How Does Perceived Value of Gamification Improve Online Learning Effectiveness? The Role of Flow State
Saved in:
| Title: | How Does Perceived Value of Gamification Improve Online Learning Effectiveness? The Role of Flow State |
|---|---|
| Language: | English |
| Authors: | Pin Luarn, Chiao-Chieh Chen, Yu-Ping Chiu |
| Source: | Interactive Learning Environments. 2025 33(4):3037-3051. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gamification, Educational Benefits, Electronic Learning, Learner Engagement, Student Satisfaction, Foreign Countries, Undergraduate Students, Instructional Effectiveness, Social Sciences, Cultural Context |
| Geographic Terms: | Taiwan |
| DOI: | 10.1080/10494820.2024.2436932 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | The use of gamification might offer a partial solution to the decline in students' motivation and engagement in online learning settings, particularly in social science education within Chinese cultural contexts. This study aimed to examine whether perceived value of gamification (hedonic, utilitarian, and social value) in online learning may impact flow states (enjoyment and concentration) and online learning effectiveness (satisfaction and perceived learning) across education, communication, and business management disciplines. A survey was conducted to collect data from undergrade students in Taiwan, and structural equation modeling (SEM) was used to analyze the results. The findings revealed that hedonic value, utilitarian value, and social value significantly influence students' flow states, which, in turn, affect their online learning effectiveness. These findings contributed to theoretical research on online learning in Chinese higher education and provide practical recommendations for leveraging gamification to enhance teaching effectiveness in social science disciplines, while considering cultural and pedagogical contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508564 |
| Database: | ERIC |
| Abstract: | The use of gamification might offer a partial solution to the decline in students' motivation and engagement in online learning settings, particularly in social science education within Chinese cultural contexts. This study aimed to examine whether perceived value of gamification (hedonic, utilitarian, and social value) in online learning may impact flow states (enjoyment and concentration) and online learning effectiveness (satisfaction and perceived learning) across education, communication, and business management disciplines. A survey was conducted to collect data from undergrade students in Taiwan, and structural equation modeling (SEM) was used to analyze the results. The findings revealed that hedonic value, utilitarian value, and social value significantly influence students' flow states, which, in turn, affect their online learning effectiveness. These findings contributed to theoretical research on online learning in Chinese higher education and provide practical recommendations for leveraging gamification to enhance teaching effectiveness in social science disciplines, while considering cultural and pedagogical contexts. |
|---|---|
| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2024.2436932 |
