| Literature DB >> 36213045 |
Zhao Chen1, Xiangui Bu2.
Abstract
E-sports attracts a lot of time and energy from adolescents, making them happy to actively participate and even become addicted to the Internet. In order to reveal the mechanism of e-sports addiction and the mechanism of action, a model of e-sports internal drive was constructed by rooting qualitative analysis of interview data from 30 e-sports players, and the results of the study showed that the e-sports internal drive model consists of incentive setting (continuous incentive, variety of incentives, incentive can be redeemed, and incentive odds), task setting (can start over, flexible and free, can be completed, and specific goals), program setting (forming a team, simple interpersonal relationship, specific rules, timely feedback, fairness, simple operation, goal focus, quantified indicators, challenge difficulty, and training guidance), 3 dimensions, and 18 categories. The three dimensions are interrelated and synergistic eSports influencing factors. The establishment of this model enriches the relevant theories on the study of eSports endogamy and provides a reference basis for revealing the current social phenomenon of eSports game addiction among eSports players.Entities:
Mesh:
Year: 2022 PMID: 36213045 PMCID: PMC9546701 DOI: 10.1155/2022/7731127
Source DB: PubMed Journal: J Environ Public Health ISSN: 1687-9805
List of basic information of the interviewees.
| Number | Age | Game years | Career | Number | Age | Game years | Career |
|---|---|---|---|---|---|---|---|
| 001 | 19 | 5 | College students | 016 | 30 | 10 | Property manager |
| 002 | 25 | 7 | Nurse | 017 | 24 | 6 | Freelance |
| 003 | 33 | 9 | Elementary school teachers | 018 | 27 | 8 | Electrician |
| 004 | 28 | 6 | Engineer | 019 | 29 | 8 | Doctors |
| 005 | 18 | 4 | College students | 020 | 18 | 4 | College students |
| 006 | 20 | 5 | Company security | 021 | 23 | 5 | Corporate finance |
| 007 | 26 | 7 | E-commerce | 022 | 35 | 11 | University faculty |
| 008 | 33 | 10 | Individual owners | 023 | 24 | 6 | Baker |
| 009 | 21 | 6 | Company cashier | 024 | 32 | 9 | Company manager |
| 010 | 18 | 4 | Technical school students | 025 | 19 | 5 | Factory security |
| 011 | 20 | 5 | Company staff | 026 | 27 | 7 | Electric welding technician |
| 012 | 30 | 7 | Secondary school teachers | 027 | 37 | 13 | University faculty |
| 013 | 34 | 9 | Individual owners | 028 | 29 | 9 | Individual owners |
| 014 | 21 | 7 | Sales staff | 029 | 22 | 5 | Property finance |
| 015 | 19 | 5 | Sales staff | 030 | 25 | 7 | Doctors |
Figure 1Procedure chart of grounded theory research.
Demonstration of the results of the eSports endogamy association coding: concepts and categories.
| Associative coding (reference points) | Open coding (reference points) | Original statement enumeration |
|---|---|---|
| Incentive settings (180) | Continuous motivation (57) | Players will be rewarded for each task they complete; the rewarded equipment appears randomly, with weapons and clothes; their own equipment can be exchanged with other players or sold. |
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| Program settings (163) | Challenge difficulty (10) | The higher the number of levels you play, the more accomplished you are; which level has double points are relatively clear; find a high level team win rate is mostly; everyone in the game is the same; what specific tasks to do are very clear; from the blood bar display to know their life value; kill a monster experience value plus three hundred; we just need to play the game together; each level has instructions; point a keyboard or cell phone page can be operated. |
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| Task settings (147) | Goal specific (30) | The level specifies the task of each level; anyway, it can be completed; if you cannot beat it and die, you can start over; there are a dozen tasks each day that you can choose at will according to your own expertise. |
Figure 2eSports internal drive model.
Ranking the importance of internal drive level 1 dimensions.
| Level 1 dimension | Sort by | Frequency | % |
|
|
|---|---|---|---|---|---|
| Incentive settings | 1 | 180 | 36.73 | ||
| Program settings | 2 | 163 | 33.27 | 61.396 | ≤0.001 |
| Task settings | 3 | 147 | 30.00 |
Ranking the importance of the second-level dimensions of internal motivation.
| Level 1 dimension | Secondary dimension | Frequency | % | Sort by |
|---|---|---|---|---|
| Incentive settings | Continuous motivation | 57 | 11.63 | 1 |
| Incentive odds | 38 | 7.76 | 5 | |
| Diversity of motivation | 45 | 9.18 | 3 | |
| Incentive redeemable | 40 | 8.16 | 4 | |
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| Program settings | Challenge difficulty | 10 | 2.04 | 17 |
| Rules specific | 18 | 3.67 | 11 | |
| Forming a team | 27 | 5.10 | 9 | |
| Fairness | 16 | 3.26 | 13 | |
| Target focus | 14 | 2.86 | 15 | |
| Timely feedback | 17 | 3.47 | 12 | |
| Quantification of indicators | 13 | 2.65 | 16 | |
| Simple interpersonal relationships | 24 | 4.90 | 10 | |
| Training guidance | 9 | 1.84 | 18 | |
| Easy to operate | 15 | 3.06 | 14 | |
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| Task settings | Specific objectives | 30 | 6.12 | 8 |
| Able to complete | 34 | 6.94 | 7 | |
| Can start over | 46 | 9.39 | 2 | |
| Flexibility and freedom | 37 | 7.55 | 6 | |
Validation of the theoretical categories by comparison of related literature.
| Number | Category | Comparative examples of representative literature | Number | Category | Comparative examples of representative literature |
|---|---|---|---|---|---|
| 1 | Specific objectives | Shute V [ | 10 | Fairness | Ma Xiaoqiang [ |
| 2 | Able to complete | Shute V [ | 11 | Target focus | Bailey, West [ |
| 3 | Can start over | Bailey, West [ | 12 | Quantification of indicators | Anderson [ |
| 4 | Flexibility and freedom | Anderson [ | 13 | Easy to operate | Feng Gang [ |
| 5 | Continuous motivation | Sestir, M. A [ | 14 | Incentive odds | The discovery of the quality of this article |
| 6 | Motivating diversity | Sestir, M. A [ | 15 | Incentive redeemable | The discovery of the quality of this article |
| 7 | Challenge difficulty | Wei Hua [ | 16 | Timely feedback | The discovery of the quality of this article |
| 8 | Rules specific | Rooji et al. [ | 17 | Simple interpersonal relationships | The discovery of the quality of this article |
| 9 | Forming a team | Ma Xiaoqiang [ | 18 | Training guidance | The discovery of the quality of this article |