Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: the roles of learner and contextual factors

Abstract

Although digital game-based vocabulary learning (DGBVL) has attracted considerable attention, factors attributing to the facilitative effects of DGBVL have not yet been satisfactorily understood. To this end, under the theoretical framework of flow theory, this study investigates the effects of flow experiences on Chinese English-as-a-foreign-language (EFL) learners’ learning outcomes. Specifically, this study explores the influences of learner factors (balance of skill and challenge, and clear goal) and contextual factors (feedback and playability) on learners’ flow experiences, such as concentration, intrinsic motivation and enjoyment. It also examines the effects of flow experiences on learners’ perceived learning and satisfaction. Based on a survey of 291 Chinese EFL learners who used a DGBVL APP (application) named Baicizhan, the results demonstrated that balance of skill and challenge, clear goal and playability provided by the DGBVL have a positive effect on concentration. Feedback positively influences intrinsic motivation. Moreover, both concentration and intrinsic motivation positively affect perceived learning and satisfaction, but enjoyment only positively influences perceived learning rather than satisfaction. Lastly, satisfaction is positively affected by perceived learning. Implications of the findings are also discussed.