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The roles of engagement and competition on learner’s performance and motivation in game-based science learning

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Abstract

In a game-based learning (GBL) environment for seventh-grade students, this study investigated the impact of competition, engagement in games, and the relationship between the two on students’ in-game performance and flow experience, which, in turn, impacted their science learning outcomes. Structural equation modeling was employed to test a hypothesized path model. The findings showed that students’ engagement in games not only predicted their in-game performance, but also had an impact on science learning outcomes via the mediation of in-game performance. While competition alone did not have a direct effect on either in-game performance or flow experience, it was indirectly related to in-game performance via the moderation of students’ engagement in games. The study concludes with implications for future GBL interventions and studies.

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  1. Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan

    Ching-Huei Chen

  2. Program of Organization, Information, and Learning Sciences, The University of New Mexico, Zimmerman Library Rm 238, MSC05 3020, 1 University of New Mexico, Albuquerque, NM, 87131, USA

    Victor Law

  3. Department of Curriculum and Instruction, University of Kentucky, 335 Dickey Hall, Lexington, KY, 40506-0017, USA

    Kun Huang

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Appendix A. Samples of content knowledge test

Appendix A. Samples of content knowledge test

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Chen, CH., Law, V. & Huang, K. The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Education Tech Research Dev 67, 1003–1024 (2019). https://doi.org/10.1007/s11423-019-09670-7

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