Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning

By Juho Hamari, David J. Shernoff, Elizabeth Rowe, Brianno D. Coller, Jodi Asbell-Clarke, Teon Edwards. Computers in Human Behavior, 2016

1,582 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e85845e8126306bc6a51d20ea6e6f16c85c46c4e

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In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction (2020, background): “The characteristic of challenging strongly predicted the learning effect and prolonged the learning retention (Hamari et al., 2016), leading to enhanced engagement.”
Why do people play games? A meta-analysis (2017, background): “…games, and games-for-purpose) (Hamari et al. 2014; Hamari et al. 2016; Huotari & Hamari 2016; McGonigal 2011) as well as increasingly as a eSport (Hamari & Sjöblom 2017; Sjöblom & Hamari 2016; Taylor 2012), although commonly held legacy causes most to still consider games as mere hedonic systems…”
Empathy and embodied experience in virtual environment: To what extent can virtual reality stimulate empathy and embodied experience? (2018, background): “The findings in this study suggest that immersive interfaces do not necessarily enhance the sense of engagement or satisfaction (e.g., Hamari et al., 2016; Trentini, 2015).”
Gamification: A cognitive-emotional view (2018, background): “For example, challenge (a design element representing a difficult in-game task) increases engagement, immersion, and perceived learning in a game-based learning context, and engagement (but not immersion) subsequently increases perceived learning (Hamari et al., 2016).”
Tailored gamification in education: A literature review and future agenda (2022, methodology): “…the learner traits used to personalize gamified educational settings or the impact of gamification personalization on students’ learning experience (e.g., learning outcomes and psychological states) (Orji, 2014; Hanus & Fox, 2015; Hamari et al., 2016; Monterrat et al., 2017; Toda et al., 2017).”
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, background): “The perceived challenge of the game a ﬀ ected learning, both directly and via increased engagement (Hamari et al., 2016).”