GameFlow: a model for evaluating player enjoyment in games
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Rules of Play: Game Design Fundamentals
Rules of Play: Game Design Fundamentals
Computers in Human Behavior
Computers in Human Behavior
SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game?
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
The concept of flow in collaborative game-based learning
Computers in Human Behavior
Reality Is Broken: Why Games Make Us Better and How They Can Change the World
Reality Is Broken: Why Games Make Us Better and How They Can Change the World
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One of the central challenges of integrating game-based learning in school settings is helping learners make the connections between the knowledge learned in the game and the knowledge learned at school, while maintaining a high level of engagement with game narrative and gameplay. The current study evaluated the effect of supplementing a business simulation game with an external conceptual scaffold, which introduces formal knowledge representations, on learners' ability to solve financial-mathematical word problems following the game, and on learners' perceptions regarding learning, flow, and enjoyment in the game. Participants (M"a"g"e = 10.10 years) were randomly assigned to three experimental conditions: a ''study and play'' condition that presented the scaffold first and then the game, a ''play and study'' condition, and a ''play only'' condition. Although no significant gains in problem-solving were found following the intervention, learners who studied with the external scaffold before the game performed significantly better in the post-game problem-solving assessment. Adding the external scaffold before the game reduced learners' perceived learning. However, the scaffold did not have a negative impact on reported flow and enjoyment. Flow was found to significantly predict perceived learning and enjoyment. Yet, perceived learning and enjoyment did not predict problem-solving and flow directly predicted problem solving only in the ''play and study'' condition. We suggest that presenting the scaffold may have ''problematized'' learners' understandings of the game by connecting them to disciplinary knowledge. Implications for the design of scaffolds for game-based learning are discussed.