Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning

Abstract

A B S T R A C TRecent research on online learning suggests that virtual worlds are becoming an important environment to observe the experience of flow. From these simulated spaces, researchers may gather a deeper understanding of cognition in the context of game-based learning. Csikszentmihalyi (1997) describes flow as a feeling of increased psychological immersion and energized focus, with outcomes that evoke disregard for external pressures and the loss of time consciousness, issuing in a sense of pleasure. Past studies suggest that flow is encountered in an array of activities and places, including those in virtual worlds. The authors' posit that flow in virtual worlds, such as Second Life (SL), can be positively associated with degrees of the cognitive phenomenon of immersion and telepresence. Flow may also contribute to a better attitude and behavior during virtual game-based learning. This study tested three hypotheses related to flow and telepresence, using SL. Findings suggest that both flow and telepresence are experienced in SL and that there is a significant correlation between them. These findings shed light on the complex interrelationships and interactions that lead to flow experience in virtual gameplay and learning, while engendering hope that learners, who experience flow, may acquire an improved attitude of learning online.

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

“…In this regard, research in web-based learning environments has shown that there is a positive correlation between the flow state that students might reach when using these environments and their learning outcomes (Liao, 2006;Shin, 2006;Webster, Trevino, & Ryan, 1993). Positive results have also been highlighted by studies that analyzed the performance of students within multi-user virtual environments and gamebased learning environments (Faiola, Newlon, Pfaff, & Smyslova, 2013;Papastergiou, 2009). Therefore, it is reasonable to expect that an emergent technology such as AR may also promote learners' flow state and consequently help them to achieve better learning outcomes.…”

Evolving the online customer experience … is there a role for online customer support?

“…These variables include information quality, credibility, flow, telepresence, enjoyment, concentration, engagement, web skills, challenge, interactivity, interactive speed, control (ease of use, customisation, connectedness), website aesthetics and emotions. (See Rose et al, 2012;Novak, 2009;Ding et al, 2009;Mollen;Wilson, 2010;Faiola et al, 2013;Brodie et al, 2013;Mathwick et al, 2005;Macmillan;Hwang, 2002;Song;Zinkhan, 2008;Hilligoss;Rieh, 2008;Van Noort et al, 2012;Wu et al, 2013;Shrum, 2002;Lee;Jeong, 2010;Harris;Goode, 2010.) While these variables have been outlined individually many have overlapping features and can be deemed as antecedents of variables within various research studies.…”

Flow in gaming: literature synthesis and framework development

“…Digital games have become a feasible option for enhancing and developing e-learning tools. Several articles in our review address the use of gaming in education (Admiraal et al, 2011;Beylefeld and Struwig, 2007;Bressler and Bodzin, 2013;Faiola et al, 2013;Hong et al, 2013;Inal and Cagiltay, 2007;Kiili, 2005b;Raphael et al, 2012;Scoresby and Shelton, 2011;Wang and Chen, 2010).…”

“…In a gaming context, telepresence has been included in flow research models as an antecedent in some models and as a dimension of flow in others. Faiola et al (2013) argue that factors that influence telepresence include vividness, system responsiveness, as well as authenticity and richness of the mediated environment. Conducted in a 3D virtual world environment, their research found a significant relationship between flow and telepresence.…”

“…Discovering new challenges kept players in flow, and the interdependent nature of collaboration in gameplay can increase flow. Faiola et al (2013) examined flow and telepresence in the context of game-based learning and found them to be correlated. Hong et al (2013) examined learning retention in the context of two types of games: a slow and deliberate game called solitary versus a fast and automatic game called heart attack.…”