Document Type : Research Paper
Authors
1 Assistant Professor, Department of Sociology, Shiraz University, Shiraz, Iran
2 MA in Sociology of Art,, Shiraz University, Shiraz, Iran
3 Professor, Department of Sociology, Shiraz University, Shiraz, Iran
4 PhD in Sociology, Shiraz University, Shiraz, Iran
Abstract
Digital games have become an integral and influential part of the everyday academic and social experiences of university students. However, prior research has predominantly been shaped by positivist and psychological approaches, which often fall short in capturing the semantic, contextual, and cultural complexities of gaming experiences. This qualitative study, employing grounded theory methodology, seeks to uncover the psychological, social, and cultural processes embedded in students’ lived experiences with digital games, focusing on the nature of their engagement and its consequences. Data were collected through in-depth interviews with 14 students from Shiraz University, selected via purposive sampling. Data collection and analysis were conducted concurrently, involving theoretical sampling, constant comparison, and memo writing. Open, axial, and selective coding led to the identification of the core category— “gamer subculture”—alongside related subcategories, culminating in a paradigm model. Findings reveal that digital games for Iranian students are not merely recreational tools but serve as a space for identity reconstruction, meaning-making, and the experience of belonging within an emerging subculture. This gamer subculture functions as a psychosocial refuge, enabling symbolic resistance to dominant academic and familial norms. It produces dual outcomes: social isolation, academic decline, and health issues on one hand, and enhanced cognitive capacity, creativity, and cultural interaction on the other.
Extended Abstract:
Introduction
Digital games have become deeply embedded in the everyday lives of young adults, particularly university students. As a dominant form of leisure and symbolic interaction, gaming profoundly shapes how students construct identity, belonging, and meaning. Despite this growing cultural and social significance, much of the existing scholarship remains rooted in psychological and positivist paradigms that emphasize measurable outcomes such as addiction, aggression, or cognitive performance. These perspectives often overlook the lived, context-bound, and multifaceted nature of digital play—especially its social, cultural, and psychological dimensions among youth. This study addresses this gap by exploring how university students engage with digital games as part of their everyday lives. It aims to uncover the underlying contexts, processes, and consequences of deep involvement in gaming based on the lived experiences of students at Shiraz University. The study seeks to illuminate how gaming becomes a meaningful component of students' social and psychological worlds and how it contributes to the emergence of a distinct gamer subculture.
Materials and Methods
This research adopts an exploratory qualitative design grounded in the principles of grounded theory. Data were collected through 14 in-depth, semi-structured interviews with students who were heavily engaged in digital gaming and were recognized as such both by themselves and by their peers. Sampling continued until theoretical saturation was achieved. Data analysis followed the systematic coding procedures of grounded theory, including open, axial, and selective coding, allowing for the emergence of conceptual categories and the identification of a core category.
Discussion and Results
Participants reported turning to digital games primarily as a form of leisure and entertainment. They emphasized the appeal of games due to their diversity, unpredictability, and immersive qualities, often describing them as more engaging and less demanding than physical activities. Many valued the opportunity to explore virtual worlds, experience autonomy, and enhance cognitive skills. However, digital games were also frequently chosen over other activities, including face-to-face social interactions, due to perceived limitations in the offline world. Nearly all participants expressed a preference for gaming over spending time with relatives.
The analysis identified "gaming subculture" as the core category. Players were found to share distinctive styles of dress, language, and behavior, and tended to associate primarily with like-minded peers. Although they might appear socially isolated to outsiders, these individuals were in fact embedded within a broader transnational subculture that enabled communication, competition, and socialization beyond temporal and spatial boundaries.
Intervening factors shaping gaming practices included sensation-seeking tendencies, parental attitudes, and the degree of acceptance within the gaming subculture. Digital games were particularly attractive to individuals with high sensation-seeking traits. Parental responses ranged from encouragement to indifference or restriction, with more supportive parents fostering interest but often exercising less supervision.
Despite their appeal, digital games were also associated with negative outcomes. Reported consequences included social isolation (shrinking social networks, preference for solitude, and avoidance of family gatherings), academic decline (poor grades, lack of concentration, and insufficient study time), and health issues (eye strain, fatigue, and disrupted sleep). At the same time, some participants highlighted perceived benefits such as enhanced problem-solving skills and mental agility.
Conclusions
The findings of this study demonstrate that digital gaming among university students extends far beyond a recreational activity; it constitutes a cultural and social practice that fosters the emergence of a distinct gaming subculture. Within this subculture, players develop shared values, norms, and interactional patterns that resocialize them through both mediated and face-to-face exchanges. Engagement in gaming is shaped by a constellation of contextual factors (such as the desire to escape daily pressures and the lack of offline alternatives), causal mechanisms (including self-orientation, role-playing, and access to technology), and intervening influences (such as sensation-seeking, parental attitudes, and peer acceptance).
This process produces a dual set of consequences. On the one hand, gaming offers opportunities for identity construction, cognitive stimulation, and the experience of autonomy. On the other hand, it can lead to social isolation, academic decline, health problems, and the depletion of time and financial resources. The coexistence of these positive and negative outcomes underscores the complexity of gaming as a lived experience.
Ultimately, this research highlights the limitations of positivist and purely psychological approaches in capturing the multifaceted nature of digital gaming. By employing a qualitative, grounded theory methodology, the study provides a context-sensitive framework for understanding the psychological, social, and cultural processes through which students become deeply engaged in digital games and how this engagement shapes their everyday lives.
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