Abstract
In a game-based learning (GBL) environment for seventh-grade students, this study investigated the impact of competition, engagement in games, and the relationship between the two on students’ in-game performance and flow experience, which, in turn, impacted their science learning outcomes. Structural equation modeling was employed to test a hypothesized path model. The findings showed that students’ engagement in games not only predicted their in-game performance, but also had an impact on science learning outcomes via the mediation of in-game performance. While competition alone did not have a direct effect on either in-game performance or flow experience, it was indirectly related to in-game performance via the moderation of students’ engagement in games. The study concludes with implications for future GBL interventions and studies.
Original language | English |
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Pages (from-to) | 1003-1024 |
Number of pages | 22 |
Journal | Educational Technology Research and Development |
Volume | 67 |
Issue number | 4 |
DOIs | |
State | Published - Aug 15 2019 |
Bibliographical note
Publisher Copyright:© 2019, Association for Educational Communications and Technology.
Keywords
- Competition
- Engagement
- Flow
- Game-based learning
ASJC Scopus subject areas
- Education