Challenging games help students learn: An empirical study on engagement,flow and immersion in game-based learning |
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| Affiliation: | 1. Game Research Lab, School of Information Sciences, University of Tampere, Finland;2. Center for Mathematics, Science, and Computer Education, Rutgers University, USA;3. Educational Gaming Environments Group at TERC, USA;4. Department of Mechanical Engineering, Northern Illinois University, USA;1. School of Media, Culture and Society, University of the West of Scotland, High St, Paisley PA1 2BE, Scotland, United Kingdom;2. School of Engineering and Computing, University of the West of Scotland, High St, Paisley PA1 2BE, Scotland, United Kingdom;3. Istituto Tecnologie Didattiche (ITD), Consiglio Nazionale delle Ricerche (CNR), Via De Marini, 6-16149 Genova, Italy;4. Herriot Watt University, Institute of Mechanical, Process and Energy Engineering, Riccarton, Edinburgh, EH14 4AS, Scotland, United Kingdom;5. Department of Psychology, University of Graz, Graz, Austria;6. INESC-ID, Lisboa, Portugal;1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan;2. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan;1. Department of Communication Sciences, iMinds-MICT-Ghent University, Belgium;2. Department of Data Analysis, Ghent University, Belgium;1. Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua, Taiwan;2. Program of Organizational Learning and Instructional Technology, University of New Mexico, MSC 05 3020, 1 University of New Mexico, Albuquerque, NM 87131-0001, United States;1. Tampere University of Technology, Pohjoisranta 11 A, P.O. Box 300, 28101 Pori, Finland;2. Turku School of Economics, University of Turku, Rehtorinpellonkatu 3, FI-20500 Turku, Finland;3. Serious Games Institute, Coventry University, Coventry, United Kingdom |
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| Abstract: | 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. |
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| Keywords: | Game-based learning Gamification Serious games Flow Engagement Immersion |
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