Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

Autor/inn/en	Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse
Titel	Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning
Quelle	In: Interactive Learning Environments, 24 (2016) 1, S.178-193 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.834827
Schlagwörter	Foreign Countries; Elementary School Students; Educational Games; Learning Processes; Attention; Psychological Patterns; Gender Differences; Multivariate Analysis; Error Correction; Error Analysis (Language); Academic Achievement; Scores; Instructional Program Divisions; Correlation; Comparative Analysis; Instructional Design; Grade 4; Grade 5; Grade 6; Questionnaires; Likert Scales; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Educational game; Lernspiel; Learning process; Lernprozess; Aufmerksamkeit; Geschlechterkonflikt; Multivariate Analyse; Korrektur; Error analysis; Language; Fehleranalyse; Schulleistung; Korrelation; Lesson concept; Lessonplan; Unterrichtsentwurf; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Fragebogen; Likert-Skala
Abstract	Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01