How Being in Flow Affects Engagement, Immersion, and Learning: An Empirical Study in Game-Based Learning Environments

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-4 - Emerging Trends and Issues in Immersive Environments for Learning

Abstract

In this paper we investigate the impact of being in flow (operationalized as the perceptions of challenge and skills) in game-based learning environments on engagement (i.e., heightened concentration, interest, and enjoyment) and immersion, and the effect of engagement and immersion on perceived learning. The data was gathered through a psychometric survey from players of two different learning games (Quantum Spectre: N = 134 and Spumone: N = 40). The results show that flow is a strong predictor for both the engagement and immersion, as well as for perceived learning as mediated by engagement and immersion.

Authors

• Juho Hamari, Game Research Lab

• David J. Shernoff, Rutgers University

• Elizabeth Rowe, TERC

• Brianno D. Coller, Northern Illinois University

• Jodi Asbell-Clarke, TERC

• Teon Edwards, TERC