What video games have to teach us about learning and literacy
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Why do people play on-line games? an extended TAM with social influences and flow experience
Information and Management
Flow experiences in information technology use
International Journal of Human-Computer Studies
GameFlow: a model for evaluating player enjoyment in games
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Storification in History education: A mobile game in and about medieval Amsterdam
Computers & Education
Measuring the flow experience of gamers: An evaluation of the DFS-2
Computers in Human Behavior
Effects of mobile gaming patterns on learning outcomes: a literature review
International Journal of Technology Enhanced Learning
Subjective Experience and Sociability in a Collaborative Serious Game
Simulation and Gaming
Measuring engagement in video game-based environments: Investigation of the User Engagement Scale
Computers in Human Behavior
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Generally, high-school students have been characterized as bored and disengaged from the learning process. However, certain educational designs promote excitement and engagement. Game-based learning is assumed to be such a design. In this study, the concept of flow is used as a framework to investigate student engagement in the process of gaming and to explain effects on game performance and student learning outcome. Frequency 1550, a game about medieval Amsterdam merging digital and urban play spaces, has been examined as an exemplar of game-based learning. This 1-day game was played in teams by 216 students of three schools for secondary education in Amsterdam. Generally, these students show flow with their game activities, although they were distracted by solving problems in technology and navigation. Flow was shown to have an effect on their game performance, but not on their learning outcome. Distractive activities and being occupied with competition between teams did show an effect on the learning outcome of students: the fewer students were distracted from the game and the more they were engaged in group competition, the more students learned about the medieval history of Amsterdam. Consequences for the design of game-based learning in secondary education are discussed.