You are here:

Relations among Flow, Information Processing Strategies, and Performance in a Computer-based Simulation Game
PROCEEDINGS

, Sejong University, Korea (South) ; , Korea Institute of Curriculum & Evaluation, Korea (South)

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The main goal of this study is to examine the effect of flow and information processing strategies on achievement in computer-based simulation games. Furthermore, this study identifies the correlations between flow and information processing strategies. The participants were the total of 100 undergraduate and graduate students. After the game play, the level of flow, information processing strategies and information interpretation strategies were measured. The result showed that flow was not the significant predictor in game achievement. However, information interpreting strategies were significant predictors in the achievement. In addition, there were positive and moderate correlation between and information interpreting strategies in the computer simulation game. The result indicated that higher information interpreting strategies slightly facilitate game achievement. Although correlation data cannot address causality, it appears that the game players who are better in control are those who are better in information interpreting strategies in general.

Citation

Lee, I. & Kwon, H.J. (2005). Relations among Flow, Information Processing Strategies, and Performance in a Computer-based Simulation Game. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 986-992). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map
  • Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

    Meixun Zheng, The Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, United States; Hiller Spires, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, United States

    International Journal of Virtual and Personal Learning Environments Vol. 5, No. 2 (April 2014) pp. 69–86

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.