The effect of basic psychological needs on the flow experience in a digital gamified learning setting
IntroductionDigitalization and gamification offer numerous motivation-enhancing opportunities to design biology lessons. For example, digital, gamified learning settings can enhance lessons by offering intense experiences. Such lessons might offer the opportunity to witness flow during the learning...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1256350/full |
| _version_ | 1797683928355569664 |
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| author | Sarah Lüking Sarah Wünsche Matthias Wilde |
| author_facet | Sarah Lüking Sarah Wünsche Matthias Wilde |
| author_sort | Sarah Lüking |
| collection | DOAJ |
| description | IntroductionDigitalization and gamification offer numerous motivation-enhancing opportunities to design biology lessons. For example, digital, gamified learning settings can enhance lessons by offering intense experiences. Such lessons might offer the opportunity to witness flow during the learning activity. For learners, flow can be positively influenced by perceived autonomy, competence, and relatedness. However, previous research on biology lessons has not focused on the impacts of the basic need satisfaction on the flow experience in digital learning settings.MethodsTo address this research gap, using the topic of the locomotion systems of animals, we investigated students’ perceived autonomy, competence, and relatedness as possible predictors of their flow experience while processing a digital, gamified learning environment. The teaching unit was thematically focused on the locomotion system of animals. Our sample consisted of 161 students (46.6% female) from sixth to eighth grade. Students’ perceived satisfaction of their basic needs and their flow experience were evaluated.Results and DiscussionResults confirmed perceived autonomy and perceived competence as predictors of students’ flow experience. However, perceived relatedness had no impact on the flow experience. Our findings are in line with the current state of research and prove to be mostly consistent with previous results. |
| first_indexed | 2024-03-12T00:22:58Z |
| format | Article |
| id | doaj.art-48c1ff4423a24c6cbfa915d9f7174a2b |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T00:22:58Z |
| publishDate | 2023-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-48c1ff4423a24c6cbfa915d9f7174a2b2023-09-15T11:55:43ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-09-011410.3389/fpsyg.2023.12563501256350The effect of basic psychological needs on the flow experience in a digital gamified learning settingSarah LükingSarah WünscheMatthias WildeIntroductionDigitalization and gamification offer numerous motivation-enhancing opportunities to design biology lessons. For example, digital, gamified learning settings can enhance lessons by offering intense experiences. Such lessons might offer the opportunity to witness flow during the learning activity. For learners, flow can be positively influenced by perceived autonomy, competence, and relatedness. However, previous research on biology lessons has not focused on the impacts of the basic need satisfaction on the flow experience in digital learning settings.MethodsTo address this research gap, using the topic of the locomotion systems of animals, we investigated students’ perceived autonomy, competence, and relatedness as possible predictors of their flow experience while processing a digital, gamified learning environment. The teaching unit was thematically focused on the locomotion system of animals. Our sample consisted of 161 students (46.6% female) from sixth to eighth grade. Students’ perceived satisfaction of their basic needs and their flow experience were evaluated.Results and DiscussionResults confirmed perceived autonomy and perceived competence as predictors of students’ flow experience. However, perceived relatedness had no impact on the flow experience. Our findings are in line with the current state of research and prove to be mostly consistent with previous results.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1256350/fullmotivationbasic psychological needsdigitalizationgamificationflowflow experience |
| spellingShingle | Sarah Lüking Sarah Wünsche Matthias Wilde The effect of basic psychological needs on the flow experience in a digital gamified learning setting Frontiers in Psychology motivation basic psychological needs digitalization gamification flow flow experience |
| title | The effect of basic psychological needs on the flow experience in a digital gamified learning setting |
| title_full | The effect of basic psychological needs on the flow experience in a digital gamified learning setting |
| title_fullStr | The effect of basic psychological needs on the flow experience in a digital gamified learning setting |
| title_full_unstemmed | The effect of basic psychological needs on the flow experience in a digital gamified learning setting |
| title_short | The effect of basic psychological needs on the flow experience in a digital gamified learning setting |
| title_sort | effect of basic psychological needs on the flow experience in a digital gamified learning setting |
| topic | motivation basic psychological needs digitalization gamification flow flow experience |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1256350/full |
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