Integrating Educational Board Game in Chinese Learning Environment to Enhance Students' Learning Performance and Flow Experience

Flow Experience in Game-Based Learning

Csikszentmihaly has proposed that flow theory is which happiness is the goal what people persuade for. When people feel happy, the flow experience will follow (Csikszentmihalyi, 1991). That is, if people focus on the context of some activity, they will get rid of nothing to do with them. Therefore, pleasant and positive emotion will be brought about.

Kiili (2005) has proposed that the flow of thought is divided into two major dimensions: the premise of the flow and the experience of the flow. Among them, the premise of the flow is divided into two sub-dimensions: “design knowledge” and “pattern construction.” It is divided into two sub-dimensions: “active experiment” and “implementation”. In game design, it is necessary to pay attention to the challenges that match the skill level of the player, clear goals, clear feedback, control and playability, because these factors will affect the flow of the flow and depth.

In general, the purpose of educational games is to provide an environment in which learners challenge tasks and to generate heart flow experience. If the objects and tasks of the educational games are very complex, it may detract from the player’s attention to the learning objectives. Players with lower ability may reduce the interest in playing the game, because the player must sacrifice some attention to some unrelated activities to generate cognitive load. So “playability” is an important factor in designing games. Some research results revealed that board games were more effective for motivating people’s learning. This also promoted the learning outcome.