The concept of flow in collaborative game-based learning

Admiraal, Wilfried; Huizenga, J.C.; Akkerman, Sanne; Dam, G.T.M. ten

doi:10.1016/j.chb.2010.12.013

Cited by 306 publications

(243 citation statements)

References 24 publications

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“…In the context of collaborative game-based learning, team flow (i.e., flow experience in a team) has a positive effect on game performance outcomes but no effect on learning outcomes (Admiraal et al, 2011). Instead, a positive effect is found between competitiveness and learning outcomes when distractors (e.g., technology issues) were minimal (Admiraal et al, 2011).…”

Section: Gaming In Learning and Educationmentioning

confidence: 99%

“…Digital games have become a feasible option for enhancing and developing e-learning tools. Several articles in our review address the use of gaming in education (Admiraal et al, 2011;Beylefeld and Struwig, 2007;Bressler and Bodzin, 2013;Faiola et al, 2013;Hong et al, 2013;Inal and Cagiltay, 2007;Kiili, 2005b;Raphael et al, 2012;Scoresby and Shelton, 2011;Wang and Chen, 2010).…”

Section: Gaming In Learning and Educationmentioning

confidence: 99%

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Flow in gaming: literature synthesis and framework development

Nah

Eschenbrenner

Zeng

et al. 2014

IJISAM

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Flow, a state of optimal experience where one is completely absorbed and immersed in an activity, is an important phenomenon for studying and designing games. In this article, we synthesise the literature on flow in gaming to discern existing research streams, and identify the antecedents, dimensions, and outcomes of flow which are then integrated into a framework. Based on the findings, we provide suggestions for game design elements that practitioners, such as game designers, may find useful for creating or inducing flow in gaming. We also discuss implications for research and practice as well as provide suggestions for future research.

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Section: Gaming In Learning and Educationmentioning

confidence: 99%

Section: Gaming In Learning and Educationmentioning

confidence: 99%

Flow in gaming: literature synthesis and framework development

Nah

Eschenbrenner

Zeng

et al. 2014

IJISAM

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show abstract

“…In the PCG, the feedback is also expressed in the project sponsor's happy or angry reaction when correct or incorrect decisions are made (see Figure 4). Flow is also achieved if the game offers an optimum level of challenge to the players (Admiraal et al, 2011). This means that players find the game challenging but not too difficult.…”

Section: Motivatingmentioning

confidence: 99%

Design and evaluation of the project and program crashing games

Rumeser¹,

Emsley

2018

JARHE

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Purpose -This research aims to help project management game designers and educators in simulating complexity in project management games and in assessing the effect of simulated project complexity levels on students' learning experience. To achieve this aim, we attempt to design and evaluate two computer-based project crashing games with different complexity levels, namely Project Crashing Game (PCG) and Program Crashing Game (PgCG).Design/methodology/approach -A literature review is conducted to identify serious games design principles. These principles are then manifested in the design of PCG and PgCG. The latter is a more complex version of the first. Students' reaction after playing both games are then analyzed quantitatively.Findings -We discover that students' learning experience is affected by how complex the simulated project is. The more complex the project is (i.e. as in the PgCG), the more realistic the game is perceived. Nevertheless, we also discover that the less complex game (PCG) offers significant value to students, particularly to teach basic project management principles to those with minimum or no practical experience. This game is perceived as better in increasing students' learning confidence as its content is perceived as more relevant to their existing knowledge.Originality/value -We adopt a project complexity perspective when designing and evaluating the games.

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“…Thus, when people are engaged in games which are purposefully designed to achieve a certain outcome, it could be said that they are directly or indirectly able to learn something which is meaningful and not just for entertainment (Blunt, 2006). As such, GBL is effective and efficient at transferring knowledge, as it influences students' learning process through engagement, enjoyment, excitement, attractiveness, and participation (Admiraal, Huizenga, Akkerman, & Dam, 2011). GBL fosters critical thinking skills and improves confidence in students (Cicchino, 2013).…”

Section: Game-based Learningmentioning

confidence: 99%

Adolescent School-Based Sexual Health Education and Training: A Literature Review on Teaching and Learning Strategies

Haruna¹,

Hu²,

Chu³

2018

GJHS

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Objectives: The objective of this review is to gain an understanding of the teaching approaches used and their effectiveness in imparting sexual health literacy amongst school adolescents. The intention is to design interventions for effective sexual health education in our study setting. Methods:We reviewed various literature related to adolescent sexual health education studies that have been conducted by prior researchers. We also provide an overview of the teaching and learning methods used.Results: Through this literature review, we learned that GBL and gamification were carried out primarily in developed countries, outside of Africa. It has been observed that both GBL and Gamification are effective and efficient in the transformation of knowledge, as they influence students' learning processes through engagement, enjoyment, excitement, attractiveness, and participation. They also foster critical thinking skills, improve confidence, increase motivation, and stimulate a habit of self-regulatory learning among students. Conclusions:Ensuring the impartation of sexual health knowledge can also be achieved by designing and applying effective innovation teaching methods that appeal to today's youth, such as GBL and Gamification. We will design GBL and Gamification methods and evaluate their effectiveness amongst Africans students, specifically among Tanzanian school adolescents.

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The concept of flow in collaborative game-based learning

Cited by 306 publications

References 24 publications

Flow in gaming: literature synthesis and framework development

Flow in gaming: literature synthesis and framework development

Design and evaluation of the project and program crashing games

Adolescent School-Based Sexual Health Education and Training: A Literature Review on Teaching and Learning Strategies

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