YES! Games Give Flow, Fun, and Fiero!
Yes! Flow, fun, and fiero – I love them all! The flow experience in games has been described by Hansen and Sanders (2010), as the optimal state for intrinsic motivation, it is experienced when a person is “fully immersed in what he or she is doing. These peak experiences balance the appropriate amount of challenge in the task and skill in the player. Video games can be perfectly designed to achieve this kind of balance to facilitate the flow experiences, which then catalyzes the intrinsic motivation for active learning (de Freitas, 2006, p.11; Delwiche, 2006, p. 162; Dickey, 2006, p. 246).
Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Journal of Educational Technology & Society, 9(3), 160-172.
de Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning. JISC. 148
Dickey, M. (2006). Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research & Development, 54(3), 245-263.
Hansen, L., & Sanders, S. (2010). Fifth Grade Students’ Experiences Participating in Active Gaming in Physical Education: The Persistence to Game. The ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 5(2), 7.
As mentioned in my last post, I am planning to gamify next Fall’s first-semester FYC course, using Interactive Fiction (IF) and the multiplayer classroom model. The decision to do so came completely independently of a new MOOC that started this past week that focuses on Games Based Learning (GBL). I had not intended to take this MOOC, since I had already signed up for another MOOC that would overlap with it. However, when I saw that the GBL MOOC would be covering IF, I decided to give it a try. The great thing about MOOCs is that they are voluntary and, therefore, you can dip in and out of them as you wish. While many have classified this aspect of MOOCs as one of their weaknesses, I see it as one of their strengths. Not only does it encourage learners like me to give something a try that…
View original post 1,754 more words
Posted on March 26, 2013, in Uncategorized and tagged challenge-based learning, collaboration, failure, feedback, fiero, flow, Flow (psychology), formative assessment, fun, Games and Learning, games-based learning, gamification, immersion, MOOCs, self-assessment, student autonomy.. Bookmark the permalink. Leave a comment.