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Digital Game-Based Learning, the State of Flow, and Its Effects on Learner Focus, Engagement, and Time-on-Task Behavior: A Comparative, Experimental Study

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Bibliographic Details
Title: Digital Game-Based Learning, the State of Flow, and Its Effects on Learner Focus, Engagement, and Time-on-Task Behavior: A Comparative, Experimental Study
Language: English
Authors: Ryan L. Schaaf
Source: ProQuest LLC. 2024Ph.D. Dissertation, Notre Dame of Maryland University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 156
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Game Based Learning, Technology Uses in Education, Time on Task, Student Behavior, Teaching Methods, Educational Strategies, Educational Technology, Attention Control, Children, Preadolescents, Learner Engagement
ISBN: 979-83-8317-213-1
Abstract: This study explored the impact of Digital Game-Based Learning (DGBL) on focus, engagement, and time-on-task learning behaviors among 8- to 10-year-old students. Grounded in Csikszentmihalyi's Theory of Flow, the study utilized a quantitative experimental design to compare DGBL experiences with alternative instructional strategies through learner observations and digital exit surveys across eight experimental trials. The results of the study supported two of the three research hypotheses. The findings demonstrated a significant increase in time-on-task behavior, with DGBL participants exhibiting, on average, 16.36 seconds more than the control group (t=3.37, p=0.012) and a notable increase in engagement levels, with a statistical significance (t=3.24, p=0.014), supporting higher engagement in DGBL experiences. However, no significant difference in learner focus was observed between groups during the study. These results contribute empirical evidence to the educational technology field, highlighting DGBL's potential to foster an engaging learning atmosphere and support its integration into K-12 learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31298165
Accession Number: ED657505
Database: ERIC
Description
Abstract:This study explored the impact of Digital Game-Based Learning (DGBL) on focus, engagement, and time-on-task learning behaviors among 8- to 10-year-old students. Grounded in Csikszentmihalyi's Theory of Flow, the study utilized a quantitative experimental design to compare DGBL experiences with alternative instructional strategies through learner observations and digital exit surveys across eight experimental trials. The results of the study supported two of the three research hypotheses. The findings demonstrated a significant increase in time-on-task behavior, with DGBL participants exhibiting, on average, 16.36 seconds more than the control group (t=3.37, p=0.012) and a notable increase in engagement levels, with a statistical significance (t=3.24, p=0.014), supporting higher engagement in DGBL experiences. However, no significant difference in learner focus was observed between groups during the study. These results contribute empirical evidence to the educational technology field, highlighting DGBL's potential to foster an engaging learning atmosphere and support its integration into K-12 learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-83-8317-213-1