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How Does Perceived Value of Gamification Improve Online Learning Effectiveness? The Role of Flow State

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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
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  Data: How Does Perceived Value of Gamification Improve Online Learning Effectiveness? The Role of Flow State
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  Data: <searchLink fieldCode="AR" term="%22Pin+Luarn%22">Pin Luarn</searchLink><br /><searchLink fieldCode="AR" term="%22Chiao-Chieh+Chen%22">Chiao-Chieh Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Yu-Ping+Chiu%22">Yu-Ping Chiu</searchLink>
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1080/10494820.2024.2436932
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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        StartPage: 3037
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        Type: general
      – SubjectFull: Educational Benefits
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Social Sciences
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      – SubjectFull: Cultural Context
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      – SubjectFull: Taiwan
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      – TitleFull: How Does Perceived Value of Gamification Improve Online Learning Effectiveness? The Role of Flow State
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            NameFull: Chiao-Chieh Chen
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            NameFull: Yu-Ping Chiu
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              Y: 2025
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