Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

Meixun Zheng (The Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA) and Hiller A. Spires (Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA)
Copyright: © 2014 |Volume: 5 |Issue: 2 |Article: 6 |Pages: 18
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/ijvple.2014040106
Cite Article Cite Article

MLA

Zheng, Meixun and Hiller A. Spires. "Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment." IJVPLE 5.2 (2014): 69-86. Web. 1 Jan. 2019. doi:10.4018/ijvple.2014040106

APA

Zheng, M., & Spires, H. A. (2014). Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(2), 69-86. doi:10.4018/ijvple.2014040106

Chicago

Zheng, Meixun and Hiller A. Spires. "Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5 (2014): 2, accessed (January 01, 2019), doi:10.4018/ijvple.2014040106

Export Reference

Mendeley
Favorite Full-Issue PDF

Abstract

This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon gameplay approaches. Results identified four game design features and student personal factors (reading proficiency) that significantly impacted student game flow experience. Students made significant science content learning gains as a result of gameplay, but game flow experience did not predict learning gains. The study demonstrated that the game was effective in supporting students' flow experience and science content learning. The findings indicated that the adapted game flow experience survey provided a satisfactory measure of students' game flow experience. The results also have implications for educational game design, as game design features that significantly contributed to students' flow experience were identified.

References

Annetta L. A. Minogue J. Holmes S. Y. Cheng M. T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics.Computers & Education, 53(1), 74–85. 10.1016/j.compedu.2008.12.020
Brom, C., Preuss, M., & Klement, D. (2011). Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study. Computers & Education 57(3), 1971-1988.
Costello A. B. Osborne J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis.Practical Assessment, Research & Evaluation, 10(7), 1–9.
Creswell J. W. Clark V. L. (2006). Designing and conducting mixed methods research. Thousand Oaks: Sage Publications.
Csikszentmihalyi M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
Csikszentmihalyi M. (1991). Flow: The psychology of optimal experience. New York: Harper Perennial.
Ebel R. L. (1965). Measuring educational achievement. Englewood cliffs, NJ: Prentice-Hall.
Foko, T., & Amory, A. (2008). Social constructivism in games based learning in the South African context. Paper presented at the Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, 5757-5764. Retrieved from http://www.editlib.org/p/29180
Foster T. (2008). Games and motivation to learn science: Personal identity, applicability, relevance and meaningfulness.Journal of Interactive Learning Research, 19(4), 597–614.
Fu F. Su R. Yu S. (2009). E-game flow: A scale to measure learners’ enjoyment of elearning games.Computers & Education, 52(1), 101–112. 10.1016/j.compedu.2008.07.004
Gao J. Yang Y. C. Chen I. (2009). How digital game-based learning can improve students' academic achievement and problem solving.Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009, 1256-1263.
Ghani J. Deshpande S. (1994). Task characteristics and the experience of optimal flow in human-computer interaction.The Journal of Psychology, 128(4), 281–391. 10.1080/00223980.1994.9712742
Gillispie, L., Martin, F., & Parker, M. (2009). Effects of the dimension-M 3D video gaming experience on middle school student achievement and attitude in mathematics. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 1462-1469). Chesapeake, VA: AACE.
González-González C. Blanco-Izquierdo F. González -González . (2012). Designing social videogames for educational uses.Computers & Education, 58(1), 250–262. 10.1016/j.compedu.2011.08.014
Graesser A. C. Chipman P. Leeming F. Biedenbach S. (2009). Deep learning and emotion in serious games. In RitterfeldU.CodyM.VordererP. (Eds.), Serious games: Mechanisms and effects (pp. 81–100). New York, London: Routledge, Taylor & Francis.
January). Learning to collaborate: Designing collaboration in a 3-D game environment. The Internet and Higher Education, 9(1), 47–61?> Hämäläinen R. Manninen T. Järvelä S. Häkkinen P. (2006). Learning to collaborate – scripting computer-supported collaboration in a 3-D game environment.The Internet and Higher Education, 9(1). 10.1016/j.iheduc.2005.12.004
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Retrieved September 10, 2011, from http://stinet.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&ide
Howard C. Morgan M. Ellis K. (2006). Games and learning: Does this compute? In PearsonE.BohmanP. (Eds.), Proceedings of the ED-Media 2006-World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1217–1224). Orlando, FL.
Hsu C. Lu H. (2004). Why do people play online games? An extended TAM with social influences and flow experience.Information & Management, 41(7), 853–868. 10.1016/j.im.2003.08.014
Inal Y. Cagiltay K. (2007). Flow experiences of children in an interactive social game environment.British Journal of Educational Technology, 38(3), 455–464. 10.1111/j.1467-8535.2007.00709.x
Jackson S. Marsh H. (1996). Development and validation of a scale to measure optimal experience: The flow state scale.Journal of Sport & Exercise Psychology, 18(1), 17–35.
Jackson S. A. Eklund R. C. (2002). Assessing flow in physical activity: The Flow State Scale-2 and Dispositional Flow Scale-2.Journal of Sport & Exercise Psychology, 24, 133–150.
Kang, B., & Tan, S. (2008). Impact of digital games on intrinsic and extrinsic motivation, achievement, and satisfaction. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1825-1832). Chesapeake, VA: AACE.
Ketelhut, D. J., Dede, C., Clarke, J., & Nelson, B. (2006). A multi-user virtual environment for building higher order inquiery skills in science. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.
Kiili K. (2005). Content creation challenges and flow experience in educational games: The IT-Emperor case.The Internet and Higher Education, 8(3), 183–198. 10.1016/j.iheduc.2005.06.001
Kiili K. Lainema T. (2008). Foundation for measuring engagement in educational games.Journal of Interactive Learning Research, 19(3), 469–488.
Lee I. Kwon H. J. (2005). The relations between flow, information processing strategies and performance in a computer-based simulation game.Proceedings of ED-MEDIA, Montreal, 986-992.
Lester, J., Spires, H., Nietfeld, J., Minogue, J., Mott, B., & Lobeni, E. (2014). Designing game-based learning environments for elementary science education: A narrative centered learning perspective. Information Sciences, 264, 4-18.
Marshall M. N. (1996). Sampling for qualitative research.Family Practice, 13(6), 522–525. 10.1093/fampra/13.6.5229023528
Meluso A. Zheng M. Spires H. Lester J. (2012). Enhancing 5th graders' science content knowledge and self-efficacy through game-based learning.Computers & Education, 59(2), 42–57. 10.1016/j.compedu.2011.12.019
Miller L. M. Chang C. Wang S. Beier M. E. Klisch Y. (2011). Learning and motivational impacts of a multimedia science game.Computers & Education, 57(1), 1425–1433. 10.1016/j.compedu.2011.01.016
North Carolina State Department of Public Instruction. North Carolina end-of-grade reading comprehension tests: Grades 3-8. Retrieved October 10, 2013, from http://www.ncpublicschools.org/accountability/testing/eog/reading/
O’Neil H. F. Wainess R. Baker E. L. (2005). Classification of learning outcomes: Evidence from the computer games literature.Curriculum Journal, 16(4) 455-474.
Papastergiou M. (2009). Digital game-based learning in high school Computer Science education: Impact on educational effectiveness and student motivation.Computers & Education, 52(1), 1–12. 10.1016/j.compedu.2008.06.004
Prensky M. Thiagarajan S. (2007). Digital game-based learning. St. Paul, MN: Paragon House Publishers.
Rutten N. van Joolingen W. R. van der Veen J. T. (2012). The learning effects of computer simulations in science education.Computers & Education, 58(1), 136–153. 10.1016/j.compedu.2011.07.017
Shih J. L. Shih B. J. Shih C. C. Su H. Y. Chuang C. W. (2010). The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study.Computers & Education, 55(3), 982–993. 10.1016/j.compedu.2010.04.009
Shin N. (2006). Online learner’s ‘flow’ experience: An empirical study.British Journal of Educational Technology, 37(5), 705–720. 10.1111/j.1467-8535.2006.00641.x
Skadberg Y. X. Kimmel J. R. (2004). Visitors’ flow experience while browsing a web site: Its measurement, contributing factors, and consequences.Computers in Human Behavior, 20(3), 403–422. 10.1016/S0747-5632(03)00050-5
Spires H. Rowe J. P. Mott B. W. Lester J. C. (2011). Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on science learning outcomes.Journal of Educational Computing Research, 44(4), 453–372. 10.2190/EC.44.4.e
Spires, H., Turner, K., Rowe, J. P., Mott, B. W., & Lester, J. C. (2010). Effects of game-based performance on science learning: A transactional theoretical perspective. Paper presented at the American Educational Research Association annual conference, Denver, CO.
Sweetser P. Wyeth P. (2005). E-Game Flow: A model for evaluating player enjoyment in games.Computers in Entertainment, 3(3), 1–24.
Vogel J. J. Greenwood-Ericksen A. Cannon-Bowers J. Bowers C. A. (2006). Using virtual reality with and without gaming attributes for academic achievement.Journal of Research on Technology in Education, 39(1), 105–118. 10.1080/15391523.2006.10782475
Webster J. Trevino L. K. Ryan L. (1993). The dimensionality and correlates of flow in human-computer interaction.Computers in Human Behavior, 9(4), 411–426. 10.1016/0747-5632(93)90032-N
Wrzesien M. Raya M. A. (2010). Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project.Computers & Education, 55(1), 178–187. 10.1016/j.compedu.2010.01.003
Zheng, M., Spires, H., & Meluso, A. (2011). Examining upper elementary students’ gameplay experience: A flow theory perspective. In A. Mendez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 190-198). Badajoz, Spain: Formatex Research Center.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.