Video game player profiles among university students: Impact of game preferences and academic background

Video games have become a widespread cultural and economic phenomenon, with Spain ranking among the top European countries in gaming consumption. This study examines the gaming habits and preferences of 440 university students at the University of Seville, classifying player profiles based on game preferences and academic background. A cross-sectional study was conducted using an anonymous online survey, and principal component analysis identified three distinct player profiles: Competitive, Explorer, and Socializer.

Findings indicate that gaming frequency varies significantly by academic discipline, with students in technical fields playing more frequently and preferring PC gaming, while those in social and health sciences favor mobile gaming. Moreover, the Explorer profile is associated with higher gaming frequency, whereas the Socializer profile is linked to lower engagement. Contrary to common concerns, gaming time does impact academic performance, particularly when exceeding five hours per day.

Findings suggest that gamification in higher education should align with students' gaming profiles to boost engagement and learning performance. While offering useful insights, the study's cross-sectional design and self-reported data limit its scope. Longitudinal research is needed to assess long-term academic and well-being impacts.