Encouraging Gameful Experience in Digital Game-Based Learning: A Double-Mediation Model of Perceived Instructional Support, Group Engagement, and Flow

Höyng, Mona
Journal Title
Journal ISSN
Volume Title
In the current digitalization era, digital game-based learning (DGBL) is used in education to engage and motivate students. Gameful experience (GE) is a crucial precondition to determine the effectiveness of these games. However, previous research focused solely on the effects of games on inter alia student engagement, and empirical research regarding GE is lacking. This study investigates the factors that encourage students’ GE. Grounded in the theory of experience, a double-mediation model is developed that considers the direct relationship between instructional support and students’ GE and examines how group engagement and flow mediate this relationship. Data from 336 students participating in a team-based business simulation game revealed that group engagement and flow sequentially double-mediated the positive relationship between instruc-tional support and GE. Thus, to encourage students’ GE, educators and education institutions should provide appropriate instructional support that promotes group engagement as well as flow among students.
Gamification, digital game-based learning, flow, gameful experience, group engagement, instructional support
Access Rights
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.