Social Flow and Learning in Digital Games:A Conceptual Model and Research Agenda

Bachen, Christine M.; Raphael, Chad

doi:10.1007/978-1-4471-2161-9_5

Cited by 9 publications

(11 citation statements)

References 41 publications

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“…Further, we focused on motivated learners who cannot continue learning, excluding learners who have little motivation to learn. Researchers (Bachen and Raphael 2007 ; Simoes et al 2011 ; Tan et al 2013 ) have proposed some design model for applying gamification techniques in educational situations. We designed our system functions referring to the digital game-based learning framework proposed by Tan et al ( 2007 ) because it can be utilized to fulfill our system concept that encourages learners’ motivation or engagement to learn in the m-learning environment.…”

Section: Proposal System Designmentioning

confidence: 99%

“…Task is a question or problem in the game to help learners to absorb the learning content (i.e., English word questions in this case), and it should be designed with different levels. Task is similar to challenge in the gameflow Bachen and Raphael (2011 ). In that paper, the authors described: “If an activity is too easy for the player she grows bored, while if it is too hard she grows frustrated”; therefore, an educational game designed as an adaptive game that continually adjusts difficulty levels to individual players’ skills.…”

Section: Proposal System Designmentioning

confidence: 99%

“…In this paper, the information for keeping learners’ motivation is the provision of words of an appropriate difficulty for each learner based on the learner’s estimated skill using learning histories. We describe how difficulty selection affects the learner’s motivation (Bachen and Raphael 2011 ; Jegers 2007 ) in the proposal system design section of our paper. Designers need to set the suitable difficulty for an individual player to maintain his/her motivation.…”

Section: Question Selection By Estimating Learner’s Skillsmentioning

confidence: 99%

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An English vocabulary learning support system for the learner’s sustainable motivation

2015

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In English vocabulary learning, continuation is an important factor; however, many learners are not good at continuing learning because they tend to prefer amusement or rest. Our proposed system is targeting learners who are eager to learn but are not able to continue learning for various reasons. We especially focused on English vocabulary learning, and described an approach for learners who have difficulty with continuing learning. Our developed application aggressively supports the learners’ sustainable motivation by gamification techniques and an efficient difficulty setting method.

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Section: Proposal System Designmentioning

confidence: 99%

Section: Proposal System Designmentioning

confidence: 99%

Section: Question Selection By Estimating Learner’s Skillsmentioning

confidence: 99%

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An English vocabulary learning support system for the learner’s sustainable motivation

2015

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“…In recent years, researchers have expressed a growing interest in the concept of social flow, which involves not only optimal performance, but also optimal interaction with others (Csikszentmihalyi, 1975 ; Bachen and Raphael, 2011 ; Engeser, 2012 ). Social flow has been studied in various contexts including athletic, occupational, and familial environments.…”

Section: Introductionmentioning

confidence: 99%

The neurochemistry and social flow of singing: bonding and oxytocin

Keeler

Roth

Neuser

et al. 2015

Front. Hum. Neurosci.

153

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Music is used in healthcare to promote physical and psychological well-being. As clinical applications of music continue to expand, there is a growing need to understand the biological mechanisms by which music influences health. Here we explore the neurochemistry and social flow of group singing. Four participants from a vocal jazz ensemble were conveniently sampled to sing together in two separate performances: pre-composed and improvised. Concentrations of plasma oxytocin and adrenocorticotropic hormone (ACTH) were measured before and after each singing condition to assess levels of social affiliation, engagement and arousal. A validated assessment of flow state was administered after each singing condition to assess participants' absorption in the task. The feasibility of the research methods were assessed and initial neurochemical data was generated on group singing. Mean scores of the flow state scale indicated that participants experienced flow in both the pre-composed (M = 37.06) and improvised singing conditions (M = 34.25), with no significant difference between conditions. ACTH concentrations decreased in both conditions, significantly so in the pre-composed singing condition, which may have contributed to the social flow experience. Mean plasma oxytocin levels increased only in response to improvised singing, with no significant difference between improvised and pre-composed singing conditions observed. The results indicate that group singing reduces stress and arousal, as measured by ACTH, and induces social flow in participants. The effects of pre-composed and improvised group singing on oxytocin are less clear. Higher levels of plasma oxytocin in the improvised condition may perhaps be attributed to the social effects of improvising musically with others. Further research with a larger sample size is warranted.

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“…Most theorizing about flow and media has focused exclusively on the relationship of the individual to the medium (Bachen and Raphael, 2011). The flow state is seen as emerging from the individual player-game relationship rather than encompassing enjoyment that stems from the social dynamics of play.…”

Section: Flow and Gamesmentioning

confidence: 99%

Flow and cooperative learning in civic game play

Raphael

Bachen

Hernández-Ramos

2012

New Media & Society

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Flow theory offers an individualistic explanation of media enjoyment, while cooperative learning theory posits a social explanation for enhanced learning in groups. This classroom-based experimental study examines whether game players can experience both conditions and the influence of each on several types of civic knowledge, skills, and dispositions. We find that high quality cooperative learning contributed to acquiring civic knowledge and skills. In contrast, flow was more influential for developing dispositions to empathy and interest in learning more about the game topics. Thus, we conclude that players can experience flow while engaged in cooperative learning, but that these two conditions may support different kinds of civic learning.

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Social Flow and Learning in Digital Games:A Conceptual Model and Research Agenda

Cited by 9 publications

References 41 publications

An English vocabulary learning support system for the learner’s sustainable motivation

An English vocabulary learning support system for the learner’s sustainable motivation

The neurochemistry and social flow of singing: bonding and oxytocin

Flow and cooperative learning in civic game play

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