Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow

Abstract

In the current digitalization era, digital game-based learning (DGBL) is used in education to engage and motivate students. Gameful experience (GE) is a crucial precondition to determine the effectiveness of these games. However, previous research focused solely on the effects of games on inter alia student engagement, and empirical research regarding GE is lacking. Therefore, this study provides deeper insights into GE by empirically investigating the factors that encourage students’ GE. Grounded in the theory of experience, a double-mediation model is developed that considers the direct relationship between perceived instructional support and students’ GE and examines the mediating roles of group engagement and flow in this direct relationship. Data from 336 students participating in a team-based business simulation game at two universities in Germany were analyzed using regression-based mediation analysis via SPSS Process. The results revealed that perceived instructional support promoted students’ GE. Moreover, group engagement and flow sequentially doublemediated the positive relationship between perceived instructional support and GE.Thus, to encourage students’ GE, educators and education institutions should provide appropriate instructional support that promotes group engagement as well as flow among students.