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The Relationship between Academic Abilities and Internal/External Thinking Styles on Digital Game Flow Experience
PROCEEDINGS

, , , , National Cheng Kung University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

“Flow” is referred to as a mental state of optimal experience resulted from full immersion. Recent studies on digital game based learning have applied the flow theory to explain the immersion of students in game playing. However, the relationship between students’ attributes (e.g., students’ thinking styles and academic abilities) and flow experience has been neglected. This study tried to investigate: (a) the relationship between internal/external thinking styles and flow experience; (b)The moderation effect of academic abilities on the relationship between internal/external thinking styles and flow experience ; (c)The relationship between flow experience and subsequent academic performance. The results showed that: (a) Internal/external thinking styles were significant positive related with digital game flow experience. (b) Students’ academic abilities moderated the relationship between internal/external thinking styles and digital game flow experience.(c) Digital game flow experience was not significant related with the subsequent academic performance.

Citation

Chen, I.H., Yang, Y.T.C., Wu, W.C. & Chiang, W.C. (2012). The Relationship between Academic Abilities and Internal/External Thinking Styles on Digital Game Flow Experience. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 911-918). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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