scholarly journals Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins

2021 ◽  
Vol 8 (3) ◽  
pp. 93-114
Author(s):  
Kristian Juha Mikael Kiili ◽  
Antero Lindstedt ◽  
Antti Koskinen ◽  
Hilma Halme ◽  
Manuel Ninaus ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Game Design ◽  
Situational Interest ◽  
Flow Experience ◽  
Learning Gains ◽  
Game Based Learning ◽  
Game Environment ◽  
Learning Flow ◽  
Game Performance ◽  
Practical Implications

While game-based learning seems to be an effective instructional approach, the underlying learning and engagement mechanisms of games are still poorly understood. In the current study, we investigated to what extent flow experience and situational interest are different indicators of engagement in game-based learning. Fifty-two Finnish 5th graders played a game on fractions at home during COVID-19 enforced distance learning. Flow and situational interest measures were embedded directly into the game environment. Results revealed that although flow experience and situational interest constructs share similar components, they also differ. In particular, regression analysis indicated that situational interest is mostly related to immersive aspects of flow. Moreover, learning gains achieved by playing the game and situational interest were positively related – a relation not found with flow. Although flow was not related to learning gains, it seems to be a more competence-oriented construct than situational interest as it was positively correlated with in-game performance. The design of the game successfully supported weaker students with adaptive scaffolds and in-game self-reporting measures worked well. Taken together, even though situational interest and flow share similar components, both constructs are important for multifaceted assessment of engagement in game-based learning. Theoretical and practical implications for engagement research and game design are discussed.

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

2014 ◽  
Vol 5 (2) ◽  
pp. 69-86 ◽  
Author(s):  
Meixun Zheng ◽  
Hiller A. Spires
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Science Learning ◽  
Flow Experience ◽  
Science Content ◽  
Personal Factors ◽  
Learning Gains ◽  
Design Features ◽  
Content Learning ◽  
Science Learning Environment

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.

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

Gamification ◽  
2015 ◽  
pp. 1433-1450
Author(s):  
Meixun Zheng ◽  
Hiller A. Spires
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Science Learning ◽  
Flow Experience ◽  
Science Content ◽  
Learning Gains ◽  
Design Features ◽  
Content Learning ◽  
Experience Survey ◽  
Science Learning Environment

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.

scholarly journals Understanding students’ game experiences throughout the developmental process of the number navigation game

2020 ◽  
Vol 68 (5) ◽  
pp. 2395-2421 ◽  
Author(s):  
Phuong Bui ◽  
Gabriela Rodríguez-Aflecht ◽  
Boglárka Brezovszky ◽  
Minna M. Hannula-Sormunen ◽  
Samuli Laato ◽  
...  
Keyword(s):  
Game Design ◽  
Primary Schools ◽  
Serious Games ◽  
Developmental Process ◽  
Empirical Studies ◽  
Situational Interest ◽  
Game Based Learning ◽  
Structured Interviews ◽  
Quantitative And Qualitative Research ◽  
Whole Number Arithmetic

Abstract Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences throughout the developmental process of serious games and discussions regarding game design are missing. The aims of the present study were to analyze students’ gaming experiences while playing four consecutive versions of the Number Navigation Game (NNG)—a mathematical game-based learning environment focusing on flexibility and adaptivity with whole-number arithmetic; and to provide an extensive review of the NNG developmental and design process over 3 years with focus on how and why the design decisions were made, and how those choices affected students’ gaming experiences. The study employed a mixed-methods design of quantitative and qualitative research. The Game Experience Questionnaire about eight core game experience dimensions was answered by different groups of students at primary schools in Finland in three different experiments after students played four versions of the NNG from 2014 to 2016. Six semi structured interviews related to students’ game experiences, preferences and game features of the latest version of NNG were conducted. Overall, results indicate that improvement in game’s usability and clarity in the user interface has positive impacts on students’ game experiences. Furthermore, there seems to be a clear advantage in having better aesthetics and value in improving extrinsic elements that could contribute to maintain players’ enthusiasm and situational interest in serious games.

Intellectual capital and bank productivity in emerging markets: evidence from Ghana

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Abdul Latif Alhassan ◽  
Nicholas Asare
Keyword(s):  
Regression Analysis ◽  
Emerging Markets ◽  
Intellectual Capital ◽  
Productivity Growth ◽  
Design Methodology ◽  
Emerging Market ◽  
Value Added ◽  
Malmquist Productivity Index ◽  
Productivity Index ◽  
Practical Implications

Purpose This paper examines the effect of intellectual capital on bank productivity in an emerging market in Africa. Design/methodology/approach The Malmquist Productivity Index is employed to estimate productivity growth of 18 banks in Ghana from 2003 to 2011 while the Value Added Intellectual Coefficient is used to measure bank intellectual capital performance. The panel-corrected standard errors estimation technique is used to estimate a panel regression model with Malmquist Productivity Index as the dependent variable. Bank market concentration and bank size are controlled for in the regression analysis. Findings We find productivity growth to be largely driven by efficiency changes compared to technological changes. The results from the regression analysis indicate that Value Added Intellectual Coefficient has a positive effect on the productivity of banks in Ghana. We also find human capital efficiency and capital employed efficiency as the components of Value Added Intellectual Coefficient that drive productivity growth in the banking industry. Bank size and industry concentration are also identified as significant drivers of productivity in the market. Practical implications The study’s findings support investments in intellectual capital as a means of improving the performance of banks in emerging markets Originality/value To the best of our knowledge, this is the first study to empirically examine the relationship between intellectual capital and productivity in an emerging banking market in Africa.

Dungeons & Dragons & Drama

2020 ◽  
Author(s):  
Darby Huk
Keyword(s):  
Game Theory ◽  
Game Design ◽  
Role Playing ◽  
Theoretical Research ◽  
Audience Participation ◽  
Fictional Character ◽  
Voice Change ◽  
Dramatic Theory ◽  
Role Playing Game ◽  
Game Performance

Players sit around a table. A group of adventurers pause in their pursuit of escape. Stunned, they stare at the die that just rolled poorly, resulting in the loss of a dear friend, his throat ripped out because they could not save him. The players mourn the death of a fictional character who only ever existed within the game. Dungeons & Dragons (D&D) is a popular role-playing game illustrating the interconnectedness of drama, performance, and games. My presentation will examine this relationship, identifying factors from gameplay that suggest how performance fosters success in D&D for both actual players and fictional characters. Research into dramatic theory and game theory reveals how interdisciplinary concepts such as the “magic circle”, the “lusory attitude”, and uncertainty can apply to elements of D&D (Salen and Zimmerman, Suits, Costikyan). Data collected from in-person observation of D&D sessions, coding participants’ behaviour, and watching for instances of performance (e.g. voice change, pronoun switches, or mimetic gesture), has been combined with theoretical research to determine elements that better facilitate success in the game/campaign. These elements range from emotional situations that provoke players, to forms of invitations encouraging participation (Isbister, White). I have discovered that while in theatre performance acts as a vehicle for story, in D&D the story acts as a vehicle for performance. The in-game performance often facilitates fun between players, as well as leading them to success in the game, so a campaign that maximizes theatricality will not only result in more fun, but also more success. Works Cited Costikyan, Greg. Uncertainty in Games. MIT Press, 2013. Isbister, Katherine. How Games Move Us: Emotion by Design. MIT Press, 2016. Salen, Katie, and Eric Zimmerman. Rules of Play: Game Design Fundamentals. The MIT Press, 2004. Suits, Bernard Herbert. The Grasshopper: Games, Life, and Utopia. Broadview Press, 2014. White, Gareth. Audience Participation in Theatre: Aesthetics of the Invitation. Springer, 2013.

HC and financial performance with two HRM strategies

2017 ◽  
Vol 66 (4) ◽  
pp. 459-478 ◽  
Author(s):  
Nopadol Rompho
Keyword(s):  
Human Capital ◽  
Regression Analysis ◽  
Financial Performance ◽  
Lead Time ◽  
Design Methodology ◽  
Strategy Choice ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to examine the relationship between levels of human capital and financial performance of firms that use two distinct human resource management (HRM) strategies. Design/methodology/approach A survey of 128 HRM managers was conducted to assess differences in human capital between firms using different HRM strategies. A multiple regression analysis was used to investigate the relationship between firms’ human capital and financial performance. Findings The results show that companies employing a make-organic strategy have a higher level of human capital than companies employing a buy-bureaucratic strategy. There was no relationship between the level of human capital and long term financial performance of firms with both make-organic and buy-bureaucratic strategies. Research limitations/implications This research contributes toward understanding the effect of HRM strategy and facilitates an optimal strategy choice depending on the organization. However, this study did not consider the lead time between changes in human capital and the effect on financial performance. Practical implications The research encourages firm managers to understand the value of human capital, preparing them for changes in the future. Originality/value This study is among the first to investigate the relationship between human capital and financial performance considering different HRM strategies.

Flow Experience and Situational Interest in an Adaptive Math Game

2020 ◽  
pp. 221-231
Author(s):  
Antero Lindstedt ◽  
Antti Koskinen ◽  
Jake McMullen ◽  
Manuel Ninaus ◽  
Kristian Kiili
Keyword(s):  
Situational Interest ◽  
Flow Experience ◽  
Math Game

scholarly journals Case Studies in Game-Based Complex Learning

2021 ◽  
Vol 5 (12) ◽  
pp. 72
Author(s):  
Josh Aaron Miller ◽  
Seth Cooper
Keyword(s):  
Case Studies ◽  
Game Design ◽  
Cognitive Skills ◽  
Formal Education ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Complex Learning ◽  
Critical Success ◽  
Teaching Routine ◽  
Complex Cognitive Skills

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated commercial or critical success with complex learning in game contexts. Yet, recent successes in the games industry have provided examples of success in game-based complex learning. This article represents a series of case studies on those successes. We interviewed game designers Zach Gage and Jack Schlesinger, creators of Good Sudoku, and Zach Barth, creator of Zachtronics games, using reflexive thematic analysis to thematize findings. We additionally conducted a close play of Duolingo following Bizzocchi and Tanenbaum’s adaptation of close reading. Several insights result from these case studies, including the practice of game design as instructional design, the use of constructionist environments, the tensions between formal education and informal learning, and the importance of entrepreneurialism. Specific recommendations for GBL designers are provided.

scholarly journals Towards a Development Approach to Serious Games

2009 ◽  
pp. 215-231 ◽  
Author(s):  
Sara de Freitas ◽  
Steve Jarvis
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Development Process ◽  
Development Project ◽  
Game Based Learning ◽  
Data Collection And Analysis ◽  
User Groups ◽  
Development Approach ◽  
Tools And Techniques ◽  
Future Work

This chapter reviews some of the key research supporting the use of serious games for training in work contexts. The review indicates why serious games should be used to support training requirements, and in particular identifies “attitudinal change” in training as a key objective for deployment of serious games demonstrators. The chapter outlines a development approach for serious games and how it is being evaluated. Demonstrating this, the chapter proposes a game-based learning approach that integrates the use of a “four-dimensional framework”, outlines some key games principles, presents tools and techniques for supporting data collection and analysis, and considers a six-stage development process. The approach is then outlined in relation to a serious game for clinical staff concerned with infection control in hospitals and ambulances, which is being developed in a current research and development project. Survey findings from the target user group are presented and the use of tools and techniques explained in the context of the development process. The chapter proposes areas for future work and concludes that it is essential to use a specific development approach for supporting consistent game design, evaluation and efficacy for particular user groups.

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