Abstract Background Physical activity (PA) is essential for the healthy development of children. However, the pervasive presence of digital technologies has made digital gaming (DG) a prominent part of children’s everyday lives. As children grow up immersed in these digital environments, concerns about reduced PA have intensified. Given that adults, particularly parents and guardians, play a central role in guiding children’s behavior, their understanding of children’s motivational drivers for both PA and DG is of particular relevance. Objective This study aimed to explore the motivational differences underlying children’s engagement in either PA or DG. Specifically, the study investigated five distinct motivational scales (recreation, social interaction, coping, competition, and skill) to determine which motives primarily drive behavior in each context. Also, it assessed whether adults accurately perceive these motives in children. Methods Data were collected during events using an on-site questionnaire based on the Videogaming Motives Questionnaire. Both children and their accompanying adults completed parallel assessments regarding motives for PA and DG. The final sample included 94 participants forming 49 parent-child pairs. A 3-way mixed ANOVA with group as a between-subjects factor and activity and motive as within-subjects factors was conducted to examine group, activity, and motive effects and their interactions. To further explore these effects, a series of 2 × 5 repeated measures ANOVAs were conducted to examine the interaction between activity type and motivational dimension across groups, followed by separate multivariate tests per motive. Results A significant interaction effect between activity type and motivational dimension emerged in the children’s data ( F 4,45 =3.93, P =.008, partial η² =.259). Further analyses showed that motive competition was rated significantly higher for DG than for PA ( F 1,48 =4.38, P =.04, partial η² =.084). Among adults, separate multivariate tests for each motivational dimension revealed the largest difference in perceived motive coping ( F 1,48 =4.72, P =.01, partial η² =.123), with PA rated higher than DG. Additionally, a significant difference emerged for motive competition ( F 1,48 =4.10, P =.05, partial η² =.079), indicating higher ratings for DG compared to PA. Conclusions The findings emphasize the complexity of children’s motivational profiles, suggesting that engagement in DG is not necessarily a sign of diminished interest in PA but rather reflects alternative, equally compelling motivations. This nuanced understanding challenges simplistic dichotomies and supports the need for balanced perspectives on children’s activity preferences. Importantly, no statistically significant differences were detected between children’s self-reported motives and adults’ perceptions of their children’s motives, suggesting a general tendency toward similar ratings rather than clear evidence of alignment. These insights can inform the development of more tailored strategies for promoting both physical and digital engagement in a healthy and complementary manner.
Wachholz et al. (Mon,) studied this question.