Concluding Comments

Bowman, N. D., Kowert, R., & Ferguson, C. J. (2015). The impact of video game play on human (and orc) creativity. In G. Green & J. C. Kaufman (Eds.), Video games and creativity (pp. 39–60). San Diego, CA: Academic Press.CrossRefGoogle Scholar

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.PubMedCrossRefGoogle Scholar

Choi, B., & Baek, Y. (2011). Exploring factors of media characteristic influencing flow in learning through virtual worlds. Computers & Education, 57(4), 2382–2394.CrossRefGoogle Scholar

Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.Google Scholar

Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York: Harper Perennial.Google Scholar

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179.CrossRefGoogle Scholar

Hickson, J., Housley, W. F., & Boyle, C. (1988). The relationship of locus of control, age, and sex to life satisfaction and death anxiety in older persons. The International Journal of Aging and Human Development, 26(3), 191–199.PubMedCrossRefGoogle Scholar

Huebner, E. S. (1991). Correlates of life satisfaction in children. School Psychology Quarterly, 6(2), 103.CrossRefGoogle Scholar

Huebner, E. S., Ash, C., & Laughlin, J. E. (2001). Life experiences, locus of control, and school satisfaction in adolescence. Social Indicators Research, 55(2), 167–183.CrossRefGoogle Scholar

Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24.CrossRefGoogle Scholar

Kowert, R., Festl, R., & Quandt, T. (2014). Unpopular, overweight, and socially inept: Reconsidering the stereotype of online gamers. Cyberpsychology, Behavior, & Social Networking, 17(3), 141–146.  https://doi.org/10.1089/cyber.2013.0118.CrossRefGoogle Scholar

Kowert, R., Griffiths, M., & Oldmeadow, J. A. (2012). Geek or Chic? Emerging stereotypes of online gamers. Bulletin of Science, Technology & Society, 32(6), 471–479.  https://doi.org/10.1177/0270467612469078.CrossRefGoogle Scholar

Mischel, W., Zeiss, R., & Zeiss, A. (1974). Internal-external control and persistence: Validation and implications of the Stanford preschool internal-external scale. Journal of Personality and Social Psychology, 29(2), 265.CrossRefGoogle Scholar

Olson, C. K. (2015). Are electronic games health hazards or health promoters? In R. Kowert & T. Quandt (Eds.), The video game debate (pp. 39–53). New York, NY: Routledge.CrossRefGoogle Scholar

Palmore, E., & Luikart, C. (1972). Health and social factors related to life satisfaction. Journal of Health and Social Behavior, 13(1), 68–80.PubMedCrossRefGoogle Scholar

Rossin, D., Ro, Y. K., Klein, B. D., & Guo, Y. M. (2009). The effects of flow on learning outcomes in an online information management course. Journal of Information Systems Education, 20(1), 87–98.Google Scholar

Sliwinski, J., Katsikitis, M., & Jones, C. M. (2015, September). Mindful gaming: How digital games can improve mindfulness. In IFIP Conference on Human-Computer Interaction (pp. 167–184). Cham: Springer.Google Scholar

Snodgrass, J. G., Lacy, M. G., Francois, D. H. J., Polzer, E. R., Else, R. J., Arevalo, J. M. G., & Cole, S. W. (2019). Positive mental well-being and immune transcriptional profiles in highly involved video game player. Brain, Behavior, and Immunity (Published online ahead of print).  https://doi.org/10.1016/j.bbi.2019.07.035.PubMedCrossRefGoogle Scholar

Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interaction. Computers in Human Behavior, 9, 411–426.CrossRefGoogle Scholar