Communications of the ACM
Three simulator tools for teaching computer architecture: Little Man computer, and RTLSim
Journal on Educational Resources in Computing (JERIC)
Multimedia for Learning: Methods and Development
Multimedia for Learning: Methods and Development
Why do people play on-line games? an extended TAM with social influences and flow experience
Information and Management
ERP training with a web-based electronic learning system: The flow theory perspective
International Journal of Human-Computer Studies
Moderating Effects of Task Type on Wireless Technology Acceptance
Journal of Management Information Systems
Students' perceptions about the use of video games in the classroom
Computers & Education
Toward a Framework for the Analysis and Design of Educational Games
DIGITEL '10 Proceedings of the 2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning
The effect of simulation games on the learning of computational problem solving
Computers & Education
Empirical investigation on factors influencing the behavioral intention to use Facebook
Universal Access in the Information Society
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This study aims to evaluate multiple aspects of a problem-solving-based educational adventure game, Boom Room(C). The learning effectiveness, game acceptance, and flow experience of the game were empirically investigated. The game was designed and developed for teaching knowledge of computer assembly. Sixty-seven university students in Taiwan were asked to complete a pre-test before playing the game and a post-test after playing the game. These students also provided evaluations of not only the usefulness, ease of use, and design elements of the game but also their experience with various flow dimensions of the game. A 2-stage cluster analysis was also conducted to explore the potentially different groups of students by categorizing them in accordance with their performance, degree of game acceptance and flow states. The results suggest that this game is beneficial for students with insufficient background knowledge of computer assembly, allowing these students to obtain vital knowledge of this topic if they achieved a sufficient acceptance of the game and an adequate flow experience from their game-playing experiences. The various dimensions of flow that were experienced by these students were significantly correlated with game acceptance. Suggestions for future study, game design, and instructional practice are discussed.