Videogame Students in Portuguese Higher Education: Perceptions, Motivations, and Playing Habits – A Case Study

Abstract

Recognizing the growing importance of videogames as a multifaceted medium in contemporary society, this study focuses on the perceptions, motivations, and playing habits of students enrolled in game design and game development courses at Portuguese higher education institutions. Data was collected from three educational institutions in Portugal offering game-related courses. The participants consisted of 233 students, with a majority of males (81.50%) and varying age groups. Data collection occurred over two years through online forms. This study examines Portuguese students enrolled in game design and development programs. It highlights a significant gender disparity in the country's videogame higher education, reflecting limited female representation, with consistent age and gender distributions across institutions. Students emphasize the importance of diverse creative references in their future careers but undervalue AAA games while showing limited awareness of indie titles. Motivation to pursue these programs primarily stems from a desire to create games, with parental and peer recommendations holding little influence. Regarding habits, students spend substantial time gaming but tend to acquire games through illegal means, underscoring the prevalence of such practices. Content creators on platforms like YouTube and Twitch play a pivotal role in shaping students’ game choices and perceptions, mirroring their societal relevance among contemporary youth. Extending the temporal and even transnational scope of studies of this kind could be crucial in the future, considering that the characteristics and preferences of students is critical for designing effective educational programs and fostering ethical gaming practices in the rapidly evolving sector of videogames.