• English Language & Literature Teaching
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• v.10 no.2
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• pp.133-158
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• 2004

The purpose of the present study was to scrutinize computer games that can motivate elementary school students through their interactive "edutainment" effects. The types of elements in computer games that students find interesting as learning media and their impact were studied. The current status of Korean computer games, issues related to learning English, and methods to stimulate the motivation and interest in learning by elementary school students were explored. A computer game model for efficiently teaching English to elementary school students through a connection between computer games and education was suggested. In this model, overall games were designed with the focus on the integration of curriculum and content subjects related to learning activities. For games not to be biased toward entertainment and to have systemized learning steps, the games are composed of an introduction, presentation, practice, production and evaluation, in that order. The model suggested by this plan and composition make it possible to approach learning efficiently with entertaining games based on a systematic learning curriculum. As shown above, developing the model of educational computer games can be seen as an opportunity, which can provide amusement and interests and a broad learning experience as an additional learning method.

• Management & Information Systems Review
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• v.7
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• pp.53-68
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• 2001

In this paper, Computer Games is still going strong. We are still making incremental improvements to the computer game, mobile game, but it seems to have settled into a fairly standard version and layout. Many games have passed through our life over the past couple of years. A number of the best have been written about in these games. Unfortunately there are too many games and too little time, and make some hard choices about what games actually play regularly. This is obviously a very personal list of favorite games, and change fairly regularly as new games rotate in and old games are given a rest for a while. It brings ours to the question of what we look for in a game, and why choose one game to play over another? What does make a game good enough to play time after time? Therefore, a game has to have, above all, interesting tactics and strategy, but also we like originality and simplicity. There is also a certain quality that is very difficult to define that makes some games beautiful. At last in this issue we return to mobile oriented games. This paper will discuss Computer Game Conditions in terms of the different games, components, and Design amd Implementation of Computer Game Menu Simulation based on 4GL, PowerBuilder.

• Journal of the Korean Home Economics Association
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• v.39 no.4
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• pp.91-103
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• 2001

The purpose of this study was to investigate actual trends of young children's video and computer-based game uses. Four hundred and eighty parents of 4-6 year-old children were questioned about children's game uses and their attitude toward them and 180 of their children were interviewed. As the results of this study, most of children have been playing video and computer games. Boys played them more frequently than girls and the olders than the youngers. The majority of children liked video and computer games. The first reason to play games was 'interesting'. The most parents considerably tolerated to their children playing games except the arcade games. Many parents limited their children's time of playing games. They occasionally played with their children or observed them playing games.

• Journal of Families and Better Life
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• v.20 no.3
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• pp.63-71
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• 2002

This study is an investigation of children's video and computer games usage. The respondents included 286 third and fourth grade children, of whom 152 were boys and 134 were girls. The participants were selected from a pair of elementary schools in Seoul. The instruments used consisted of children's self-reported computer game use and their evaluations of the video and computer games. I employed frequencies, percentiles, means, Chi-squares, 1-tests, one-way ANOVA, and the Scheffe Test. Ninety-five percent of the children interviewed reported having played video and computer games. Among these children, most reported that they played the games 2 to 3 times per week for 112 to 1 hour each time. The most common reasons given for playing was 'fun'. The most popularly played games included themes of action, adventure, violence, and competition. There was a significant gender difference in playing and usage. Boys played games longer than the girls. Boys played the games with their friends while the girls played the games with their siblings. Children who played these games longer perceived themselves to be faster, more attentive, and more stable than children who played for a shorter period of time.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.95-110
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• 2001

What characteristics of computer games encourage persistence, engagement, and learning for both girls and boys\ulcorner The purpose in conducting this research was to identify characteristics of computer games that engage all children-girls and boys- in significant mathematical learning. A set of criteria for evaluating gender fair computer games was developed. Much of this research had involved observing children playing computer games in pairs and small groups. Two game softwares were analyzed by way of dialogues that occurred with the games.

• Asia pacific journal of information systems
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• v.10 no.1
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• pp.165-187
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• 2000

The computer game market has grown rapidly with numerous games produced all over the world. Most games have been developed to make gamers have fun while playing the games. However, there has been little research to address the elements of games that create the perception of being fun. The objectives of this research are to focus on which features provide fun, and then analyze these aspects both qualitatively and quantitatively. This study, through surveys with game players and developers, provides several inputs regarding what it is, that makes certain computer games fun. There are many common characteristics which fun games share, and through grouping and organizing these traits, then compiling the data for use in an AHP(Analytic Hierarchy Process), we measured the disparity in the 'fun' perception between game developer and game user.

• Korean Journal of Child Studies
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• v.24 no.5
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• pp.43-58
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• 2003

This research was conducted to comprehend the effects of computer games on the development children's visual perception. First, the effects of experience of computer games on children's visual perception abilities was analyzed. Second, the effects of different types of computer games on children's visual perception abilities were examined. And third, the interaction effects of sex and computer game types were examined. The subjects of this study were 78 5-year-olds engaging public kindergarten located in Cheung-Ju. To analyse data, percent, mean, standard deviation, and ANCOVA were used. The results showed that children's visual perception abilities were improved significantly with the experience of computer games. And the improvement of children's visual perception varied significantly according to the type of computer game. No interaction effects were found between a child's sex and the types of computer games.

• Asia pacific journal of information systems
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• v.11 no.3
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• pp.1-21
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• 2001

In recent years, the market for online computer games has become an important part in the entertainment industry. New online games have been introduced every month and the numbers of game players who are playing online games have grown rapidly. However, only a few online games have been successful in making a good profit among many online games. Why are most players playing only a few online games repeatedly? To answer the question, this research focuses on the customer loyalty and their optimal experience(flow) in playing specific online games. This research hypothesizes that customer loyalty for specific online game can be increased by customers' optimal experience(flow) in playing it, and they would feel optimal experience because of mechanic and social interaction in online games. In order to validate the hypothesis, this research analyzes online survey data of players of various online games. According to this survey results, players' optimal experience is affected by their mechanic interaction between a player and an online game system, and their social interaction with other players who participated in the online game. And their optimal experience during playing the online game affects the degree of customer loyalty to the game. This paper ends with conclusions of the survey results and study limits.

• Journal of the Korean Home Economics Association
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• v.43 no.11 s.213
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• pp.197-210
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• 2005

The purposes of this study were to examine: (1) the extent to which school-age children used computer games; (2) whether there were differences between children who played computer games to a greater extent and children who played computer games to a normal extent in their levels of depression, anxiety, self-esteem, and social anxiety; and (3) whether children's social withdrawal, aggression, and mothers' psychological control explained the extent of children's computer game playing. The subject were 270 children in the 6th grade. It was found that $55.6\%$ of the children were normal users, $39.3\%$ of the children were somewhat heavy users, and $5.2\%$ of the children were heavy users of computer games. There was a gender difference in the proportions of heavy computer game playing. That is, there were more heavy users among boys than among girls. It was also found that social withdrawal, aggression, and mothers' psychological control were significant predictors of the extent of children's computer game playing. That is, the levels of children's social withdrawal, aggression, and their perceptions of mothers' psychological control predicted the degree to which children played computer games.

• Journal of Game and Entertainment
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• v.2 no.1
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• pp.17-26
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• 2006

In this paper, we analyzed the use of computer games relating their scholastic achievements and behaviors of the first and second grade boy students in vocational high schools. The analysis based on the location of schools turned out to be meaningful because computer games seemed to deteriorate urban students' school grades more than those of the rural students. However, another analysis based on types of schools such as agricultural, technical, and commercial schools did not show any meaningful differences in their GPA(Grade Point Average). It was analyzed that such items in the given questionnaire as whether or not computer games made them less attentive to their classes, whether or not games made them put off their stud? and work, and whether or not they played computer games even during their exam periods had no meaningful results. Besides, it seemed that there was no connection between how well one plays computer games and how well he or she does at school work did not seem to be correlated. In short, most of the subjects seemed to enjoy computer games regardless of their scholastic achievements.