为教育游戏用户创造心流体验:提升学习表现和满意度OA

[Purpose/Significance]Against the backdrop of the"learning through play"philosophy and the growing use of educational games,enhancing their effectiveness has become an urgent challenge.This study aims to explore the for-mation and impact of flow experience in educational games,and to examine the moderating role of the individual trait of autonomy orientation.[Method/Process]65 participants were recruited to complete the programming tasks in Minecraft Education.Self-reported questionnaires were used to measure perceived challenge-skill balance,sense of presence,flow experience,learning satisfaction,and autonomy orientation.Learning performance was also recorded.Partial least squares structural equation modeling(PLS-SEM)was employed to analyze the relationships among variables.[Result/Conclusion]Both challenge-skill balance and sense of presence significantly and positively predicted flow experience,which in turn had a strong positive effect on learning satisfaction and mediated the effect of its antecedents.However,the impact of flow on learning performance was weaker and moderated by autonomy orientation.Only individuals with higher autonomy orientation could translate flow experience into better behavioral outcomes.This study provides empirical support for understanding flow mechanisms in educational games and offers practical implications for their design and development.