The integration of digital games into education through game-based learning has proven highly effective in enhancing learning experiences. These strategies utilize interactivity and engagement, motivating students through challenge, reward, and collaboration. Among young people, digital games represent a powerful cultural phenomenon that combines entertainment with creative thinking and problem-solving. The competitive nature of gaming enhances perseverance and resilience, while multiplayer games promote communication and teamwork, which are key components of modern education and professional growth.

Examining the views of players and spectators of competitive gaming is crucial for investigating ways in which digital games can contribute to education. Spectator engagement in professional gaming competitions is characterized by strong interest and identification with teams or players, while spectators often being players themselves strengthens their connection to the technical and strategic aspects of the game. Understanding their perspectives provides insights into how gaming fosters learning, motivation, and skill development, helping educators integrate game-based learning more effectively into educational environments.

This study explores young Greek gamers’ engagement with gaming, their affinity with technology, their motivation and interest in competitive gaming settings, their prospects and commitment, as well as their social interactions during multiplayer gaming. Understanding these aspects can provide insights into how gaming fosters skill development and social integration, making it a valuable tool for both education and career preparation.

To achieve this, an online questionnaire with Likert-type questions was designed and consists of demographic information and questions about connection with gaming, technology affinity, motivation and interest in competitive gaming, social interaction and teamwork. A total of 39 participants (N=39) with gaming experience took part in the study. The questionnaire was distributed in Internet Cafés and shared on gaming servers on Discord, ensuring voluntary participation and anonymity.

The study indicates that Greek gamers are predominantly male secondary school and university students who engage in multiplayer gaming and online communities, where they often communicate with other players during gameplay, via text or voice chat. They are skilled in solving technical issues related to gaming and frequently explore other platforms. While gaming is a daily activity for many and considered an important part of their lives, it is mainly viewed as a source of fun rather than a potential career. Most participants are self-trained gamers and show little interest in formal training or pursuing professional gaming opportunities.

Based on these results, a successful game-based learning approach should focus on creating engaging, autonomous, and fun learning experiences with multiplayer and social elements. While avoiding overly formalized structures, it should leverage technical skills and self-learning tendencies to create more effective and appealing educational tools.

Keywords: Competitive gaming, education, game-based learning, views.