Table 7.

Summary of quantitative and qualitative findings.

Self-regulation phases	Expert	Moderately expert	Non-expert
Definition of task	Play video game At special places such as their room or friends house Any time Mostly with special devices such as game consoles and computers	Play video game On and off campus At weekend and school break Mostly with their phones and computers	Play video game On and off campus At weekend and school break Mostly with their phones and computers
	They have lots of game experience in wide variety of video games
Goal setting and planning	Implicitly stated their playing goal	Implicitly stated their playing goal	Explicitly stated their playing goal
	Their goals were mostly game specific goals	Their goals were mostly game specific goals	Their goals were general game playing goals such as limiting time to play
	They are more committed to play game than other two groups
	They plan things ahead of time then take action
Enacting tactics	Purposefully select the tactics among their large tactics repository	Use less monitoring tactics than the experts	Use less monitoring tactics than the moderately experts
	Use more monitoring tactics according to their play	Use tactics mostly include other players	Monitor based on the games' feedback
	Use all available tactics
	They are more willing to get help from social environments
Adapting meta-cognition	They ask themselves if they have considered all options, when playing challenging level of a game.	They ask themselves if they have considered all options, when playing challenging level of a game.	They generally don't think of their plays
	They ask themselves if there was an easier way to complete a game after they finish one.	They ask themselves if there was an easier way to complete a game after they finish one.
	They think of new ways to pass a challenging level of a game.
	They open to suggestions to improve their play.