewhat important Very

important Extremely important

28. How important is it to you that your character looks different from other
characters?

Not important at all Slightly important Somewhat important

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Very important Extremely important

29. How much do you enjoy exploring the world just for the sake of exploring it?

Not at all A little Some A lot A great deal

30. How much do you enjoy finding quests, non-player characters, or locations
that most people do not know about?
 Not at all A little Some A lot A great deal

31. How much do you enjoy collecting distinctive objects or clothing that have
no functional value in the game?

Not at all A little Some A lot A great deal

32. How important is it for you to be immersed in a fantasy world?

Not important at all Slightly important Moderately important Very

important Tremendously important

33. How important is it for you to escape from the real world?

Not important at all Slightly important Moderately important Very

important
20 Journal of Educational Technology Systems 0(0)

Tremendously important

34. How much do you enjoy exploring every map or zone in the world?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable

35. How much do you enjoy trying out new roles and personalities with your
characters?

Not enjoyable at all Slightly enjoyable Moderately enjoyable Very

enjoyable Tremendously enjoyable

36. How often do you make up stories and histories for your characters?

Never Seldom Sometimes Often Always

37. How often do you role-play your character?

Never Seldom Sometimes Often Always

38. How often do you play so you can avoid thinking about some real-life
problems or worries?

Never Seldom Sometimes Often Always

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39. How often do you play to relax from the day’s work?

Never Seldom Sometimes Often Always

 Appendix B: Sociodemographic Questionnaire
Directions: Enter your responses to the following questions in the space pro- vided. If you prefer not to answer a question, you may
leave the item blank. Please keep in mind that your responses are important to this study. The infor- mation that is collected through the
course of this study will be used only for the purpose of this study and will not be sold or shared.

1. What is your age? ____ 2. What is your gender? ___ 3. How would you define your ethnicity? Check all that apply.

œ African American or Black œ Asian œ Caucasian œ Hispanic or Latino œ Native

American/Alaska native œ Native Hawaiian/Pacific Islander

4. What is your highest level of education?

œ Less than high school diploma œ High school diploma/general equivalency diploma œ Some college or
technical school œ Associates degree œ Undergraduate degree œ Graduate or professional degree

5. What is your annual household income level (US/dollars)? $____________ 6. What is your marital status?

œ Single œ Married œ Divorced œ Widowed

22 Journal of Educational Technology Systems 0(0)

7. How many children do you have? _____

Appendix C: Permission to Use Yee’s (2007) Model of Player Motivation and Survey

Subject: Re: Requesting permission Date: Sun, October 31, 2010, 02:57 AM CDT

Hi Michele, You have my permission. And for better reference, this was the paper it was published in http://nickyee.com/pubs/Yee%20-
%20Motivations%20(2007).pdf
Nick On 10/30/2010 4:31 PM, Michele Marvel wrote: Hello Mr. Yee, I am a doctoral student at Walden University, where I am
majoring in psy- chology. I have been interested in studying MMORPG players for some time now and am familiar with your research. I
am currently writing the proposal for my dissertation, the topic of which will be ‘‘Characteristics and motivation to play in adult
MMORPG players.’’ This will be a quantitative study. The specific characteristics that I will be studying are the personality traits of
introversion or extroversion and player demographics. I will also be looking at time spent playing MMORPGs. I am writing to ask your
permission to reference your taxonomy for player motivation and to draw from the survey questions that are listed in your assessment
tool for the Daedalus Project to assess player motivation (http://www.nickyee.com/daedalus/archives/001305.php). Please let me know
if this will be acceptable or if you have additional questions about the nature of my project.
Michele D. Marvel

Declaration of Conflicting Interests The author declared no potential conflicts of interest with respect to the research, author- ship, and/or
publication of this article.

Funding The author received no financial support for the research, authorship, and/or publication of this article.

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Author Biography Michele D. Marvel, PhD, LADC, is an adjunct faculty member at the University of Phoenix’s College of
Humanities and Sciences, where she teaches courses in psychology and behavioral science. She is a graduate of Walden University,
where she completed her doctoral research on player characteristics and games in 2012. Dr. Marvel has 11 years of clinical experience
as a Behavioral Therapist, and she is a Licensed Alcohol and Drug Counselor in Oklahoma. Her research interests include personality,
motivation, distance education, computer games, and educational technology.