Skip to main content

Engagement and Fun

  • Chapter
  • First Online:

Part of the book series: Advances in Game-Based Learning ((AGBL))

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes in development: Minnesota symposium on child psychology (Vol. 23, pp. 167–216). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Josey-Bass.

    Google Scholar 

  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.

    Google Scholar 

  • Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York, NY: Basic Books.

    Google Scholar 

  • Csikszentmihalyi, M. (2004). Good business: Leadership, flow, and the making of meaning. New York, NY: Viking.

    Google Scholar 

  • Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In Handbook of research on student engagement (pp. 97–131). Boston, MA: Springer. doi:10.1007/978-1-4614-2018-7_5

    Chapter  Google Scholar 

  • Gendler, T. S. (2008a). Alief and belief. The Journal of Philosophy, 105(10), 634–663.

    Article  Google Scholar 

  • Gendler, T. S. (2008b). Alief in action (and reaction). Mind & Language, 23(5), 552–585.

    Article  Google Scholar 

  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.

    Article  Google Scholar 

  • Korhonen, H., Montola, M., & Arrasvunori, J. (2009). Understanding playful user experience through digital games. In A. Guenand (Ed.), Proceedings of the 4th International Conference on Designing Pleasurable Products and Interfaces, DPPI 2009 (pp. 274–285). Compiègne, France: ACM Press.

    Google Scholar 

  • National Research Council and the Institute of Medicine [NRC and IoM]. (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: The National Academies Press.

    Google Scholar 

  • Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. New York, NY: Teachers College Press.

    Google Scholar 

  • Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25(3), 261–290.

    Google Scholar 

  • Perttula, A., Kiili, K., Lindstedt, A., & Tuomi, P. (2017). Flow experience in game based learning–a systematic literature review. International Journal of Serious Games, 4(1). doi:10.17083/ijsg.v4i1.151

  • Podilchak, W. (1985). The social organization of “fun”. Loisir et Société/Society and Leisure, 8(2), 685–691.

    Article  Google Scholar 

  • Podilchak, W. (1991). Distinctions of fun, enjoyment and leisure. Leisure Studies, 10(2), 133–148.

    Article  Google Scholar 

  • Radoff, J. (2011). Game on: Energize your business with social media games. Indianapolis, IN: Wiley Publishing.

    Google Scholar 

  • Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. New York, NY: Springer.

    Book  Google Scholar 

  • Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. New Directions in Child and Adolescent Development, 93, 73–87.

    Article  Google Scholar 

  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176. doi:10.1521/scpq.18.2.158.21860

    Article  Google Scholar 

  • Skinner, E., & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). New York, NY: Springer.

    Chapter  Google Scholar 

  • Strean, W. B., & Holt, N. L. (2000). Coaches’, athletes’, and parents’ perceptions of fun in youth sports: Assumptions about learning and implications for practice. Avante, 6(3), 83–98.

    Google Scholar 

  • Young, K. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American Journal of Family Therapy, 37(5), 355–372.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Cite this chapter

Kim, S., Song, K., Lockee, B., Burton, J. (2018). Engagement and Fun. In: Gamification in Learning and Education. Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-47283-6_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-47283-6_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-47282-9

  • Online ISBN: 978-3-319-47283-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics