Games have a long history either in everyday life or in educational settings. A game can be defined as a system with artificial rules and conflicts to reach quantifiable outcomes (Juul, 2003; Salen & Zimmerman, 2004). Digital games emerged during 1960s and have had many designs and interactions (Kirriemuir, 2006), which is parallel to technology available at that time. Today, contemporary digital games still cover basic elements of classical game models, but, thanks to Internet-related technologies, the style of interaction have changed a lot. For example, one can play anytime, anywhere with a chance to refine rules (Juul, 2003). Although games are factious, they sometimes affect real life. Some of them can be listed as time consumption, mood or behavioral change, communication, or such direct effects as earning money from game-related activities (Egenfeldt-Nielsen, Smith, & Tosca, 2013). This bound between the real and the factious world can bring about some problems or even psychological disorders. In a recent study, it was reported that people having gaming disorder have similar neurobiological patterns with the ones having pathological gambling (Fauth-Bühler & Mann, in press). In the literature, there are studies showing the relations of digital game playing to problematic behaviors (teWildt et al., 2015; Worth & Book, 2015). Nevertheless, considerable amount of results reveal how gaming contribute to the enhancement of learning (Gee, 2003); the establishment of virtual communities even to provide psychological support or just collaboration (O’Connor, Longman, White, & Obst, 2015); and enjoyment (Birk, Toker, Mandryk, & Conati, 2015). In this study, we aim to find the relations between problematic digital game usage and demographical variables.      

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