TY  - JOUR
VL  - 42
JF  - Current Psychology
N1  - cited By 1
A1  - Abbasi, A.Z.
A1  - Azeem, S.
A1  - Farooq, M.U.
A1  - Hussain, K.
A1  - Ting, D.H.
A1  - Rehman, U.
A1  - Griffiths, M.D.
A1  - Pakpour, A.H.
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140342315&doi=10.1007%2fs12144-022-03558-1&partnerID=40&md5=6e675683afb3b22cfd3b7b5ddebf7175
Y1  - 2023///
PB  - Springer
SP  - 19386
AV  - none
ID  - scholars18386
EP  - 19400
N2  - Serious games (SGs), are gaining prominence as a tool for early education at home as well as in school settings. Given the mixed effects of gamification on various aspects of usersâ?? lives, it is pertinent to study its broader effects on a childâ??s pre-school and school years. Given the lack of consensus on a comprehensive measure that encapsulates these effects on an individualâ??s routine functioning, the present study examined whether various engagement states in SGs use influence a relatively broader measure of usersâ?? functioning across significant life domains such as Quality of Life (QoL). It is argued that it would serve scholars, teachers, and parents better to understand the broader implications of SGs on childrenâ??s overall QoL rather than isolated physiological and behavioral effects. Consequently, utilizing structural equation modeling, results from 335 parents of 2â??10-year-olds in a developing country showed that cognitive and behavioral engagement in gamified applications appear to influence the childâ??s QoL, but not affective engagement. Results are discussed in terms of the consequences of using game-based technology for a childâ??s development, with far-reaching academic, personal, physical, and social implications not only for the school-going ages, but also for early teenage years. The results are promising in relation to QoL. The findings indicate the role modern technology plays in improving individualsâ?? lives. The findings provide scholars, parents, and creators of SGs important information for their plan of action regarding childrenâ??s exposure to SGs and making SGs a frequent aspect of the learning experience early in life. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
SN  - 10461310
TI  - Engagement in educational games and quality of life in early and middle childhood: evidence from a developing country
IS  - 22
ER  -