Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom

Abstract

Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergraduate university students. The model demonstrated an excellent fit of the data with interrelations among constructs about Flow Antecedents, Acceptance of Use, Motivation and Metacognition. The findings revealed that learners place a higher value on GBL with flow elements like Concentration and Challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of Performance Expectancy before students consider adopting GBL for their learning. In contrast to what is typical of serious games, learners primarily use GBL to improve their academic performance rather than for its immersive experience.

Self-regulation of learning in the context of modern technology: a review of empirical studies

“…This learning environment offers students a space where they can focus on the task at hand while minimizing the distress of overload, allowing students to learn motivation and learning strategies. There is certainly a constant need to revise the quality of gamified courses and platforms to improve the learning process (Wan et al, 2021;Li et al, 2019). Thus, there is room for platform developers to provide enough flexibility and software customization to enable teachers to create a more individualized learning design.…”

“…The next group of goals revolves around the subject of psychology, including behavior (Schumacher and Ifenthaler, 2021), perception (Nuankaew et al , 2019; Schumacher and Ifenthaler, 2018; Lan et al , 2019), expectations (Schumacher and Ifenthaler, 2018), perceptions (Zheng et al , 2016), attitudes (Nuankaew et al , 2019; Broadbent, 2021; Wan et al , 2021), individual’s personality traits (Bruso et al , 2020) and stress (Hadwin et al , 2022).…”

“…The whole process keeps students at a high level of attention, which can lead to the promotion of motivation and metacognitive activities. GBL can be seen as a motivational tool associated with sustaining attention, creating space for knowledge acquisition and improving academic performance (Wan et al , 2021). Tables 1–9 offer an overview of the research study concepts, objectives or questions, tools and technologies involved in learning.…”

“…For example, focusing more on the concept of game-based design. Wan et al (2021) discuss GBL as an essential tool to motivate students to learn actively and constructively. The study focuses on aspects of SRL such as concentration or feedback using GBL.…”

Educational Games and Game-based Approaches in Higher Education: A Systematic Review (2014-2023)

“…Knowledge gain [Aynsley et al, 2018] [Agbo et al, 2021] [Checa et al, 2021] [Ade-Ibijola et al, 2022] [Hsbollah & Rosli, 2022] [Hsbollah & Rosli, 2022] [Krishnan et al, 2023 Enjoyment [Aynsley et al, 2018] [Atmaja et al, 2020] [ Ade-Ibijola et al, 2022] [Krishnan et al, 2023 Educational development [Mercer et al, 2017] [Romero & Kalmpourtzis, 2020 Behavioral change [Mercer et al, 2017][ Ibrahim et al, 2018 Educational tool [Pettit et al, 2015] [Mercer et al, 2017] [Padilla-Zea et al, 2022] [Andrew Tong & Hee, 2023] Better learning outcomes [Nardo & Gaydos, 2021] [Rosa-Castillo et al, 2023 improvement [Pettit et al, 2015] [Pettit et al, 2015] [Hsbollah & Rosli, 2022] [Andrew Tong & Hee, 2023 Motivation improvement [Pettit et al, 2015] [Доброскок et al, 2020] [Frevert & Di Fuccia, 2021] [Agbo et al, 2021] [Wan et al, 2021] [Vodenicharova, 2022][Ade-Ibijola et al, 2022] [Zhyhadlo, 2022] [Andrew Tong & Hee, 2023 Learning effectiveness [Aynsley et al, 2018…”