The Design Principles for Flow Experience in Educational Games

Kiili, Kristian; Freitas, Sara de; Arnab, Sylvester; Lainema, Timo

doi:10.1016/j.procs.2012.10.060

Cited by 226 publications

(152 citation statements)

References 17 publications

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“…Fu et al (2009) and Kiili et al (2012) proposed scales for it. The former proposed the EGameFlow, composed of 42 items and with eight flow dimensions (Concentration, Clear Goal, Feedback, Challenge, Autonomy (control), Immersion, Social Interaction and Knowledge Improvement).…”

Section: Flow State Scalesmentioning

confidence: 99%

“…Kiili et al (2012) were one of the first to conduct studies in this domain, proposing a framework in order to provide principles for good educational game design, based on associative, cognitive and learning theories, to lead students to flow. The main results indicate that a flow framework is a useful tool in studying game-based learning experiences.…”

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Towards to Flow State Identification in Educational Games: An Empirical Study

Santos¹,

Gomes²,

Silva³

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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Section: Flow State Scalesmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Towards to Flow State Identification in Educational Games: An Empirical Study

Santos¹,

Gomes²,

Silva³

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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“…A razão para a escolha deste instrumento para mensurar o fluxo foi devido ao número de questões que este continha, nove no total, porque acreditava-se que um instrumento muito extenso poderia ser inapropriado para o público da terceira idade. Além disso,é um instrumento já utilizado em alguns trabalhos encontrados na literatura Kiili et al [29], Kara e Cagiltay [30] e Kiili et al [31].…”

Section: Atividade 4 -Escala De Fluxounclassified

Estratégias para melhorar a experiência de jogo do jogador idoso

Silva

Ishitani

2017

RBCA

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Resumo: Os idosos, uma parcela da população que tem aumentado no decorrer dos anos, estão apresentando interesse crescente por jogos digitais. Entretanto, quase não existem jogos desenvolvidos para esse público. Este trabalho baseia-se na experiência de fluxo como fator significativo a ser considerado na criação de jogos dirigidosà terceira idade. Dessa forma, o objetivoé propor estratégias para melhorar a experiência do jogador idoso. Para cumprir o objetivo foi analisada a experiência de dois grupos de idosos durante a utilização de jogos digitais por meio de diários, entrevistas, observações e questionários, baseando a metodologia na abordagem de estudo de caso e usando a teoria fundamentada e técnicas estatísticas para as análises. Os resultados indicaram que a experiência de fluxoé importante para os jogadores idosos e permitiram identificar dois novos elementos considerados significativos, além de confirmar a importância da Teoria da Diversão para este público. As principais contribuições são possibilitar a criação de jogos voltados para a terceira idade capazes de aumentar qualitativamente e quantitativamente experiências como a diversão e o envolvimento, e permitir-lhes o contato com uma opção de lazer, aprendizado e de aproximação com a tecnologia.Palavras-chave: Experiência de fluxo. Fluxo. Idosos. Jogos digitais. Terceira idade. Abstract:The elderly, which is a group of people that has been worldwide growing over the years, have been showing interest in digital games, though there are hardly any games developed for them. This work is based on the flow of experience as a significant factor to be considered in creating games aimed at them. Thus, the goal is to propose strategies for enhancing the experience of the old player. In order to fulfill this objective we analyzed the experience of two groups of elderly people when using digital games, through diaries, interviews, observations and questionnaires, based on the case study methodology and by using grounded theory and statistical analysis. The results indicated that the flow experience is important for the older players, elicited two newly significant elements and found the importance of Fun Theory for this audience. The main contributions are to enable the design of games focused on old people and able to increase qualitatively and quantitatively experiences like fun and involvement, besides being an option for leisure, learning and promoting the use of technology.

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“…The design, therefore, has to pay specific attention not to overload the learner (Sweller, 1994), while at the same time the tasks will have to be sufficiently challenging and, at the end, meet the full complexity required. To assure that tasks are sufficiently inspiring Kiili et al (2012) suggest to take into account in particular sense of control, clear goals, the challenge-skill relation, and, finally, feedback. Feedback is one of the most powerful interventions in learning (Hattie & Timperley, 2007).…”

Section: Instructional Designmentioning

confidence: 99%

Feedback Design in Multimodal Dialogue Systems

Rosmalen

Börner

Schneider

et al. 2015

Proceedings of the 7th International Conference on Computer Supported Education

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Abstract:This paper discusses the design and development of the instructional aspects of a multimodal dialogue system to train youth parliament members' presentation and debating skills. Real-time, in-action feedback informs learners on the fly how they perform key skills and enables them to adapt instantly. About-action feedback informs learners after finishing a task how they perform key skills and enables them to monitor their progress and adapt accordingly in subsequent tasks. In-and about-action feedback together support the enhancement of the learners' metacognitive skills, such as self-monitoring, self-regulation and selfreflection thus reflect in-and about action. We discusses the theoretical considerations of the feedback, the type of data available and different ways to analyse and combine them, the timing of feedback and, finally, provide an instructional design blueprint giving a global outline of a set of tasks with stepwise increasing complexity and the feedback proposed. We conclude with the results of the first experiment with the system focussing on non-verbal communication skills.

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The Design Principles for Flow Experience in Educational Games

Cited by 226 publications

References 17 publications

Towards to Flow State Identification in Educational Games: An Empirical Study

Towards to Flow State Identification in Educational Games: An Empirical Study

Estratégias para melhorar a experiência de jogo do jogador idoso

Feedback Design in Multimodal Dialogue Systems

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