當時代進入了數位世代後，諮商師及家長所面對的會是孩子陷入遊戲中，成為玩家。若諮商師或是家長無法了解玩家，而使用自身經驗去同理或是理解他們時，很有可能無法理解玩家的生命經驗，同時也會產生錯誤的理解與詮釋。
	因此本研究採用深度訪談的方式，訪問了四位遊戲經驗長達十年以上的玩家，從他們的生命歷程開始到如何接觸電玩，以及電玩帶給他們的生活意義為何。	本研究藉由個案比較的方式，了解受訪者的生命故事。研究結果指出，從這些受訪者的生命故事以及主題，可以看見屬於遊戲玩家的一致之處，以及具有個別差異的部分。
	最後整理出以下幾個主題：玩家的人格特質與遊戲的挑選、不同的父母教養風格與玩家的關連，以及關於遊戲成癮與現實、虛擬世界的混淆。根據這些主題我們發現了以下幾點：

1. 玩家在挑選電玩時，依據的重點是電玩呈現的方式與玩家本身是否一致。例如：當玩家喜歡人際互動、需要集體行動做某些事情的特質，那麼挑選遊戲的風格也偏向多人線上遊戲；或是喜歡思考、策略規劃的特質，就會偏向紙牌、博弈類型的遊戲。在遊玩過程中，玩家會沉浸在遊戲的世界中，因此部分的人格特質會隨著環境而改變，這樣的改變會反映在現實生活當中，但自己知道現實與虛擬的不同，因此不會直接改變其主要的人格特質。
2. 玩家的人格特質，最大的影響來自於家庭，因此父母的教養方式會影響玩家的人格發展。從本研究來看，開明權威以及寬鬆放任型的教養方式，因為有顧及到孩子的情感需求，因此能讓孩子較為穩定發展；若是專制權威，雖然可以避免規定好的行為偏差，但卻會讓孩子內在留下陰影，進而在青少年期有所反抗。
3. 電玩成癮的原因有很多，來自於玩家自身或是電玩本身就有足夠的吸引力。但是最重要的還是玩家有沒有其他興趣以及生活目標，從四個玩家的生命故事來看，在他的生命中，電玩不是唯一的興趣，也不是以電玩為生活目標，因此他們可以在現實生活中找尋其存在的意義。

When the times entered the digital generation, the counselors and parents faced the
situation where the children fell into the game and became players. If the consultant or the parent can't understand the player and use their own experience to understand or understand them, it is very likely that they can't understand the player's life
experience, and they will also have misunderstanding and interpretation.
Therefore, this study used in-depth interviews to interview players with more than 10 years of experience in games, from the beginning of their life history to how to contact video games, and what the meaning of life is brought to them by video games. This study used a case-by-case comparison to understand the life story of the
respondent. The results of the study indicate that from the life stories and themes of these interviewees, it is possible to see the consistency of the game players and the
parts with individual differences.
Finally, the following topics are organized: player personality traits and game
selection, different parenting styles and player connections, and confusion about game addiction and reality, virtual world. Based on these topics we found the following:
1. When selecting a video game, the player's focus is on whether the video game is presented in the same way as the player itself. For example, when players like
interpersonal interactions and need to act collectively to do certain things, then the style of selecting games is also biased towards multiplayer online games; or the characteristics of thinking and strategic planning are biased towards cards and game
types. During the game, players will be immersed in the world of the game, so some of the personality traits will change with the environment, such changes will be reflected in real life, but they know the difference between reality and virtual, so they
will not change directly Its main personality traits.
2. The personality trait of the player, the biggest influence comes from the family, so the parenting style will affect the player's personality development. From the perspective of this study, the enlightened authority and the laissez-faire type of
parenting style can make the child develop more steadily because it takes into account the emotional needs of the child; if it is authoritarian authority, although it can avoid the prescribed behavioral deviation, it will let The child has a shadow inside, and then
resists in adolescence.
3. There are many reasons for video addiction, which comes from the player itself or the video game itself. But the most important thing is whether the player has other interests and life goals. From the life story of the four players, in his life, video games are not the only interest, nor are they playing games, so they can live in real life. Find
the meaning of its existence.

目次
第一章、緒論	1
第一節	研究動機	1
第二節 研究目的與問題	10
第二章、文獻探討	11
第一節	電玩發展與電玩成癮	11
第二節	人格理論相關之探究	18
第三節	父母教養的相關研究	27
第四節、質性研究的探討	31
第三章、研究方法	35
第一節	研究方法的選擇	35
第二節	研究參與者	37
第三節	研究工具	41
第四節	研究程序	45
第五節	資料分析與研究信效度	49
第六節	研究倫理	50
第四章 分析與比較	51
第一節 關於四位受訪者的故事	51
第二節、受訪者的人格分析	120
第三節、玩家的人格特質影響電玩的挑選	124
第四節、玩家的父母教養比較	131
第五節、如何減少成癮問題	138
第六節、青少年的反抗	143
第五章 結論與建議	147
第一節 結論	147
第二節 研究限制與建議	154
參考文獻	156
壹、中文部分	156
貳、英文部分	158
附錄一	162
附錄二	167

表次
表一	視訊遊戲的要素 ……………………………………   13
表二	研究參與者基本資料 ………………………………   38
表三	受訪者訪談日期與訪談時間……………………………47
表四	標示與研究問題相關之文句或關鍵字…………………47

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