Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins
| Autor: | Antero Lindstedt, Manuel Ninaus, Jake McMullen, Antti Koskinen, Hilma Halme, Kristian Kiili |
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| Přispěvatelé: | Tampere University, Education |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Coronavirus disease 2019 (COVID-19)
Applied Mathematics Flow (psychology) Distance education ComputingMilieux_PERSONALCOMPUTING Game based learning Regression analysis QA75.5-76.95 Computer Graphics and Computer-Aided Design Education Human-Computer Interaction QA76.75-76.765 Game design Artificial Intelligence Situational interest Electronic computers. Computer science Engagement Flow experience Situational interest Game-based learning Adaptive scaffolding Fractions 516 Educational sciences Computer software Psychology Construct (philosophy) Software Cognitive psychology |
| Zdroj: | International Journal of Serious Games, Vol 8, Iss 3 (2021) |
| ISSN: | 2384-8766 |
| Popis: | While game-based learning seems to be an effective instructional approach, the underlying learning and engagement mechanisms of games are still poorly understood. In the current study, we investigated to what extent flow experience and situational interest are different indicators of engagement in game-based learning. Fifty-two Finnish 5th graders played a game on fractions at home during COVID-19 enforced distance learning. Flow and situational interest measures were embedded directly into the game environment. Results revealed that although flow experience and situational interest constructs share similar components, they also differ. In particular, regression analysis indicated that situational interest is mostly related to immersive aspects of flow. Moreover, learning gains achieved by playing the game and situational interest were positively related – a relation not found with flow. Although flow was not related to learning gains, it seems to be a more competence-oriented construct than situational interest as it was positively correlated with in-game performance. The design of the game successfully supported weaker students with adaptive scaffolds and in-game self-reporting measures worked well. Taken together, even though situational interest and flow share similar components, both constructs are important for multifaceted assessment of engagement in game-based learning. Theoretical and practical implications for engagement research and game design are discussed. publishedVersion |
| Databáze: | OpenAIRE |
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