Performance Over Enjoyment? Effect of Game-Based Learning on Learning Outcome and Flow Experience

Competitiveness in serious games and game-based learning contexts, have been suggested to be associated with variations flow experience pertaining from game experience. Evidence the literature that general enhances outcomes, applicable psychology at undergraduate level. Yet magnitude of such effect remains mixed empirical evidence. The current study examines whether learning, competitive non-competitive format, would lead differentiated gains on perceived their interaction. We wish test formats could characterized different configurations encapsulate experience, as well extent which predominant correlate observed outcomes featured conditions. Effect was tested an 2 × experimental design. Participating learners ( n = 142) were randomly assigned into either one out four conditions based a block design two independent variables, competitiveness (competitive vs. non-competitive), format (group individual). Learners each assessed related subject matters intended for artefacts. Results revealed significant main observed, but not nor interaction effect. Main when groups another two-way ANOVA analysis finite set eGameFlow constructs including feedback, autonomy, goal clarity, social Interaction effects between autonomy clarity constructs. this group does necessarily warrant improvement context. cognitive dimensions align performance orientation among Asian learners. Further research shed light identifying levels optimal gamified elements while assuring tertiary education