Publication Date

5-2025

Date of Final Oral Examination (Defense)

3-6-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Jui-Long Hung, Ph.D.

Supervisory Committee Member

Youngkyun Baek, Ph.D.

Supervisory Committee Member

Brett Shelton, Ph.D.

Abstract

This study examines the role of flow in game‐based learning and compares the effects of continuous flow states with those produced by structured cognitive interruptions. The research combines a bibliometric analysis of 2,466 peer‐reviewed articles (2004–2024) with a manual review of 106 studies using a custom Flow‐Impact Analysis Framework (FIAF). This framework was developed specifically for the review and may assist future investigations into flow in game‐based learning. FIAF categorizes studies based on how they define flow, the instruments used for its measurement, and the links between flow and cognitive, affective, and behavioral learning outcomes.

Findings show that most research builds on Csikszentmihalyi’s flow theory (1990), with common dimensions including challenge–skill balance, concentration, and enjoyment. Although continuous-flow states are associated with high engagement, studies incorporating structured cognitive interruptions—such as scaffolding and reflection prompts—report better knowledge retention and increased reflective behavior (Hamari et al., 2016; Lin & Hou, 2024b). Variations in measurement methods across studies point to a need for standardized approaches in future work.

Findings offer guidance for educators and instructional designers in creating game‐based learning environments that balance immersive engagement with opportunities for critical reflection.

DOI

10.18122/td.2380.boisestate

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