The roles of engagement and competition on learner’s performance and motivation in game-based science learning

Ching Huei Chen, Victor Law, Kun Huang

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

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 languageEnglish
Pages (from-to)1003-1024
Number of pages22
JournalEducational Technology Research and Development
Volume67
Issue number4
DOIs
StatePublished - 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

Fingerprint

Dive into the research topics of 'The roles of engagement and competition on learner’s performance and motivation in game-based science learning'. Together they form a unique fingerprint.

Cite this