The Effects of Gamification on Students' Flow Experience.
Background: Gamification has been used in recent years to enhance the student experience in educational environments and to help students achieve an optimal experience. However, there is limited empirical evidence of the effects of gamification on specific psychological experiences, such as the stud...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 23 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188234218&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234218 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234218 188234218 188234218 10.1111/jcal.70120 188234218 ppf: 1 ppct: 22 formats: tig: atl: The Effects of Gamification on Students' Flow Experience. aug: au: Oliveira, Wilk Dantas Scaico, Pasqueline Hamari, Juho Li, Zhaoxing Shi, Lei affil: Gamification Group, Research Centre of Gameful Realities, Computing Sciences Unit, Faculty of Information Technology and Communication Sciences, Tampere University, Tampere, Finland sug: subj: Educational Technology Students, College Gamification Student Experiences Evaluation Motivation Outcomes of Education Evaluation Human Male Female Adolescence Adult Finland Randomized Controlled Trials Random Assignment Descriptive Statistics Mann-Whitney U Test Data Analysis Software Nonparametric Statistics Inferential Statistics Learning Environment Funding Source Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Gamification has been used in recent years to enhance the student experience in educational environments and to help students achieve an optimal experience. However, there is limited empirical evidence of the effects of gamification on specific psychological experiences, such as the students' flow experience, which is a highly motivating state associated with the learning process. Objectives: To address this gap, we examined the impact of gamification on students' flow experience within a learning management system. Methods: We conducted a controlled between‐subjects experiment (N = 65) in which participants in the experimental group interacted with a gamified version of the system, which incorporated a typical gamification design consisting of a collection of various game elements that constituted a form of meta‐game interaction around the learning activity (as opposed to, for example, serious games or game‐based learning). In contrast, the participants in the control group used the same system with the same educational tasks but without gamification. We used descriptive and inferential statistical methods (i.e., Mann–Whitney U test) to compare the students' flow experience between the groups. Results and Conclusions: The results reveal that the influence of gamification on students' flow experience was not statistically significant. These findings suggest that current gamification designs may not effectively facilitate flow in educational contexts, highlighting the need for further research and development to align gamification with desired educational outcomes. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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