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Learning, Psycho-Cognition, and Flow

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Abstract

Many great scholars in education, cognition, and psychology have worked tirelessly on educational games over the years. Others have looked at the implications of commercial games on learning, attitudes, and efficacy, three area most reported. Others have created games and studied the impact of those games on learning, attitudes, and efficacy. This chapter will delve into learning theory, assess how cognitive psychology impacts learning in virtual environments, and discuss the implications of Flow theory on learning indicators such as engagement and interactivity.

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Authors and Affiliations

  1. North Carolina State University, Campus Box 7908, Raleigh, NC, 27695, USA

    Dr. Leonard A. Annetta, Elizabeth Folta & Marta Klesath

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  1. Dr. Leonard A. Annetta
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  2. Elizabeth Folta
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  3. Marta Klesath
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Correspondence to Leonard A. Annetta .

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Annetta, L.A., Folta, E., Klesath, M. (2010). Learning, Psycho-Cognition, and Flow. In: V-Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3627-8_9

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