Abstract—eSport games have become a significant trend among modern society. Many related peripheral products have been launched in large numbers, and the craze has brought huge consumer market, especially in China with its large population. However, there is currently little research on the purchase motivation of eSports. Therefore, based on the Self-determination theory and the Theory of planned behavior, a research model is proposed and the structural equation model is verified. In this study, the Chinese eSports players were invited to fill in the online questionnaire by means of intentional sampling. The effective data was 361, and the effective recovery rate was 81.5%. The data was tested using SPSS for reliability and validity, and then tested by AMOS. The results showed that eSport addiction had a positive impact on intrinsic and extrinsic motivation. Moreover, intrinsic and extrinsic motivation had a positive influence on perceived behavioral control, while perceived behavioral control had a positive impact on the continuous to purchase.

Index Terms—Continuous purchase intention, extrinsic motivation, game addiction, intrinsic motivation, perceived behavior control.

Yu-Tai Wu is with Department of Physical Education, National Taiwan Normal University. Department of Industrial Education, 162, Heping East Road Section 1, Taipei, Taiwan.
Jon-Chao Hong and Jian-Hong Ye are with Institute for Research Excellence in Learning Sciences, National Taiwan Normal University. Department of Industrial Education, 162, Heping East Road Section 1, Taipei, Taiwan (email: garywu821822@gmail.com).
Yu-Feng Wu is with Graduate Institute of Sport, Leisure and Hospitality Management, National Taiwan Normal University Department of Industrial Education, 162, Heping East Road Section 1, Taipei, Taiwan.

Cite: Yu-Tai Wu, Jon-Chao Hong, Yu-Feng Wu, Jian-Hong Ye, "eSport Addiction, Purchasing Motivation and Continuous Purchasing Intention on eSport Peripheral Products," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 11, no. 1, pp. 21-33, 2021.

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