Effects of game-based learning on undergraduate engineering students’ task performance: using flow state theory- Data
Description
This research tested eight hypotheses: H1:Perceived instructional support positively influences students' task performance in this context; H2: Perceived optimal challenge is positively associated with task performance in this context. H3:Perceived feedback is positively associated with task performance in this context. H4: Perceived relevance is positively associated with task performance in this context. H5: Flow state mediates the positive relationship between perceived instructional support and task performance. H6: Flow state mediates the positive relationship between perceived challenge and task performance.H7: Flow state mediates the positive relationship between perceived feedback and task performance . H8: Flow state mediates the positive relationship between perceived relevance and task performance. The excel file named "Engineering GBL Data" contains students’ self-reported feedback on their experience, flow state, and task performance after participating in the gamified bridge engineering course. For more details about the conceptual model, please read the research paper.
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Institutions
- Xi'an Jiaotong-Liverpool University