1. Flow experiences of children in an interactive social game environment Adviser: Ming-Puu Chen Presenter: Li-Chun Wang Inal, Y. & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 454-464.

2. 2Abstract Purpose:Purpose: - Examines children’s flow experiences in an interactive social game environment. - Examines children’s flow experiences in an interactive social game environment. Participants:Participants: - 7 to 9 years - 7 to 9 years Instrument:Instrument: - Flow scale - Flow scale Results:Results: - Flow experience occur more among boys than girls during gameplay. - Flow experience occur more among boys than girls during gameplay. - Ludology had more effect on the flow experiences of boys when compared with the narratology of computer games - Ludology had more effect on the flow experiences of boys when compared with the narratology of computer games - Narratology had more effect among girls. - Narratology had more effect among girls. - Challenge and complexity elements of games had more effect on the flow experiences of the children than clear feedback - Challenge and complexity elements of games had more effect on the flow experiences of the children than clear feedback

3. 3Introduction Playing computer games have positive impact on learning:Playing computer games have positive impact on learning: - Constructing a connection between virtual life and real life - Constructing a connection between virtual life and real life - Encouraging critical thinking - Encouraging critical thinking Flow Experience (Csikszentmihalyi, 1997)Flow Experience (Csikszentmihalyi, 1997) - The occurrence of flow experience depends on the balance of - The occurrence of flow experience depends on the balance of > Individual’s skills > Individual’s skills > Difficulties of tasks > Difficulties of tasks - The flow experience as a situation of complete - The flow experience as a situation of complete > Absorption > Absorption > Engagement > Engagement

4. 4Introduction The activities to create flow experience: (Csikszentmihalyi, 1993)The activities to create flow experience: (Csikszentmihalyi, 1993) - Have concrete goals with manageable rules - Have concrete goals with manageable rules - Make it possible to adjust opportunities for action to our capabilities - Make it possible to adjust opportunities for action to our capabilities - Provide clear information on how we (activity participants) are doing - Provide clear information on how we (activity participants) are doing - Screen out distraction and make concentration possible - Screen out distraction and make concentration possible To facilitate flow experience, computer games should have:To facilitate flow experience, computer games should have: - Perceived skills and match the challenge - Perceived skills and match the challenge (Sweetser & Wyeth, 2005) > provide appropriate challenges so that player’s skill level can be easily matched by changing the level of difficulty. matched by changing the level of difficulty. - Clear goals - Clear goals (Kiili, 2005a) - Appropriate feedback - Appropriate feedback (Kiili, 2005a) - User interface of computer games and states - User interface of computer games and states (Pilke, 2004)

5. 5Introduction The motivational aspects:The motivational aspects: - Children prefer working with their friends to being alone while - Children prefer working with their friends to being alone while they are working on given tasks they are working on given tasks (Clements,1998). Characteristics of computer games and interaction among - Characteristics of computer games and interaction among students are effective factors on their motivation for game-based students are effective factors on their motivation for game-based learning activities. learning activities. - The motivational aspects of an interactive social game - The motivational aspects of an interactive social game environment should be taken into consideration before the environment should be taken into consideration before the application of game-based learning. application of game-based learning.

6. 6 Research Questions 1. What are children’s interaction patterns in an interactive social game environment? 2. How does the interaction among children influence their flow experiences during gameplay? 3. How do the effects of game genres influence children’s flow experiences? 4. What are the effects of other possible factors (eg, gender, game habits, computer skill, etc of children) on their flow experiences?

7. 7 Children were allowed to choose and play computer games according to their preferences.Children were allowed to choose and play computer games according to their preferences. Participants’ game preference:Participants’ game preference: Data collection:Data collection: - Qualitative: observations and interviews - Qualitative: observations and interviews - Quantitative: flow scale - Quantitative: flow scale Methods

8. 8 Influences of social interaction on children’s flow experienceInfluences of social interaction on children’s flow experience - Initial: boys-only/girl-only group  6 weeks: mixed-gender - Initial: boys-only/girl-only group  6 weeks: mixed-gender - The games that they playing had an important role in terms of their flow experience - The games that they playing had an important role in terms of their flow experience > Challenge > Challenge > Game preference > Game preference Influences of computer games on children’s flow experienceInfluences of computer games on children’s flow experience - Gender differences played an important role in children’s game preferences. - Gender differences played an important role in children’s game preferences. - While boys preferred fighting or war games, girls preferred Barbie-like games. - While boys preferred fighting or war games, girls preferred Barbie-like games. - When the children’s computer skills or abilities in a game are lower than the challenge of the game, they became bored or frustrated and tried to change the game. - When the children’s computer skills or abilities in a game are lower than the challenge of the game, they became bored or frustrated and tried to change the game. Game characteristics, game genres and levels of games influenced the flow experiences of the children. - Game characteristics, game genres and levels of games influenced the flow experiences of the children. Results

9. 9 Children’s flow experience while playing Bumpy’s Arcade FantasyChildren’s flow experience while playing Bumpy’s Arcade Fantasy - Boys emphasised challenge more than the girls - Boys emphasised challenge more than the girls - Both boys and girls did not give more importance to feedback than other elements as well - Both boys and girls did not give more importance to feedback than other elements as well - When elements related to narratology : girls > boys - When elements related to narratology : girls > boys Results

10. 10 Conclusions Boys were more active than girls when playing computer games.Boys were more active than girls when playing computer games. - Boys preferred playing games more than girls - Boys preferred playing games more than girls Children have a tendency to form a group while playingChildren have a tendency to form a group while playing - Boys preferred forming a group more than girls - Boys preferred forming a group more than girls Flow experience might occur among children while they were playing games as a groupFlow experience might occur among children while they were playing games as a group