The Influence of Educational Background on the Self-Identity of Chinese Otome Game Players: A Comparative Study between Higher Education and Non-higher Education Players

This study examines how educational background affects the self-identity of Chinese Otome gamers, focusing on professional identity and intimacy ideals. Under the guidance of Erikson's self-identity theory, the study contributes to the extension of Erikson's self-identity theory in the context of East Asia as a case study. Applying qualitative methods, the study collects data through 13 in-depth interviews with participants with different educational levels, leading to the discussion in the context of Chinese social characteristics. The findings show that players with lower educational backgrounds are more inclined to explore diverse occupational roles in the game and are more attracted to roles with power. On the contrary, players with higher educational backgrounds tend to map out clearer career paths and regard gaming primarily as an emotional connection rather than career exploration. When it comes to intimacy, players with higher education prioritize emotional bonds and choose characters that fit the values of depth and stability. Meanwhile, the other group in this study prefer characters of higher economic or social status, reflecting traditional ideals of security and support. The study bridges the gap between Erikson's theory of self-identity as applied in the East Asian context and the lack of education level as a variable to be discussed in the field of Otome games. The results highlight the role of Otome games in influencing players' self-identity and emphasize the potential for designing games that offer diverse character exploration and emotional engagement in the future.