Abstract:

The reason for the interest of research users of computer games was the fact that there are not many scientific analyzes on this subject. It is common knowledge that along with the development of computer games, the player has also developed, which is more demanding. He began to think that computer games are not only a form of fun, but also a good alternative to collecting information (Urbańska 2009, Dovey and Kennedy 2011, Surduk 2008, Szalavitz 2012), establishing relationships or developing a business. There is also no generally accepted definition of player category in the literature of computer games. A distinguishing feature is in a narrow sense a person who plays computer games individually or in groups on a daily basis or several times a week. Typologies of games are most often based on the type of actions performed in games, there are few other criteria for their classification (Michael and Chen 2006, Adams 2001). It is worth taking a discussion on this problem, taking into account the criterion derived from the identification of the player.

The aim of the research was to identify participants of computer games, to determine their motives for making this form of ludic activity and preferences for the educational values of computer games and virtual games as a way of making new acquaintances. The research was conducted among a selected group of users who play computer games on a daily basis, declaring that computer games did not lead to their addiction and to withdraw from everyday life. The research was of a collective nature, and the research group consisted of people who anonymously and voluntarily filled in an original online questionnaire consisting of 32 questions. The level of maneuverability of questionnaires amounted to 358 people, including 195 women and 163 men aged 12 to 51 years.

Preliminary results of the study showed that the players are people who are in the age range of 12 - 51 years, women and men, students, people representing various professional groups, with different educational status, representing urban, provincial and rural environments. Gender and age are factors that differentiate the motives associated with making games. Relevant to the indicated educational values and the use of knowledge from computer games turned out to be education, living environment and age. Age is an important factor in establishing relationships. Interestingly cognitively turned out to be the statements of the players justifying the reasons for establishing relationships and the benefits of this fact, eg.: compassion, listening, observing people, creating relationships. Players also declared that they use games for purposes other than educational values and establishing relationships. The research allowed to derive an alternative to the definition and classification of games.

The results of the conducted research show interesting changes in the directions of game use development and encourage further research related to the effects and consequences of using computer games. They will be useful in popularizing their results among scientists as well as teachers, educators and parents.

Keywords:

Computer games, education, social relations, players on the Internet.