Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F14%3A10284159" target="_blank" >RIV/00216208:11320/14:10284159 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11210/14:10284159
Result on the web
<a href="http://dx.doi.org/10.1016/j.compedu.2014.07.001" target="_blank" >http://dx.doi.org/10.1016/j.compedu.2014.07.001</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.compedu.2014.07.001" target="_blank" >10.1016/j.compedu.2014.07.001</a>

Result language
angličtina
Original language name
Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study
Original language description
Serious games are supposed to instigate engagement and, in turn, improve learning. High engagement is frequently connected with a positive affective state and a high flow state. However, the alleged link between a learner's affective state, his/her flowstate and learning outcomes has not been investigated in detail in the context of serious games. Even less information is available on how serious games may influence markers of physiological arousal. To fill this gap, participants of this exploratory study (N = 171) played one of the six different serious game-based treatments, while we measured their affect, flow, cortisol secretion and learning achievement. The treatments were supposed to generate different levels of engagement and cortisol responses, because some of them were designed for a single user, while others were team-based, featuring so-called social-evaluative threat (ST) components. Our results revealed that flow was positively related to positive affect and negatively to
Czech name
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Czech description
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Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
FB - Endocrinology, diabetology, metabolism, nutrition
OECD FORD branch
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Project
<a href="/en/project/GPP407%2F12%2FP152" target="_blank" >GPP407/12/P152: LEES: Learning Effects of Educational Simulations</a><br>
Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2014
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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