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The effect of basic psychological needs on the flow experience in a digital gamified learning setting
INTRODUCTION: Digitalization 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 learnin...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10540191/ https://www.ncbi.nlm.nih.gov/pubmed/37780166 http://dx.doi.org/10.3389/fpsyg.2023.1256350 |
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author | Lüking, Sarah Wünsche, Sarah Wilde, Matthias |
author_facet | Lüking, Sarah Wünsche, Sarah Wilde, Matthias |
author_sort | Lüking, Sarah |
collection | PubMed |
description | INTRODUCTION: Digitalization 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. METHODS: To 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 DISCUSSION: Results 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. |
format | Online Article Text |
id | pubmed-10540191 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-105401912023-09-30 The effect of basic psychological needs on the flow experience in a digital gamified learning setting Lüking, Sarah Wünsche, Sarah Wilde, Matthias Front Psychol Psychology INTRODUCTION: Digitalization 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. METHODS: To 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 DISCUSSION: Results 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. Frontiers Media S.A. 2023-09-15 /pmc/articles/PMC10540191/ /pubmed/37780166 http://dx.doi.org/10.3389/fpsyg.2023.1256350 Text en Copyright © 2023 Lüking, Wünsche and Wilde. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Lüking, Sarah Wünsche, Sarah Wilde, Matthias The effect of basic psychological needs on the flow experience in a digital gamified learning setting |
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 | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10540191/ https://www.ncbi.nlm.nih.gov/pubmed/37780166 http://dx.doi.org/10.3389/fpsyg.2023.1256350 |
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