Learning Supportive Game Features and Flow Experience: Applying Self-Determination Theory and Flow Theory (Poster 19)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning Environments for Formal and Informal Education

Abstract

This interdisciplinary research team has examined the students’ reactions to the learning supportive game features based on Basic Psychological Need theory, which is one of the sub-theories of Self-Determination Theory (Ryan & Deci, 2000). These game features were designed to mainly support students’ competence and autonomy need satisfactions. Participants were the 164 undergraduate students enrolled across the four sections of two Biology-related courses in a university in Canada. The participants completed demographic questions before gameplay and a learning-support satisfaction questionnaire and a flow questionnaire after gameplay. Our findings provide empirical data supporting the different use of game features and students’ different perceptions of them.

Authors

• Ji Yae Bong, University of North Carolina - Charlotte
  Presenting Author

• Ross W. Shaw, MacEwan University
  Presenting Author

• Robert Andruchow, MacEwan University
  Non-Presenting Author

• Isabelle Sperano, MacEwan University
  Non-Presenting Author

• Dana Cobzas
  Non-Presenting Author