Abstract
The study aims to examine the types of learning and meaningful experiences that game players perceive from gameplay. A survey involving people interested in games from an educational perspective and who have diverse gaming experiences was conducted. A qualitative content analysis of the responses of 202 participants was carried out to elucidate the players’ gaming experiences that are considered an avenue for learning. As a result, game genres and the type of learning that players perceive as learning experiences were confirmed. The results suggested that several variables, such as gender, age, and differences in daily gameplay frequencies, may affect the learning that players experience during gameplay. Those who played less frequently were more inclined to recognize learning in the affective domain. In contrast, those who played more regularly were likely to acknowledge their experiences in a broader nature, which is not limited to the affective domain.
