Flow framework for analyzing the quality of educational games

Abstract

The challenge of educational game design is to develop solutions that appeal to as many players as possible, but are still educationally effective. One foundation for analyzing and designing educational engagement is the flow theory. This article presents a flow framework that describes the dimensions of flow experience that can be used to analyze the quality of educational games. The framework also provides design-support for producing good educational games, because it can be used to reveal ways to optimize learning effects and user experience. However, the framework only works as a link between educational theory and game design, which is useful for game analysis but does not provide the means for a complete game design. To evaluate the elements included in the proposed framework, we analyzed university student's experiences in participating in a business simulation game. We found that the students' flow experience in the game was high and the findings indicated that sense of control, clear goals and challenge-skill dimensions of flow scored the highest. Overall, the results indicate that the flow framework is a useful tool to aid the analysis of game-based learning experiences.

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

“…According to Csikszentmihalyi (1990), this concept can be defined as a complete state of cognitive absorption or engagement in a task, in which the individual is not affected by thoughts or emotions unrelated to the task. Kiili et al, (2014) extended the flow theory to include playability and demonstrated the potential of the flow theory in evaluating the quality of educational games.…”

Self-efficacy relevant to competitive anxiety and gameplay interest in the one-on-one competition setting

“…That is, an extremely competitive game may create a potential barrier for students to enjoy or engage in gameplay. As the subjective playing experience is a crucial part of the game achievements (Kiili et al 2014), teachers may guide students to be more self-efficient in learning Chinese idioms before asking them to participate in a one-on-one competition to enhance their interest to play.…”

Avaliação de usabilidade e de experiência de jogo digital educacional: uma experiência com o SUSCity.

“…Este conjunto foi baseado em um trabalho anterior dos mesmos autores, também voltado à avaliação de jogabilidade, chamado HEP (Heuristics to Evaluate Playability), voltados ao gameplay, usabilidade, mecânica e enredo (DESURVIRE e WIBERG, 2008). Ainda em relação à ferramentas voltadas à avaliação de jogos por especialistas, Kiili et al (2014) elaboraram um framework onde se pode avaliar a capacidade de um jogo educacional incentivar a experiência de fluxo. Considera-se que este tipo de ferramentas é muito útil durante a etapa de projeto (ou design) de jogos, já que, por terem uma natureza qualitativa, permitem que sejam explorados diferentes soluções para os problemas detectados.…”