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 Abstract

Gamification, an emerging trend of using game mechanisms or elements in non-game

contexts for commercial or educational purposes, has been applied in advertisements,
competitions and rewards for many years. Although gamification could easily be
applied to various daily activities, challenges arise when digitizing it for use online with
educational applications. The purpose of this study is thus to apply gamification to an
online context for academic promotion and dissemination. An online platform was
designed to involve faculty members, students, and visitors from industry and the
general public to form groups for the mutual dissemination of academic knowledge,
products and activities. Both quantitative and qualitative data were collected and
analyzed. The findings with regard to the most significant game design elements are
discussed, along with the statistical results related to the engagement behaviors
demonstrated by the participants. The quantitative data provided by the online
analytical tools to examine user behaviors reveals that gamification has the potential to
attract, motivate, engage and retain users. The system implementation used in this work
is described, and provides empirical examples of how gamification impacts user
behaviors in this context. This study also demonstrates how the theory and practice of
online gamification for use in academia can be connected.
In this paper, we investigate the impact of flow (operationalized as heightened
challenge and skill), engagement, and immersion on learning in game-based learning
environments. The data was gathered through a survey from players (N = 173) of two
learning games (Quantum Spectre: N = 134 and Spumone: N = 40). The results show
that engagement in the game has a clear positive effect on learning, however, we did
not find a significant effect between immersion in the game and learning. Challenge of
the game had a positive effect on learning both directly and via the increased
engagement. Being skilled in the game did not affect learning directly but by increasing
engagement in the game. Both the challenge of the game and being skilled in the game
had a positive effect on both being engaged and immersed in the game. The challenge
in the game was an especially strong predictor of learning outcomes. For the design of
educational games, the results suggest that the challenge of the game should be able to
keep up with the learners growing abilities and learning in order to endorse continued
learning in game-based learning environments.

Online games satisfy the basic requirements of learning environments and can provide
engaging learning experiences for students. However, a model that successfully
integrates educational theory and game design aspects do not exist. Thus, in this paper
an experiential gaming model that is based on experiential learning theory, flow theory
and game design is presented. The model stresses the importance of providing the
player with immediate feedback, clear goals and challenges that are matched to his/her
skill level. The flow theory is used as a framework to facilitate positive user experience
in order to maximize the impact of educational games. Especially, the factors that
contribute to flow experience are discussed. The experiential gaming model can be used
to design and analyze educational computer games. However, the model works only as
a link between educational theory and game design and does not provide the means to a
whole game design project.
Serious educational games have become a topic that has seen increased popularity in
recent years. This article describes lessons learned and a framework for people
interested in designing educational games. Although there are many critical components
of a quality educational game, a nested model of 6 elements for educational game
design is presented. These nested elements are grounded in research and theory in both
education and psychology, along with instructional technology and the learning
sciences. The 6 elements of educational game design are derived from several studies
on game design and development from Grade 5 through graduate school.

Gamification, the use of game elements in non-game contexts, has become a popular
technique to improve instructional outcomes in both organizational and educational
contexts. In the organizational context, the Technology-Enhanced Training
Effectiveness Model [TETEM] provides a framework to understand how technologies,
like gamification, can effect change in various instructional outcomes. Specifically,
application of TETEM suggests that gamification may not effect change in instructional
outcomes when learner attitudes towards game-based learning and experience with
video games are low. METHOD: In this study, we test this model in the gamification
context by assigning potential learners to read scenarios describing gamified instruction
or traditional, PowerPoint instruction in a random order and assessing their training
valence. RESULTS: On average, participants anticipated greater value from gamified
instruction, but as predicted by TETEM, this effect was moderated by both video game
experience and attitudes towards game-based learning. Among potential learners with
high experience and attitudes, gamification produces better outcomes than PowerPoint,
but among potential learners with low experience and attitudes, gamification produces
worse outcomes than PowerPoint. IMPLICATIONS: We provide empirical support for
TETEM and conclude that for gamification to be successful, the attitudes and
experience of participants must be assessed and ensured before gamification is
implemented.
Mobile serious educational games (SEGs) show promise for promoting scientific
practices and high engagement. Researchers have quantified this engagement according
to flow theory. This study investigated whether a mobile SEG promotes flow
experience and scientific practices with eighth-grade urban students. Students playing
the game (n = 59) were compared with students in a business-as-usual control activity
(n = 120). In both scenarios, students worked in small teams. Data measures included
an open-ended instrument designed to measure scientific practices, a self-report flow
survey, and classroom observations. The game players had significantly higher levels of
flow and scientific practices compared to the control group. Observations revealed that
game teams received less whole-class instruction and review compared to the control
teams. Game teachers had primarily a guide-on-the-side role when facilitating the
game, while control teachers predominantly used didactic instruction when facilitating
the control activity. Implications for these findings are discussed.
The basic problem learners confront is that we can easily be misled as to whether we
are learning effectively and have or have not achieved a level of learning and
comprehension that will support our subsequent access to information or skills we are
trying to learn. We can be misled by our subjective impressions. Rereading a chapter a
second time, for example, can provide a sense of familiarity or perceptual fluency that
we interpret as understanding or comprehension, but may actually be a product of low-
level perceptual priming. Similarly, information coming readily to mind can be
interpreted as evidence of learning, but could instead be a product of cues that are
present in the study situation, but that are unlikely to be present at a later time. We can
also be misled by our current performance. Conditions of learning that make
performance improve rapidly often fail to support long-term retention and transfer,
whereas conditions that create challenges and slow the rate of apparent learning often
optimize long-term retention and transfer. At a theoretical level, we (Bjork & Bjork,
1992) distinguish between the storage strength and the retrieval strength of information
or skills stored in memory. Storage strength reflects how entrenched or interassociated a
memory representation is with related knowledge and skills, whereas retrieval strength
reflects the current activation or accessibility of that representation and is heavily
influenced by factors such as situational cues and recency of study or exposure.
Importantly, we assume that current performance is entirely a function of current
retrieval strength, but that storage strength acts to retard the loss (forgetting) and
enhance the gain (relearning) of retrieval strength. The key idea for present purposes is
that conditions that most rapidly increase retrieval strength differ from the conditions
that maximize the gain of storage strength. In other words, if learners interpret current
retrieval strength as storage strength, they become susceptible to preferring poorer
conditions of learning to better conditions of learning. So what are these better
conditions of learning that, while apparently creating difficulty, actually lead to more
durable and flexible learning? Such desirable difficulties (Bjork, 1994) include varying
the conditions of learning, rather than keeping them constant and predictable;
interleaving instruction on separate topics, rather than grouping instruction by topic
(called blocking); spacing, rather than massing, study sessions on a given topic; and
using tests, rather than presentations, as study events.
In an experimental research involving stock management, we test the effects of three
complexity factors on game performance measure and perceived difficulty ratings, first
individually at different factor levels, and then in interaction with each other.
Experiments show that, with respect to the base game, only the delay factor causes
worsening in player performance, with increased delay duration and delay order.
Nonlinearity and feedback do not deteriorate game performance by themselves, but they
become mildly significant when they exist together with delay. Players subjective
difficulty ratings also indicate strong delay effect, and no other significant factor. Game
scores and subjective difficulty ratings are positively correlated (0.58). Our results
show that each complexity factor has a different type and level of influence on the
overall task difficulty, which has implications for designing better simulators for
education and training.
Conventional taught learning practices often experience difficulties in keeping students
motivated and engaged. Video games, however, are very successful at sustaining high
levels of motivation and engagement through a set of tasks for hours without apparent
loss of focus. In addition, gamers solve complex problems within a gaming
environment without feeling fatigue or frustration, as they would typically do with a
comparable learning task. Based on this notion, the academic community is keen on
exploring methods that can deliver deep learner engagement and has shown increased
interest in adopting gamification--the integration of gaming elements, mechanics, and
frameworks into non-game situations and scenarios--as a means to increase student
engagement and improve information retention. Its effectiveness when applied to
education has been debatable though, as attempts have generally been restricted to one-
dimensional approaches such as transposing a trivial reward system onto existing
teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional,
problem-based learning approach can yield improved results even when applied to a
very complex and traditionally dry task like the teaching of computer programming, as
shown in this paper. The presented quasi-experimental study used a combination of
instructor feedback, real time sequence of scored quizzes, and live coding to deliver a
fully interactive learning experience. More specifically, the "Kahoot!" Classroom
Response System (CRS), the classroom version of the TV game show "Who Wants To
Be A Millionaire?", and Codecademy's interactive platform formed the basis for a
learning model which was applied to an entry-level Python programming course.
Students were thus allowed to experience multiple interlocking methods similar to
those commonly found in a top quality game experience. To assess gamification's
impact on learning, empirical data from the gamified group were compared to those
from a control group who was taught through a traditional learning approach, similar to
the one which had been used during previous cohorts. Despite this being a relatively
small-scale study, the results and findings for a number of key metrics, including
attendance, downloading of course material, and final grades, were encouraging and
proved that the gamified approach was motivating and enriching for both students and
instructors.

The purposes of this study were to provide a game-based anti-phishing lesson to 110
elementary school students in Taiwan, explore their learning behavioral patterns, and
investigate the effects of the flow states on their learning behavioral patterns and
learning achievement. The study recorded behavior logs, and applied a pre- and post-
test on phishing knowledge and a flow state measurement to analyze the learning
process. The study used lag sequential analysis to infer the students' behavioral patterns.
The results showed that the learning materials used in this study can enable learners'
flow experience, whereby they can acquire anti-phishing knowledge through trial and
error via a repeated "learning with gaming" behavioral pattern. We recommend that
future educators and researchers on this topic appropriately increase the level of
difficulty of the games used, and design learning materials with flexible difficulty based
on learners' flow states.
Serious Games (SGs) indicate positive effects on Preschool and Primary school
students and promote a multi-sensory style of learning. This review paper explores the
integration of Serious Games in the area of Preschool and Primary Education, in the last
decade (2006-2016). The studies were carried out on Preschool and Primary school
settings, respectively. Research showed that Serious Games are able to keep all students
engaged in classroom facilities, scaffolding their learning through increased motivation,
independence, autonomy and resultant self-esteem. Serious Games Based Learning
(GBL) has proven its added value in almost every aspect of the curriculum.

The purpose of this study was to examine the effects of interleaving and expanding
retrieval on the retention of physiology concepts. Participants (n = 189) read and then
reread 30 immunology and reproductive physiology passages. Half of the participants
read and then reread the passages in a blocked manner (e.g., a[subscript 1]a[subscript
2]a[subscript 3]b[subscript 1]b[subscript 2]b[subscript 3]), and the other half did so in
an interleaved manner (e.g., a[subscript 1]b[subscript 1]b[subscript 2]a[subscript
2]a[subscript 3]b[subscript 3]). Participants were then repeatedly assessed, without
feedback, after either a uniform or an expanding series of intervals. Half of the students
from both the blocked and interleaved groups completed the assessments 1, 2, and 3
days after rereading the passages (uniform), whereas the other half completed the
assessments immediately and 1 and 3 days after rereading the passages (expanding). All
participants completed a final assessment 10 days after rereading the passages. There
were no significant differences between the blocked and interleaved groups on any of
the assessments, nor were there any significant interactions between the groups on any
of the assessments. Those in the expanding retrieval group scored significantly higher
than those in the uniform group on all four assessments (ANOVA; "assessment 1": F =
35.12, P = 0.00; "assessment 2": F = 13.88, P = 0.00; "assessment 3": F = 10.87, P =
0.00; and "assessment 4": F = 6.79, P = 0.01). Mean final assessment scores were 47.58
[plus or minus] 19.81 and 40.50 [plus or minus] 17.17 for the expanding and uniform
groups, respectively. The results indicate that participants benefited more from
expanding retrieval practice.
We examined whether the power of tests as learning events, frequently demonstrated in
the laboratory, would also occur in a large undergraduate course. Our goals were to
determine: if learning of information tested on multiple-choice quizzes administered
across the course would be enhanced compared to non-tested control information; and
what the effects of quizzing would be for the learning of information conceptually
related to the tested information but not itself tested on the quizzes. Given that retrieval
practice can have positive (testing effect) and negative consequences (retrieval-induced
forgetting), our concern was that the learning and later retention of non-tested
conceptually related information might be impaired by the multiple-choice quizzes.
Importantly, learning benefits were found for both types of information on the final
exam, indicating that quizzing within a course can enhance not only the learning of
specifically tested information, but the learning of non-tested conceptually related
information as well.

In this essay we will discuss the notions of Grit (Duckworth, 2013) and Growth
Mindset (Dweck, 2006). It is apparent to many people that their ideas make sense,
students who are resilient and who work hard tend to do better than students who are
not resilient and who give up easily. Both authors tell us that this kind of perseverance
seems to be more important than are natural abilities and intelligence. Analysts of brain
research (e.g. Caine & Caine, 2011; Sousa, 2011; Johnson, Johnson & Holubec, 2008)
now believe that intelligence is not a static commodity. The more we learn, the more we
can learn (Sousa, 2011). Those who end up being the best or the smartest are not always
those who start out that way (Duckworth, 2013). Johnson and Johnson (2013) tell us
that students who work together in positive and promotive ways persevere longer, work
harder, and learn more in general than do students who work alone or who compete
against their peers. Dweck (2006) believes that students can be taught the skills to
persevere, to believe that their efforts and attitudes make a difference. Hattie (2009) has
described teacher initiatives that make a difference for students. In this essay we will
discuss ways that teachers can and do make a positive difference for their students.
The literature overwhelmingly demonstrates that feelings of ease are good and that
objects that are easy to process are much liked. We propose, and demonstrate across
three experiments, that this is not the case when people are pursuing a goal. This is
because people pursuing a goal (e.g., become kinder) usually invest efforts in
whichever means (e.g., donate to a particular charity) they perceive as most
instrumental for attaining their goal. Consequently, in their minds there is a
correspondence between instrumentality of a means and feelings of effort. This
correspondence becomes reversed in people's minds during goal pursuit, and they also
come to view an object that is associated with feelings of effort rather than ease as more
instrumental for goal attainment and consequently more desirable. When an object is
not a means to fulfill an accessible goal, or when goals relating to the means are not
accessible, subjective feelings of ease improve evaluation, as found in previous
research on ease of processing.

It is important to understand why some students are able to bounce back following
setbacks, while others become de-motivated and suffer negative consequences. This
study tests a model which places students' beliefs about ability (Dweck & Leggett,
1988) as a key factor which may influence students' motivational response to setbacks
and achievement. A survey was conducted among second semester university students
in Indonesia (N = 123, mean age 18.67 years, 81% female) enrolled in a challenging
statistics course. Beliefs about intelligence, about academic ability, and goal orientation
were measured at the beginning of the semester, while effort attribution and de-
motivation were measured one week after the mid-term examination grades were
announced. Mid-term and final examination grades were obtained from the course
instructor, while first semester GPA (as an index of prior ability) was obtained from the
university register. Path analysis indicated that growth mindset about academic ability
(but not about intelligence) prompted the adoption of mastery goals and effort
attribution, which buffered against demotivation in the face of academic setback, which
in turn led to better academic achievement. This motivational pattern became more
pronounced among students who experienced setback in their mid-term exam.
The flow is a state of thorough concentration, in which the subjective perception of
ones own performance reaches an optimum and the intrinsic motivation is maximized.
So far there is no reliable method to underpin the flow with physiological
characteristics, which would allow to detect it objectively. This paper presents a
concept on determining flow while playing computer games, in combination with a
massive measurement of physiological characteristics to ultimately find correlations
with the flow. The described method results in a chronological sequence of the test
persons eventual flow experience, assessed with established questionnaires, which can
be compared with the physiological data. Future findings could be used to improve the
effectiveness of knowledge acquisition by serious games, since the flow state is a key
element for sustainable learning results and thus a key evaluation criterion for serious
games.

The purpose of this study was to explore Korean adolescents' flow experiences in
learning from their perspective and to validate and expand Chen et al.'s (1999)
theoretical framework of learning flow. The factors and conditions that facilitate or
hinder students' flow in learning were explored. Sixteen Korean high school students
completed in-depth interviews about their flow experiences in learning. Qualitative
content analysis was used to identify key themes and validate the theoretical framework
of flow. The following results were obtained from the analysis: the antecedents stage of
flow (time conditions, learning conditions, and psychological conditions), experiences
stage of flow (experience of delight in acquiring new knowledge and selective
inattention toward extraneous factors), effects stage of flow (improved confidence and
academic achievements), and factors that hinder flow in learning. Our findings provide
a basis for developing educational strategies that enable high school students to
experience flow in learning, enjoy their schoolwork, and discover their academic
potential.
Flow is the affective state in which a learner is so engaged and involved in an activity
that nothing else seems to matter. In this sense, to help students in the skill development
and knowledge acquisition (referred to as learners' growth process) under optimal
conditions, the instructional designers should create learning scenarios that favor the
learner's flow. One-way to obtain these scenarios is to incorporate the conditions
postulated by the Flow Theory in the context of the instructional design process.
However, little attention has been drawn to this integration, and how to apply the Flow
Theory based on learning theories that provide theoretical justifications during the
instructional design process. Thus, in this paper, we propose a framework to integrate
the learner's growth process and the Flow Theory. It provides adequate support for the
instructional design of learning scenarios that lead and maintain learners in flow state.
We demonstrate the usefulness of this framework by presenting an application that
helps designers to search and select learning objects that have the potential to maintain
the learner's flow in a learning scenario.

Recent research on online learning suggests that virtual worlds are becoming an
important environment to observe the experience of flow. From these simulated spaces,
researchers may gather a deeper understanding of cognition in the context of game-
based learning. Csikszentmihalyi (1997) describes flow as a feeling of increased
psychological immersion and energized focus, with outcomes that evoke disregard for
external pressures and the loss of time consciousness, issuing in a sense of pleasure.
Past studies suggest that flow is encountered in an array of activities and places,
including those in virtual worlds. The authors posit that flow in virtual worlds, such as
Second Life (SL), can be positively associated with degrees of the cognitive
phenomenon of immersion and telepresence. Flow may also contribute to a better
attitude and behavior during virtual game-based learning. This study tested three
hypotheses related to flow and telepresence, using SL. Findings suggest that both flow
and telepresence are experienced in SL and that there is a significant correlation
between them. These findings shed light on the complex interrelationships and
interactions that lead to flow experience in virtual gameplay and learning, while
engendering hope that learners, who experience flow, may acquire an improved attitude
of learning online.
What constitutes a god life? Few questions are of more fundamental importance to a
positive psychology. Flow research has yielded one answer, providing an understanding
of experiences during which individuals are fully involved in the present moment.
Viewed through the experiential lens of flow, a good life is one that is characterized by
complete absorption in what one does. In this chapter, we describe the flow model of
optimal experience and optimal development, explain how flow and related constructs
have been measured, discuss recent work in this area, and identify some promising
directions for future research.

Video games are a ubiquitous part of almost all childrens and adolescents lives, with
97% playing for at least one hour per day in the United States. The vast majority of
research by psychologists on the effects of gaming has been on its negative impact:
the potential harm related to violence, addiction, and depression. We recognize the
value of that research; however, we argue that a more balanced perspective is needed,
one that considers not only the possible negative effects but also the benefits of playing
these games. Considering these potential benefits is important, in part, because the
nature of these games has changed dramatically in the last decade, becoming
increasingly complex, diverse, realistic, and social in nature. A small but significant
body of research has begun to emerge, mostly in the last five years, documenting these
benefits. In this article, we summarize the research on the positive effects of playing
video games, focusing on four main domains: cognitive, motivational, emotional, and
social. By integrating insights from developmental, positive, and social psychology, as
well as media psychology, we propose some candidate mechanisms by which playing
video games may foster real-world psychosocial benefits. Our aim is to provide strong
enough evidence and a theoretical rationale to inspire new programs of research on the
largely unexplored mental health benefits of gaming. Finally, we end with a call to
intervention researchers and practitioners to test the positive uses of video games, and
we suggest several promising directions for doing so.
The relations between video-game experience and cognitive abilities were examined in
the current study. In two experiments, subjects performed a number of working
memory, fluid intelligence, and attention-control measures and filled out a
questionnaire about their video-game experience. In Experiment 1, an extreme-groups
analysis indicated that experienced video-game players outperformed nonplayers on
several cognitive-ability measures. However, in Experiments 1 and 2, when analyses
examined the full range of subjects at both the task level and the latentconstruct level,
nearly all of the relations between video-game experience and cognitive abilities were
near zero. These results cast doubt on recent claims that playing video games leads to
enhanced cognitive abilities. Statistical and methodological issues with prior studies of
video-game experience are discussed along with recommendations for future studies.

Video game play has become a pervasive part of American culture. The dramatic
increase in the popularity of video games has resulted in significant interest in the
effects that video gaming may have on the brain and behavior. The scientific research to
date indicates that some, but not all, commercial video games do indeed have the
potential to cause large-scale changes in a wide variety of aspects of human behavior,
including the focus of this reviewcognitive abilities. More recent years have seen the
rise of a separate form of video games, the so-called brain games, or games designed
with the explicit goal of enhancing cognitive abilities. Although research on such brain
games is still in its infancy, and the results have definitely not been uniformly positive,
there is nonetheless reason for continued optimism that custom games can be developed
that make a lasting and positive impact on human cognitive skills. Here, we discuss the
current state of the scientific literature surrounding video games and human cognition
with an emphasis on points critically related to public policy.
This is an essential guide to using social media to enhance teaching and learning in
schools. It combines practical information on using all forms of social media for
educational purposes and provides indispensable advice on how to tackle issues arising
from social media use in the classroom. Key topics include: using blogs, wikis, social
media networks and podcasting, digital literacy and new modes of learning, digital
participation, cyberbullying and understanding risk online. This second edition
includes: Reflective tasks in each chapter inviting you to critically consider
important aspects of using social media in education. Expanded coverage of game-
based learning and mobile learning. New examples tailored for use in primary and
secondary schools. A website including additional resources and handouts can be found
at study.sagepub.com/poore2e. This is essential reading for anyone training to teach in
schools, and experienced teachers seeking to improve their understanding of using
social media for teaching in informed and appropriate ways.

There is a consensus that serious games have a significant potential as a tool for
instruction. However, their effectiveness in terms of learning outcomes is still
understudied mainly due to the complexity involved in assessing intangible measures. A
systematic approachbased on established principles and guidelinesis necessary to
enhance the design of serious games, and many studies lack a rigorous assessment. An
important aspect in the evaluation of serious games, like other educational tools, is user
performance assessment. This is an important area of exploration because serious
games are intended to evaluate the learning progress as well as the outcomes. This also
emphasizes the importance of providing appropriate feedback to the player. Moreover,
performance assessment enables adaptivity and personalization to meet individual
needs in various aspects, such as learning styles, information provision rates, feedback,
and so forth. This paper first reviews related literature regarding the educational
effectiveness of serious games. It then discusses how to assess the learning impact of
serious games and methods for competence and skill assessment. Finally, it suggests
two major directions for future research: characterization of the players activity and
better integration of assessment in games.
While there is a consensus on the instructional potential of Serious Games (SGs), there
is still a lack of methodologies and tools not only for design but also to support analysis
and assessment. Filling this gap is one of the main aims of the Games and Learning
Alliance (GALA, www.galanoe.eu) European Network of Excellence on Serious
Games (SGs), which has a focus upon pedagogy-driven SGs. This paper relies on the
assumption that the fundamental aspect of SG design consists in the translation of
learning goals/practices into mechanical element of game-play, serving to an
instructional purpose beside that of play and fun. This paper proposes the Learning
Mechanics-Game Mechanics (LM-GM) model, which supports SG analysis and design
by allowing reflection on the various pedagogical and game elements in a SG. The LM-
GM model includes a set of pre-defined game mechanics and pedagogical elements that
we have abstracted from literature on game studies and learning theories. Designers and
analysts can exploit these mechanics to draw the LM-GM map for a game, so as to
identify and highlight its main pedagogical and entertainment features, and their
interrelations. The tool may also be useful for teachers to evaluate the effectiveness of a
given game and better understand how to implement it in educational settings. A case
study is reported to illustrate the frameworks support in determining how game-play
and pedagogy intertwine in a SG. Finally, the paper presents the results of two
comparative user tests demonstrating the advantages of the proposed model with
respect to a similar state-of-the-art framework
Continuing interest in digital games indicated that it would be useful to update
Connolly et al.'s (2012) systematic literature review of empirical evidence about the
positive impacts and outcomes of games. Since a large number of papers was identified
in the period from 2009 to 2014, the current review focused on 143 papers that
provided higher quality evidence about the positive outcomes of games. Connolly et
al.'s multidimensional analysis of games and their outcomes provided a useful
framework for organising the varied research in this area. The most frequently
occurring outcome reported for games for learning was knowledge acquisition, while
entertainment games addressed a broader range of affective, behaviour change,
perceptual and cognitive and physiological outcomes. Games for learning were found
across varied topics with STEM subjects and health the most popular. Future research
on digital games would benefit from a systematic programme of experimental work,
examining in detail which game features are most effective in promoting engagement
and supporting learning.

There are currently a number of models, frameworks and methodologies for serious
games analysis and design that provide useful interpretations of the possibilities and
limitations offered by serious games. However, these tools focus mostly on high-level
aspects and requirements and do not help understand how such high-level requirements
can be concretely satisfied. In this paper, we present a conceptual model, called Activity
Theory-based Model of Serious Games (ATMSG), that aims to fill this gap. ATMSG
supports a systematic and detailed representation of educational serious games,
depicting the ways that game elements are connected to each other throughout the
game, and how these elements contribute to the achievement of the desired pedagogical
goals. Three evaluation studies indicate that ATMSG helped participants, particularly
those with gaming experience, identify and understand the roles of each component in
the game and recognize the game's educational objectives.
There has been a substantial increase in recent years in the interest in using digital
games for language learning. This coincides with the explosive growth in multiplayer
online gaming and with the proliferation of mobile games for smart phones. It also
reflects the growing recognition among educators of the importance of extramural,
informal learning and the interest in finding ways to connect learning to students' real
lives. Given the important role that gaming currently plays in the everyday lives of
adolescents and young adults in developed countries, this spike in interest is not
surprising. However, there are a number of practical and pedagogical obstacles in the
way of incorporating gaming into instructed language learning. Among those issues are:
what kind of games to choose or to create; how to find the opportunities for language
learning within gameplay; and how to integrate gameplay and its associated activities
into the curriculum. In order to address these issues, we need research-generated data,
which is crucial not only for learning how to make gaming more effective in classroom
practice, but also in informing future game development. Collecting, analyzing, and
sharing data collected from digital games is a major challenge, but some recent
technical developments may present new opportunities. This column will not provide
answers to the complex set of issues raised in the integration of gaming into language
learning, but will identify and discuss some recent developments and point to possible
future directions.
Theoretical Framework(s) Methods Measures

Improving user-centered Mixed Methods Survey with 7-point

theoretical framework of Likert scale - the results
gamification practices. Identify core calculated into ordinal
game elements that influence means and standard
audience engagement and motivation deviation. Averaged
on the internet. measurement of bounce
rate, single-page visits,
pages per session,
average session
duration, and
the percentage of
returning visitors over
eight months.
Examination of the psychological
factors of challenges, skills,
engagement and immersion and their
relationships to each other. Theory of
flow experience examining the
extent that engagement and
immersion bring about the effect of
challenges and
skills on learning.
Quantitative A psychometric survey
that measured levels of
participants' subjective
experience including
challenge, skills,
engagement, immersion,
and perceived learning
based items.

The creation of an experiential N/A/description and None provided

gaming model that utilizes flow explanation of the
theory and incorporates game design experiential gaming
and educational theory for the design model.
and analysis of computer-based
educational games. Flow theory,
educational learning, and game
design.
The six "I's" of Serious Educational N/A/a description and None provided
Game design. discussion of the 6
"I's"

They utilize the Technology- Quantitative The subjects were 262

Enhanced Training Effectiveness undergraduate east coast
Model [TETEM] as a framework for university students in the
understanding how gamification U.S. They assessed pre-
technologies can effect change in training valence, video
instructional outcomes. game experience, and
attitudes toward game-
based learning using
Likert scale surveys.
Demographic survey and
study survey.
The flow experience effect and
scientific practices of a mobile
serious educational game on 8th
grade students.
Quantitative Comparison of mobile
SEG students (59) and
traditional students (120).
Flow post-survey
(Likert), student reports
graded by Likert scale,
and classroom
observations.
MANCOVA
None provided None provided None provided
Testing the effects of delay,
nonlinearity, and feedback
complexity factors on game
performance measures as well as
perceived difficulty ratings. They
first do this individually at differing
factor levels, and then interacting
with each other.
Mixed Methods Stage one: analyzing the
effects of
the 3 complexity factors
individually on game
difficulty, at multiple
levels of difficulty. Stage
two: selecting 2 levels for
each complexity factor
and analyzing their
interaction effects by
testing all combinations
of 3 factors. Measured
players' performance and
their subjective difficulty
ratings.
The comparison of students who use Mixed Methods Comparison of game
the game system when learning class to non-game class
Python programming to peers in administrative data (i.e.
tradition class activities in terms of attendance, tardiness,
engagement and deeper academic performance
understanding of the programming. etc.). Semi-structured
interviews and focus
groups with students
post-learning. Likert
survey student feedback.
Observation of student
behavior in class.

Study 110 elementary students for Mixed Methods Pre/Post test, recorded
the effects differing flow states on learning behavior and
their learning behavior patterns and coded them, flow-state
achievements. measurement, and lag
sequential analysis.
ANOVA
They wanted to examine the effect of N/A This was a N/A This was a Literature
adding SGs to primary and pre- Literature Review Review
school education had on the
participants.

The author believed that no study Quantitative The author measured the
had definitively shown interleaved four groupings over time
expanding practice nor have via means and ANOVA.
determined if interleaving strategy is
effective for recall. This paper
examines the effects of interleaving
and expanding retrieval practice over
a two-week period.
The authors wanted to know what
the effect of the desirable difficulty
of quizzing using multiple choice
would have on the students results.
Creating a growth mindset, or
encouraging grit, in learners is
incredibly helpful to learner
progress. This is achieved by
creating the right growth
environment.
Quantitative They studied the results
of 5 quizzes 3 or 4 days
post-class and a final
assessment with 15
questions from the five
quizzes appearing in the
final assessment. They
examined the standard
deviations and means of
the quizzes.
N/A This was a N/A This was a Literature
Literature Review Review
When participants have a highly
accessible goal, metacognitive
difficulty, and not ease, improves
appraisal of a target product and this
is because the product is viewed as
helpful in the effort to achieve the
goal.
This paper tests the difference Mixed Methods
between the motivational dynamics
that may stem from beliefs about
intelligence and ability and their
subsequent improvement, or lack
thereof, in a statistics course.
Mixed Methods Three separate
experiments used
ANOVA to examine
Likert scale responses.
Two Likert scale surveys
applied to voluntary
students from the course
regarding their mindsets
about intelligence and
academic ability, learning
goals, effort attribution,
and any demotivation
they felt. One was given
at the beginning of the
semester and the second
was given after the mid-
term examination.
Proposing an impartial method that N/A A preparation
incorporates psychological parameter questionnaire before they
correlations to measure flow-state. begin and an assessment
phase questionnaire that
is posed during video
review of their gameplay
as well as sensors
attached to the learner
through the preparation
and gaming phase, but
then removed during the
assessment phase.

A) To examine self-reported flow Qualitative Semi-structured

experiences in learning of Korean interviews with the
adolescents and to corroborate and student sample.
expand the theoretical framework of
flow on the Internet. B) Find factors
and conditions that facilitate or
hinder students' learning flow.
Instructional designers need to have N/A They incorporate the
a model with which to understand scales of the LGM with
the effect of educational their proposed 4-point
activities/objects on learner flow. Learners Growth Model
Improved by Flow
Theory (GMIF).

Is there a correlation between flow Qualitative A 23 question survey of

and telepresence in virtual worlds, user experience in the
what is their relationship, and could virtual world of Second
that lead to improving learner Life
attitudes towards learning online?
Defining measurement of flow as an N/A this was a book N/A this was a book
aspect of actor engagement/optimum chapter/lit review chapter/lit review
outcomes.

Video game effects in different N/A this is a literature N/A this is a literature
contexts such as effects on the review review
psyche, motor skills, cognitive skills,
education, etc.
The authors sought to assess the
relationship between video games
and enhanced cognitive abilities.
What is the effect of games on
cognitive behavior?
Mixed Methods Two experiments. The
first was a test of
working memory tasks,
fluid intelligence tasks,
attention-control tasks,
and a questionnaire. The
second was a test of more
complex working
memory, fluid
intelligence, and
attention-control tasks
followed by a
questionnaire.
N/A this is a literature N/A this is a literature
review review
Student engagement and cognitive N/A this is a book N/A this is a book
theories involved in adopting social
media in the classroom.

Performance assessment can help to N/A this is a literature N/A this is a literature
measure the effectiveness of serious review review
games.
By using an appropriate model to None visible The authors designed a
assess serious games, designers and Learning-Mechanics and
instructors can better utilize, design, Game-Mechanics (LM-
and implement serious games in GM) model thats
educational settings. supposed to help both
instructors and game
designers evaluate a
serious game and
understand how to use it
in an educational setting.
They copied Connollys systematic
literature review method to see
where current research was at
regarding learning games.
There needs to be a model that can
analyze game and learning design
within serious games.
N/A literature review A coding form that
assessed aspects of the
papers they selected to
incorporate into their
literature review.
Mixed Methods The authors created a
conceptual model meant
to measure SEGs
There needs to be more research-
generated data on gamified learning
and pedagogical mechanics.
N/A literature review The authors examined
recent research
developments focused on
games and language
learning.
 Reliability Validity Findings

None provided None provided They believe their implementation

and experiment design shows the
positive
effect of gamification in online
contexts on the promotion of
academic dissemination as well as
satisfaction from business
advertisers due to increased web
traffic.
Parallel forms Convergent and They assert that their findings
reliability discriminant suggest that by increasing challenge
validity. and skill during game play which
increases levels of engagement and
proves that educational video games
can effectively engage students in a
learning activity.

n/a n/a The authors created an experiential

gaming model with an ideation loop,
an experience loop and a challenge
bank. They also state educational
games that provide the possibility of
experiencing flow
can be provided to learners. They
state that they are continuing to work
on improving and refining the
model.
n/a n/a The authors state they have shown
that the six "I's" exist in SEGs -
which proves they're not separate
from instructional tools, but simply
another one.

Parallel forms Criterion The authors found that user attitudes

reliability. Concurrent towards and previous experience of
video games played into the
outcomes of their case study results.
Internal Criterion predictive Comparison of mobile SEG students
consistency/Chronba (59) and traditional students (120)
ch's Alpha. Inter-rater found that the former group had
reliability. significantly higher levels of flow
and scientific practices.
None provided None provided None provided
Internal consistency Criterion concurrent The results show the
complexity factors have a different
types and levels of effect on task
difficulty.
I think their goal was Criterion predictive They believe that incorporating a
test-retest with the multi-dimensional gamified learning
two different groups' approach achieved student
traditional significant engagement and deeper
assessments understanding of programming.
throughout the
course. But it wasn't
the same group of
students. Just two
different classes in
two different years.

Test-Retest Content Validity Results show learners can acquire

knowledge via repeated gaming
behavioral pattern. Anxiety-flow
learners leaned more on reading
materials and peers for solutions.
Boredom-flow learners leaned more
on trial an error of the challenges
repeatedly until they succeeded.
N/A This was a N/A This was a They state that SGs must have
Literature Review Literature Review cognitive, affective and psychomotor
learning domains and link game
concepts to real life to be effective.
Beyond that, they throw a lot of
emphasis on how much more
engaged and motivated students
were to learn.

Test-retest because I None visible The author believes they found no

believe the same significant difference between the
assessment was interleaved and blocked methods but
given a total of four they did find that expanded retrieval
times to each group - practice was better than uniform.
only because the
author didn't specify.
Test-retest in that 15 None visible The authors believe they found proof
of the quiz questions through their study that testing can
were repeated in the function as effective desirable
final assessment. difficulty.

N/A This was a N/A This was a They give a two-step process for
Literature Review Literature Review creating a growth-mindset
environment and engaging students
in the process.
None visible None visible They believe they found that
difficulty of processing content
increases the likeing of a target
object.

None visible None visible Students with a growth mindset

regarding ability did better than
students with a growth mindset
about intelligence after academic set-
backs (the midterm) and overall.
None visible, None visible The paper doesnt present findings
possibly the reusing so much as present a possible flow-
of established state assessment model and make a
questionnaires on few suggestions for future studies
flow-state utilizing it.

None visible None visible They feel their study did

corroborate/validate Chent et al.s
theoretical framework and
discovered several hindering and
facilitating factors to consider for
flow. However, they note that there
are some differences between their
flow-related concepts and those of
the theoretical framework of flow on
the Internet.
N/A, possibly the N/A No findings, only proposal of an
reusing and assessment model and a few
incorporation of the suggestions for future research that
pre-established LGM incorporates it.

Internal consistency None visible They believe they can conclude that
with the use of there are strong connections between
Cronbachs alpha flow and telepresence in Second Life
and that being able to naturally
interact with the virtual environment
can enhance telepresence feelings.
N/A this was a book N/A this was a book Most attempts at measuring flow
chapter/lit review chapter/lit review have fallen short as they typically
interrupt the flow state to assess the
measurement.

N/A this is a N/A this is a There are growing instances of video

literature review literature review games in daily life and based on
current studies it seems theres a
strong case for their benefit potential
in areas like mental health, but as of
yet there are few well-developed
games with aims like that in mind.
They believe its going to take a
concerted effort between
psychologists, game designers,
instructors, clinicians, etc. to create
effective game play.
None visible None visible In the first experiment, the results
seemed to show a significant
relationship between people who
played video games and their
cognitive abilities when compared to
non-gamers. However, the second
experiment was designed to more
accurately represent the intended
constructs and resulted in a
nullification of the first experiments
results as there didnt seem to be a
significant difference in cognitive
performance between gamers and
non-gamers.

N/A this is a N/A this is a Commercial games have been shown

literature review literature review to increase users cognitive abilities,
but the precise science on how and
why havent been studied in enough
depth. Certain types of video games
seem to enhance cogitative function,
the most prominent being action
games. However, not all games are
equal. Cognitive-focused games, and
games in general, are growing in
number and application. They should
be regulated in some way not only
for consumer confidence but also
create a demand or movement
towards crafting these games around
better science.
N/A this is a book N/A this is a book In the chapter Im using called the
Educational Benefits of Educational
Games, the author finds that that
many educational games lack the
complexity, depth, and pedagogy
needed for effective game design.
Poore points to factors to consider
and steps to take when adopting
games in the classroom.

N/A this is a N/A this is a They suggest and expand upon a few
literature review literature review different tools/types of assessments
for measuring performance that
already exist and how they can be
integrated within serious games - if
they dont already exist within them,
like play assessment. They believe
that the results of their review of
other papers show that game-based
learning satisfies the lower levels of
Blooms taxonomy and is effective
for motivation and learning goal
achievement.
None visible None visible The authors found that some game
mechanics from traditional
entertainment games have a place in
serious educational games. They also
believe their two test assessments of
their LM-GM model proves it to be
effective for evaluation of SEGs
while also making connections
between game mechanics and
pedagogical elements. Users of the
model found it effective and
appreciated its usability and
usefulness.
N/A literature review N/A literature The authors found an increase in
review empirical papers showing increased
interest in the topic of digital games
within the past five years which
reported positive outcomes of
playing games. Learning games
showed a high frequency for
knowledge acquisition and
entertainment games saw
affective/behavior change and
perceptual, cognitive, and
physiological outcomes. Simulations
also seemed to be the most popular
game genre among the papers. They
also saw more precision in
definitions for subjective experience
constructs, like flow, and
differentiation between them.
Basically, they found a lot more
preciseness in examination of games
in general and an expansion on the
elements involved in them.

None visible Possibly construct The authors believe their evaluation

due to testing pre- has found that the analysis of games
established notions through their model helps users
of measurement understand the roles of each action in
within their new the game. They believe its more
model. precise than other existing models.
N/A literature review N/A literature
review
They find, that gaming is not fully
integrated within the learning
curricula and tends to be utilized in
an isolated way and quantified
differently than other learning
activities. Theres a lack of self-
reporting tools within learning
games, but this could be rectified by
game designers teamed with
instructors to create such a function
within the games. There are also
frameworks in existence that could
be integrated into games. They
suggest that if one game is compared
across several different studies rather
than all of them studying a different
game, we might find more
correlations and generalized findings
to help outline learning benefits from
games like what kind, elements, and
use of games.
 Overall Critique of the Study Bigger Picture

I believe the study is going in the right direction, gamification and engagement.
however I think they split their focus too much
between users and are seriously lacking in
reliability and validity evidence. I don't believe
that attracting business advertising on educational
game web pages should be included in an
assessment of a gamified learning platform. A
severe weakness is they're basing their findings,
at least in part, on self-reported results. The GA
helps a little with some objective data, but I'm not
sure it necessarily correlates with the subjective
data from users without more thorough measures.
This is study is quite thorough in assessment and
clear in explanations. I don't know if it's really
safe to definitively state their findings as the two
groups they studied are quite different, I assume,
and they didn't go into any detail about their
subjects' demographics. However, the fact that
the survey did show consistency across the two
different groups could also be considered a
strength.
I have particular interest in
leveraging this paper to support
desirable difficulty in the format
of games. I want to compare
their findings on immersion not
having a particular impact
against flow-state findings in
other papers.

I believe that not only did the authors make a I plan to use this paper in my
good case for their model, but they made an assessment and examination of
excellent case for flow theory, gameplay and flow-state as an element in
learning, and three critical elements to gamified learning. I think the
educational game design. It's possible they also model makes a great case for
tried to cover too much ground like the first entry, the element of immersion in
but they kept their focus clear throughout the SEGs and the effectiveness of
paper. desirable difficulties.
I believe the authors did very well in making There are three aspects of the
connections between time-honored learning six "I's" I'm particularly
methods and current SEGs. I didn't really see any interested in using: identity,
weaknesses, except for possibly not providing a immersion, and increased
single example of the implementation of all six complexity. I believe these will
"I's" in a game format. They gave small examples be incredibly helpful when
for each category, though. talking about flow-state,
complexity, and desirable
difficulties.

They went into detail about their demographics,
which is good because I'd like to see this
assessment applied to older demographics likely
to be in training for work. Assessing a relatively
young generation like undergraduate students
who volunteered for the study and are mostly
accustomed to video games seems like it could
skew the data. However, I did like the use of the
case studies for their measurements and think it
could be very useful in future studies. They also
went ahead and identified the gaps/limitations of
their study, which gives the reader more context
to think about.
I definitely want to include the
user-attitude perspective in the
paper. I didn't come across
many articles that discussed the
student adoption in these terms
and, especially in training older
users, I think this is an
important factor to consider.
I thought the sample size and methods of measure This is the best example I've
were thorough and well-done. They're sufficiently had of the effect of gamification
detailed in analyzing not only the data but in education. I plan on utilizing
breaking it up into clear categories that are their discussions on the five
critical to effective gamification learning. I didn't elements present in their study:
really see any weaknesses. challenge-skill balance, sense of
control, total concentration on
task, clear goals, and
intrinsically rewarding
experience.
None provided I made an assumption that this
was an article and not a book
chapter. I wasn't paying
attention when I plugged it in,
but it gives me some good
launching points (i.e. learning
vs. performance, perceptual
fluency) and call backs to
learning conditions as a basis
for the argument for desirable
difficulties.
This study is incredibly thorough with its data
analysis and it looks like a data gold mine to be
cross-analyzed. They addressed all combinations
of the 3 factors to be taken into consideration
when thinking about the flow-state of gamified
learning. They also addressed their limitations on
the study. One of which was the sample size - 24
subjects.
The 3 complexity factor criteria
could really help me out in
addressing what is meant by
desirable difficulty versus plain
difficulty. It was only when all
three factors were present that
there was a significant negative
affect on the learners. However,
this might be more to do with
cognitive overload or
extraneous cognitive load.
The sample size was rather small, but this study
could be reapplied on a larger sample to assess
results in a larger context. Results could be
skewed due to the novelty of the game itself -
perhaps continued classes with more interactions
like this would dull the experience to traditional
education levels. They also assess two different
class groups in two different years which might
affect the accuracy of the sample. They had good
measures set in place, however.
To me, this study lacked visible
reliability and validity, but they
touch on concepts I think I can
use to discuss gamification,
such as this novelty-effect
possibility of gamification. I
don't think I'll use this as
foundational information,
though.

Good sample size. Mostly satisfactory They suggested that learning

demographic examination. Used three SMEs to materials should be designed
assess the flow-state measurement. Pre-tested with flexible difficulty based on
their pre/post tests to adjust for errors and learners flow states, which I
difficulty factors on a focus group. They only want to discuss. I plan to use
considered two flow-state factors and didn't this paper to expound upon
account for other variables. The authors admitted desirable difficulty using their
that to better understand and assess flow state, we two categorizations of flow
need to also measure the learners flow state: boredom and anxiety.
precondition, state, and outcomes.
My only concern with this literature review is that This paper was very non-
I don't see any of the limitations or possible specific with giving results via
counter-points presented here. There's about two numbers and instead gave a
sentences that even touch on the complications of written explanation of the
incorporating SGs and how to address it. I like results. I don't think I'll use it
that they selected a varied array of SG for anything more than giving a
applications to primary and pre-school little more context or support
environments. This is because it helps to draw for SEGs. They have some
cross-conclusions about what works best in SGs. good explanations and
definitions to elaborate on.

I think this study has its good points, but that it I would like to use this paper to
really lacked reliability and validity when it easily further expand the concept of
could have had that. Parallel forms desirable difficulty. While
there's a wealth of data here for
interleaved vs. blocked, I can't
utilize it as deeply as I'd like
without going off-topic. I
merely want to use it to further
clarify desirable difficulty and
why it's important.
They pointed to un-measured and unobserved
factors that may also have played a part in the
results, such as how students used quiz feedback,
and really dissected the possible reasons behind
why the results were so good.
There was no mention of limitations or future
research potential. But at the very least they give
a good argument platform for creating a learning
environment that engenders growth mindsets.
This is a great article to use to
reinforce desirable difficulty as
well as further clarify the
concept for readers.
I plan on utilizing this paper to
provide practical suggestions of
encouraging and creating flow-
state as well as relating flow-
state theory to the more well-
established growth mindset
concept as a way to further
clarify flow-state.
They exposed their sample to either a clear advert
or a blurred and italicized advert. Im not sure
this was the best way to talk about desirable
difficulties so much as written disfluency. This
seems a shallow way to point out how difficulty
and challenge and encourage students to pay
attention, retain, etc. This is especially due to the
fact that the more inherently difficult the content
is, the more cognitive effort it requires. This can
be effective, but most theories hold that making
content more difficult to read and view is
counterintuitive to learning goals due to
information processing resources being allocated
to something unimportant.
They looked at their studys limitations as well as
minimal findings and limitations of previous
work and suggested reasons they may not have
found more. The surveys were great for assessing
where these students were at mindset-wise, but
Id like to see more from future studies about
how changing the mindset view of difficulty and
ability affected students.
I really thought this paper
would have more depth to it
based on the abstract. While
this paper, in my view, fails to
achieve its goal due to shallow
experiments, they have a lot of
good points in the introduction
and general discussion I could
use. However, I dont want my
thesis to stand on this paper.
I might be able to use this paper
to support desirable difficulty,
but Im not entirely sure its
going to be particularly useful
to me.
Not what I thought it would be, but it seems like I wanted to use this paper to
a good launching point for other studies to
eventually create a flow-state assessment.
I felt like this was a very foundation-building
paper and most of the findings were things I
rather expected (i.e. selective inattention of
extraneous factors, feelings of being in-control
when successful, etc.) It was also clear to point
out limitations like generalizability given they
only studied their sample of high-achieving
students.
further flesh out flow-state with
the psychological data support,
but I must have mis-read the
abstract because this paper only
proposes the model but does not
test it.
This is less an SEG flow-state
and more of a general online
learning flow-state, but could
help some readers to
conceptualize flow-state better
or at least further validate the
importance of flow-state in
learning.
Once again, a good launching point, but they
dont go into limitations.
I think this was a good beginner look at virtual
worlds like Second Life and what makes 500,000
people log in weekly, such as telepresence.
However, I felt that not enough connection was
made with SEG learning flow due in part to lack
of discussion as well as the population being
looked at.
I was hoping to find something
I could use this paper to
somehow connect growth
mindset and flow-state, but not
only was I mistaken by what
they meant by learner growth,
they dont give me much to
work with other than a
proposed model to help future
SEG adopters and designers
assess their SEG for flow-state
and learner growth.
This study takes SEGs to the
next level considering the future
of learning in a 3D virtual
environment and its affect on
flow-state. I wanted to use this
to further discuss flow-state and
also point readers to the
possible future of education
which further emphasizes why
we need to all understand flow-
state and how to achieve it in
learning. However, the study
doesnt go very deep because it
only looks at the mindset of
these users who are playing
around in the world and not
actively learning something.
I found this chapter to be a bit general, but it does
a great job of combining known flow
measurement literature at the time of publishing
and examining it. The authors address a few gaps
and make some good suggestions for future
research in addition to explaining flow.
This was a really well-put together article that
managed to cover a lot of topics under the
umbrella of video games and benefits. They
addressed limitations and made several
suggestions for future research.
This didnt quite have what I
was looking for, but it could
help me flesh out flow-state. I
particularly want to use the
discussion on the measurement
of flow to help make it more
quantifiable.
This article touches on flow
briefly, but it also addresses
SEGs in a way that could help
me shore up my paper in a few
areas as well as my own
assertion of the lack of
understanding and marrying
effective SEG development and
instructional design.
I think the authors did themselves a great favor in
redoubling their experiment efforts with a second
experiment. They saw their own limitations and
wanted to fill the gaps. Their sample was large
and from a variety of schools, but they were all
still college-aged students and perhaps we cant
generalize their results due to that. Id like to see
them conduct more studies like this on different
age and demographic groups.
There was a conflict of interest with the authors,
but I felt they gave the field of brain games a
fair shake in terms of exposing where it was
weak. This paper seemed to focus more on the
weaknesses than the strengths of the field.
However, I feel this literature review failed to
take into account the limitations of sample sizes
which reduces generalizability to many of the
studies they cited.
Proof against digital games
improving cognitive function
so does that mean that SEGs are
less important than we think?
This may be getting off of my
topic, though, as Im looking at
flow-states effect of learning
outcomes rather than cognitive
superiority/differences between
gamers and non-gamers.
Like Unsworth et al.s paper, I
think the focus of may be too
far off the main topic. I may just
point to these two in my
limitations in a single sentence
to point out we have a lot of
conflicting understanding about
SEGs and how the size and
demographics of the sample
group may affect the results.
But the more I think about these
two papers, the less use I think I
have for them.
I couldnt get the whole book, but what I have is
well written and relies on a few citations to back
up explanations and reasoning. Its a good look at
the way education and SEGs can work on
concert.
I think this paper did a pretty good job at making
connections between standard/pedagogical
assessments and pre/during/post-assessments
with gaming. Their suggestion for research
directions certainly match their focus, but I feel
theyre also forgetting the multiple dynamic
aspects to game-based learning that also inform
an effective SEG.
Id like to point to this in my
suggestions for future studies as
well as add it to my citations for
my Game Design section.
I feel like this paper can help
me further support the idea that
serious games are compatible
with pedagogical theories. It
seems to support the idea that
there needs to be a marriage
between educational and
gaming techniques that so far
isnt happening much.
I believe this paper not only built up their case,
but they explained their complex model pretty
clearly. Id really like to see others test it. I
thought having people test their model in two
different instances really boosted their paper and
made it quite different from other model
proposals. They also pointed out their gap of no
consideration for a player model as of yet.
This paper could help me in my
suggestions for future research.
I could use it in combination
with a previously used paper
that also creates a model, but
doesnt test it. However, while
it combines learning and game
mechanic assessments, it
doesnt really cover flow-state
specifically and as such it might
not be much use to me.
I thought this review was incredibly in-depth and
I learned a lot from it. The whole paper was
pretty strong to me and covered an immense
amount of ground in only 12 pages.
I thought this was pretty solid, especially as they
included the LG-GM model and examined a lot
of pre-established measurement methods to
construct their own. They also addressed their
weaknesses.
There are some good thoughts
in here, but I don't see it being
usefully integrated in my paper
other than pointing to it as one
of the better comprehensive
game and learning game
research assessments out there.
Once again, this creates a great
model for assessing a lot of
comprehensive gaming and
educational mechanics of
games, but theres very little
attention paid to flow-state. Im
not sure how useful these
papers will be to me. However,
it did help me understand the
LG-GM model actually does
measure flow and Ill need to
go back and look at that paper
again.
I think the study made some good points that
echoed other papers, but I didnt feel like there
was a conclusion to the paper so much as it just
ended.
I believe this paper echoes
Poores sentiments and I feel
like it will help support them. It
could also be useful in making
suggestions for future studies.