Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students' game-based learning

Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

doi:10.1080/10494820.2013.834827

Cited by 83 publications

(58 citation statements)

References 24 publications

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“…In Faiola et al's study [35] the age of players varied between 18 and 65 (N = 115). However, in Hsieh et al's study [40] the age differences between participants were very small (N = 34). The participants were 4 th -6 th graders and thus it is possible that the way young children understood the abstract flow questions might have influenced on the results.…”

Section: Flow and Individual Characteristicsmentioning

confidence: 76%

“…Two of the studies explored to what extent the age of players affects the level of experienced flow. Both studies found that higher age predicted higher flow [35,40]. In Faiola et al's study [35] the age of players varied between 18 and 65 (N = 115).…”

Section: Flow and Individual Characteristicsmentioning

confidence: 91%

“…Three of the studies explored the relationship between gender and flow. Two studies [33,40] did not report any gender differences. Controversially, Hou and Li [19] found that men experienced higher flow than women in terms of flow antecedents (challenge-skill balance, clear goals, feedback, sense of control and playability).…”

Section: Flow and Individual Characteristicsmentioning

confidence: 97%

“…GameFlow questionnaire extends the original flow dimensions with story and gamefulness components. On the other hand, Hou and Li [38] as well as Hsieh et al [40] measured flow with Flow Scale for Games [50], which includes all original flow dimensions. These scales operationalize flow dimensions differently, but the operationalization is still quite convergent.…”

Section: Quantitative Measurement Of Flowmentioning

confidence: 99%

See 3 more Smart Citations

Flow experience in game based learning – a systematic literature review

Perttula¹,

Kiili²,

Lindstedt³

et al. 2017

IJSG

121

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The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.

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Section: Flow and Individual Characteristicsmentioning

confidence: 76%

Section: Flow and Individual Characteristicsmentioning

confidence: 91%

Section: Flow and Individual Characteristicsmentioning

confidence: 97%

Section: Quantitative Measurement Of Flowmentioning

confidence: 99%

See 2 more Smart Citations

Flow experience in game based learning – a systematic literature review

Perttula¹,

Kiili²,

Lindstedt³

et al. 2017

IJSG

121

View full text Add to dashboard Cite

show abstract

“…The SEG used, Frequency 1550 , is for high school students to learn the medieval history of Amsterdam. Also, Hsieh, Lin, and Hou () demonstrate a positive relationship between flow and learning performance, but their SEG, Happy Black‐faced Spoonbill , is designed for elementary school students to construct knowledge of resource classification and environmental protection. However, whether SEG‐based science learning also provides students with experience that is engaging and absorbing remains obscure, as the games have been integrated with scientific content that is generally considered abstruse.…”

Section: Literature Reviewmentioning

confidence: 99%

Game immersion experience: its hierarchical structure and impact on game‐based science learning

Cheng

She

Annetta

2014

Computer Assisted Learning

217

155

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Many studies have shown the positive impact of serious educational games (SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG-based science learning. The dual purpose of this study was to further explore this impact. One purpose was to develop and validate an innovative measurement, the Game Immersion Questionnaire (GIQ), and to further verify the hierarchical structure of game immersion by construct validity approaches, including exploratory factor analysis (EFA) (n = 257) and confirmatory factor analysis (CFA) (n = 1044). The second purpose was to investigate the impact of game immersion on science learning through SEG play (n = 260). Overall, the results supported the internal structure of the GIQ with good reliability and validity, and the inter factor bivariate correlations for each construct indicated a high internal consistency. Players did learn from playing an SEG, and game immersion experience did lead to higher gaming performance. Moreover, players' gaming performance plays a role in mediating the effect of immersion on science learning outcomes through SEG play. However, as players became more emotionally and subjectively attached to the game, the science learning outcomes were not definitively reliable.

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Flow in Nonachievement Situations

Schiepe-Tiska¹,

Engeser

2021

Advances in Flow Research

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Flow research began with the study of activities, which often occurred in achievement situations. To this day, most flow research still deals with achievement in the areas of sports, academia, and work where the balance of challenge and skill is important to foster flow. This chapter extends traditional flow theory by introducing the concept of implicit and explicit motives as personal needs that explain how individuals can experience flow not only in achievement situations but also in social situations like affiliative or power situations. We propose that flow emerges from the interaction of motive-specific incentives in a situation, such as challenge and skill balance, and a person's motives. These motives are conducive to structuring situations, which in turn foster flow. In this context, we also present studies dealing with flow in groups. We end this chapter by revealing some perspectives on future research on flow in nonachievement situations.

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Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students' game-based learning

Cited by 83 publications

References 24 publications

Flow experience in game based learning – a systematic literature review

Flow experience in game based learning – a systematic literature review

Game immersion experience: its hierarchical structure and impact on game‐based science learning

Flow in Nonachievement Situations

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