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Engaging students through games: flow theory and its applica
Transcript of Engaging students through games: flow theory and its applica
What is flow?
Components of flow (Csikszentmihalyi, 1990) :
A challenging activity that requires skills
The merging of action and awareness
Concentration on the task at hand
The sense of control
The loss of self-consciousness
The transformation of time
How do Video Games create flow?
Student as a player!
And the teacher as the coach
Keeping the end in mind - Clear goals and immediate feedback
Flow and Learning
Stealth learning - I didn't know I was learning...
Reflection - What did I learn?
Teacher - Connecting the game with other concepts.
Video Games + Teachers = A deep learning experience
How do we measure flow?
Most methods use surveys or self-reports
Only measure flow, not the other states related to it
Flow observation grid (Addessi et al, 2006)
What is the flow observation grid?
Observe 9 variables
0= absence, 1=average, 2= high
Inter rater reliability ranged from .75 to .95
Naturalistic observation during game play
Games based on Microsoft Kinect: number line game
Theoretical foundations of the videogames:
learning styles and Gardner's theory of multiple intelligences
Sample: 21 preschool children
Data coded and analysed by 2 independent observers using the Flow Observation Grid
What did we find?
We found, chi square (5, N = 21) = 39.286, p < .001 ; 66% experienced flow
What does it all mean?
The Video Game creates a state of flow
Future studies: How do videogames impact academic performance and conceptual understanding?
Our methodology: teachers can assess if the videogames create flow!
Boredom: Increase challenge
Anxiety: Reduce challenge
Legitimacy of videogames as a valid pedagogical tool
Making learning fun!
Ladder of learning - Introducing concepts as a sequence of skills
Practice makes a kid perfect! - Negative consequences not associated with failure
Rate them on frequency
Each emotive state
Why study flow?
“A teacher who understands the conditions that make children want to learn is in a position to turn these activities into flow experiences... they [the children] are on their way to a lifetime of self-propelled acquisition of knowledge.”
- Mihalyi Csikszentmihalyi
Vygtosky's Zone of proximal development
Kartik Aneja and Tanushree Sarkar
[Bringing flow to the classroom]