A conceptual framework for immersion and flow in digital game-based learning: An example of a game-based classroom response system

A conceptual framework for immersion and flow in digital game-based learning: An example of a game-based classroom response system

• Shroff, Ronnie H. The Hong Kong Polytechnic University
• Ting, Fridolin Sze Thou The Hong Kong Polytechnic University
• Lam, Wai Hung The Hong Kong Polytechnic University

Ubiquitous Learning, 12(3), 41-60, 2019

Common Ground Research Networks

2019

• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

Immersion Flow Game-based Learning Classroom Response System Engagement Challenge Control

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

Today’s learning environments are providing unique challenges and opportunities for learners to interact with different technologies in meaningful, relevant, and innovative ways. The advent of digital educational game-based technologies has precipitated a growing need for faculty to engage learners and keep them motivated and challenged. In digital game-based active learning, immersion and flow are two essential elements of the player experience that occur during game play. Both these concepts are theoretically distinct, but significantly related from an empirical perspective. Immersion focuses on sensory cues that engage the player’s mind via sensory stimulation, such as how involved the player is in the gaming experience and what response is expected on the part of the player. Flow centers on the cognitive aspects of the gaming experience, emphasizing the relationship between a challenging activity and the skills of a player, but also comprising of engagement, control, challenge, and feedback. A motivation for using digital games to support learning is that well designed game-based learning can provide experiences of immersion and flow, thereby simulating authentic problem-solving tasks that combine instruction, learning, and assessment. Players are immersed through interactive " game-like” activities in a competitive game play format and subsequently driven by optimally challenging tasks. Hence, digital game-based learning technologies have the means to immerse players by retaining motivation within the game by providing mastery feedback at multiple levels. Using Badaboom!, a game-based classroom response system developed by the Hong Kong Polytechnic University, this paper sets forth a conceptual framework for immersion and flow in digital game-based learning. Copyright © 2019 Common Ground Research Networks, Ronnie H. Shroff, Fridolin S. Z. Ting, Wai Hung Lam, Some Rights Reserved (CC BY-NC-ND 4.0).

• 英文

期刊論文

• 18359795

• 10.18848/1835-9795/CGP/v12i03/41-60

https://bibliography.lib.eduhk.hk/tc/bibs/a07cc9d8

2023-02-06