A mixed methods assessment of students' flow experiences during a mobile augmented reality science game

Journal of Computer Assisted Learning

Volumn 29, Issue 6, 2013, Pages 505-517

  Bressler, D M ^a   Bodzin, A M ^a  

^a LEHIGH UNIVERSITY   (United States)

Author keywords

Augmented reality; Engagement; Flow; Game based learning; Mobile technology; Quick Response codes

Indexed keywords

EID: 84887035294     PISSN: 02664909     EISSN: 13652729     Source Type: Journal    
DOI: 10.1111/jcal.12008     Document Type: Article

References (42)

1. Admiraal, W., Huizenga, J., Akkerman, S., & Ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27, 1185-1194.
2. ARIS. (2012). Mobile learning experiences - Creating educational games on the iPhone. Retrieved May 12, 2012 from http://arisgames.org/.
3. Aronson, E. (1978). The jigsaw classroom. Beverly Hills, CA: Sage Publications.
4. Beylefeld, A. A., & Struwig, M. C. (2007). A gaming approach to learning medical microbiology: Students' experiences of flow. Medical Teacher, 29, 933-940.
5. Bonanno, P., & Kommers, P. A. M. (2008). Exploring the influence of gender and gaming competence on attitudes towards using instructional games. British Journal of Educational Technology, 39, 97-109.
6. Cooper, K. (2010). Go with the flow: Engagement factors for learning in second life. Paper presented at the 2010 Spring Simulation Multi-Conference, Orlando, Florida.
7. Cowley, B., Charles, D., Black, M., & Hickey, R. (2008). Toward an understanding of flow in video games. Computers in Entertainment, 6, 1-27.
8. Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage Publications.
9. Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15, 41-63.
10. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper and Row.
11. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York, NY: Harper Collins.
12. Dieterle, E., Dede, C., & Schrier, K. (2007). 'Neomillennial' learning styles propagated by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential (pp. 35-66). Hershey, PA: Idea Group.
13. Dunleavy, M., & Dede, C. (in press). Augmented reality teaching and learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., Vol. 2). New York, NY: Springer.
14. Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18, 7-22.
15. Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., & Kirk, D. (2004). Savannah: Mobile gaming and learning? Journal of Computer Assisted Learning, 20, 399-409.
16. Folta, E. E. (2010). Investigating the impact on student learning and outdoor science interest through modular serious educational games: A design-based research study. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3442557).
17. Fotouhi-Ghazvini, F., Earnshaw, R. A., Robison, D., & Excell, P. S. (2009). Designing augmented reality games for mobile learning using an instructional-motivational paradigm. Paper presented at the International Conference on CyberWorlds, Bradford, UK.
18. Fraser, B. (1981). TOSRA: Test of science-related attitudes handbook. Melbourne, Australia: Australian Council for Educational Research.
19. Gardner, P. L. (1975). Attitudes to science: A review. Studies in Science Education, 2, 1-41.
20. Gardner, P. L. (1998). The development of males' and females' interests in science and technology. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 41-57). Kiel, Germany: Institute for Science Education (IPN).
21. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine Publishing Company.
22. Gorriz, C. M., & Medina, C. (2000). Engaging girls with computers through software games. Communications of the ACM, 43(1), 42-49.
23. Green, C. S., Sugarman, M. A., Medford, K., Klobusicky, E., & Bavelier, D. (2012). The effect of action video game experience on task-switching. Computers in Human Behavior, 28, 984-994.
24. Hoffman, B., & Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Educational Technology Research & Development, 58, 245-270.
25. Inal, Y., & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38, 455-464.
26. Jackson, S., Eklund, R., & Martin, A. (2010). The FLOW manual. Queensland, Australia: Mind Garden, Inc.
27. Ketelhut, D. J., & Nelson, B. C. (2010). Designing for real-world scientific inquiry in virtual environments. Educational Research, 52(2), 151-167.
28. Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDAs as a window into a virtual simulated world. Proceedings of the IEEE International Workshop on Wireless Mobile Technologies in Education, pp. 95-98, IEEE.
29. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
30. Lindahl, B. (2007). A longitudinal study of students' attitudes towards science and choice of career. Paper presented at the National Association for Research in Science Teaching, New Orleans.
31. Lyons, T. (2006). Different countries, same science classes: Students' experiences of school science in their own words. International Journal of Science Education, 28, 591-613.
32. National Research Council. (2011). Learning science through computer games and simulations. Washington, DC: The National Academies Press.
33. Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375.
34. Park, J., Parsons, D., & Ryu, H. (2010). To flow and not to freeze: Applying flow experience to mobile learning. IEEE Transactions on Learning Technologies, 3(1), 56-67.
35. Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students' motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111, 341-371.
36. Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education & Technology, 16, 31-45.
37. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176.
38. Singh, K., Mido, C., & Dika, S. (2005). Affective and motivational factors in engagement and achievement in science. International Journal of Learning, 12(6), 207-218.
39. Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education & Technology, 16, 5-29.
40. Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16, 371-413.
41. Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312, 1143-1144.
42. Walker, C. J. (2010). Experiencing flow: Is doing it together better than doing it alone? The Journal of Positive Psychology, 5(1), 3-11.