One of the issues considered as important in designing instructional/learning environments is learner characteristics. With regard to this issue, there are two arguments that make education profession challenging and difficult. One of these arguments is that learners are changed deeply in this century, grew up as digital natives, and defined as a net generation (Oblinger & Oblinger, 2005; Prensky, 2001). The second argument is that learners are experienced in the new form of play, computer and video games, and these experiences shape their preferences and capabilities for learning (Prensky, 2001). Therefore, to provide better education for today’s learners, the educators should consider their characteristics in providing better instructional/learning context. The characteristics of today’s learners are defined as follows: they are digitally literate; being connected through the technology is essential; performing multitasks at the same time is natural; show outstanding openness to diversity; and prefer to learn by doing (Frand, 2000; Oblinger & Oblinger, 2005). Prensky (2001) points out that this generation does not respond to traditional education such as lecturing. As it is cited by Tuzun (2007), video games match the characteristics of the younger generation so that they can be used as part of classroom learning to connect with this generation (Gee, 2003). Although integrating games into classroom teaching is seen as a way of connecting with this generation, there are not many research studies that support this idea. Additionally, there are substantial studies showing that girls’ game play habits are different than that of boys (Hartmann & Klimmt, 2006). The first step toward understanding the net generation should begin by defining their characteristics on using information and communication technologies (ICT) and their preferences on playing online games. Therefore, there is a need for new research studies that examine their characteristics in regard to ICT usage, and game play profiles. This study attempts to investigate high school students’ ICT usage, and their preferences on playing online games.

It is a descriptive study, and 1035 9th and 10th grade high school students from both rural and urban area participated in the study. The data were collected trough a questionnaire developed by the researchers for this study. The questionnaire consists of 25 items. The results of the study will be interpreted under four main titles as computer and Internet ownership and frequency of use; Internet and computer use opportunities; use of online games and the purpose of playing online games; the type of online games students prefer to play; and their families’ opinion with regard to playing online games. The data will be analyzed through descriptive and inferential statistics. The difference between students in rural and urban, female and male was investigated.

With this study, it is expected that the students’ characteristics on using ICT and their preferences on playing online games will be revealed. In addition, difference between gender and the locations in terms of their preferences on playing online games will be investigated. The implication of this study on designing instructional/learning environments will be discussed.