Abstract
This research aims to use flow theory to explain the relationship between gamification and learning outcomes. Two experimental studies were conducted with 80 participants for each study. Study 1 examined the relationships among type of players, state of flow and learning. Study 2 investigates the relationships among number of players, state of flow and learning. For study 1, the relations of the type of players with flow and learning outcomes were insignificant. Furthermore, there was no significant relationship between flow and learning outcomes. In study 2, participants who played video games in the multiplayer mode had significantly higher levels of flow and better learning outcomes. Furthermore, state of flow fully mediated the relationship between number of players and learning outcomes. The authors explained these findings by using the concept of group flow.
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Chan, CK., Leung, HM., Kung, MW. (2019). Understanding the Effect of Gamification of Learning Using Flow Theory. In: Ma, W., Chan, W., Cheng, C. (eds) Shaping the Future of Education, Communication and Technology. Educational Communications and Technology Yearbook. Springer, Singapore. https://doi.org/10.1007/978-981-13-6681-9_1
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DOI: https://doi.org/10.1007/978-981-13-6681-9_1
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