Journal
COMPUTERS IN HUMAN BEHAVIOR
Volume 54, Issue -, Pages 170-179Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.chb.2015.07.045
Keywords
Game-based learning; Gamification; Serious games; Flow; Engagement; Immersion
Funding
- [NSF/DRK12/EAGER/1252709]
- [NSF/DRK12/1119144]
- [NSF/EEC/IEECI/0935225]
- [DRL/EAGER/1254189]
- [TEKES/40134/13]
- [TEKES/40111/14]
- [TEKES/40107/14]
- Direct For Education and Human Resources [1252709, 1432289] Funding Source: National Science Foundation
- Division Of Research On Learning [1119144] Funding Source: National Science Foundation
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In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players (N = 173) of two learning games (Quantum Spectre: N = 134 and Spumone: N = 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments. (C) 2015 Elsevier Ltd. All rights reserved.
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