The phenomenon of flow state in the motivation of computer gamers

Социодинамика ◽

10.25136/2409-7144.2020.2.32040 ◽

2020 ◽

pp. 93-103

Author(s):

Viktoriia Artamonova

Keyword(s):

Computer Games ◽

Subjective Wellbeing ◽

Flow State ◽

Complete Absorption ◽

Mihaly Csikszentmihalyi

In examination of reason why people play videogames, multiple authors lean on the theory proposed by the Professor of Psychology Mihaly Csikszentmihalyi – the concept of flow (flow state). The author is known for his research in the area of happiness, creativity and subjective wellbeing. The so-called “effect of immersion” is described by complete absorption and endeavor to success. Presence in the flow state is not limited by a specific sphere or process; it is applied to all fields of activity that an individual is involved in. The article provides a definition to the concept of “flow”, indicated the main conditions and characteristics of flow state, as well as explores the model of flow state. The relevance of studying motivation of computer games is reflected. Motivational qualities of the users within the framework of the “flow” concept are outlined. The author analyzes the case of a gamer who attempt to improve his skills in videogame, with consideration of results of the process depending on correlation “capabilities / complexity of the task”. The types of motivation of computer gamers are determined.

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Using Games for Primary School

Handbook of Research on Serious Games as Educational, Business and Research Tools ◽

10.4018/978-1-4666-0149-9.ch039 ◽

2012 ◽

pp. 769-781

Author(s):

Steven Lopes Abrantes ◽

Luis Gouveia

Keyword(s):

Primary School ◽

Computer Games ◽

Educational Games ◽

Learning Experiences ◽

Flow Experience ◽

Flow State ◽

Five Dimensions ◽

E Learning ◽

Positive Effect

Computer games are a form of e-learning; the player is able to learn at his own rhythm in a fun, but effective way. One of the most important aims of these educational games is to motivate the pupils to make learning easier by using their own experiences. This study is based on the flow experience introduced by Csikszentmihalyi (1975). The person who undergoes the flow experience feels pleased and fully emerged in what he is doing and tends to repeat the activity. In the context of this study, information has been gathered through questionnaires utilizing the five dimensions of the flow state. The sample used consisted on twenty nine pupils; each of them played five games. At the end of the study, it was possible to conclude that the pupils experienced the flow and that it had a positive effect on their learning experiences.

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Using Games for Primary School

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch049 ◽

2013 ◽

pp. 840-852

Author(s):

Steven Lopes Abrantes ◽

Luis Borges Gouveia

Keyword(s):

Primary School ◽

Computer Games ◽

Educational Games ◽

Learning Experiences ◽

Flow Experience ◽

Flow State ◽

Five Dimensions ◽

E Learning ◽

Positive Effect

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Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

Journal of Individual Differences ◽

10.1027/1614-0001/a000193 ◽

2016 ◽

Vol 37 (2) ◽

pp. 96-104 ◽

Cited By ~ 1

Author(s):

Hasida Ben-Zur

Keyword(s):

Life Satisfaction ◽

Positive Affect ◽

Subjective Wellbeing ◽

Social Comparisons ◽

Self Esteem ◽

Psychological Resources ◽

Low Levels ◽

Age Range ◽

General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

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