The results will also be compared to other similar studies performed at different educational levels in different countries and provide a synthesis. The paper will contribute to empirical evidence in games-based learning by providing a detailed quantitative analysis of the data gathered by the survey including gender and player type comparisons. The top ranking motivations for playing computer games were: recognition, avoidance of other activities, control and challenge whereas the top ranking motivations for playing games in education were control, fantasy, recognition and challenge. This paper will report on the evidence from Turkey where 823 participants completed the survey from SE institutions where the average age of participants was 15. The survey has been used in a number of previous studies over the past decade. This paper will provide empirical evidence by reporting the results of a survey conducted at a number of Secondary Education (SE) institutions in Turkey. While there has been an increase in the quality and quantity of the studies performed looking at the potential aspects of games for learning there is still a dearth of empirical evidence in particular Randomised Controlled Trials (RCTs) and longitudinal studies. Educationalists and industrialists continue to explore it as it is perceived as a potentially beneficially supplementary learning, teaching and training approach. Over the past decade there has been extensive investigation into the aspects and potential applications of games-based learning.
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