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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11210/14:10284159

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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

Název v anglickém jazyce

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

Popis výsledku anglicky

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

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

FB - Endokrinologie, diabetologie, metabolismus, výživa

OECD FORD obor

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Projekt

<a href="/cs/project/GPP407%2F12%2FP152" target="_blank" >GPP407/12/P152: Vzdělávací efekty výukových simulací</a><br>

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Computers and Education

ISSN

0360-1315

e-ISSN

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Svazek periodika

79

Číslo periodika v rámci svazku

October 2014

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

32

Strana od-do

69-100

Kód UT WoS článku

000342880100007

EID výsledku v databázi Scopus

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