NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1026603
Record Type: Journal
Publication Date: 2013-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0266-4909
A Mixed Methods Assessment of Students' Flow Experiences during a Mobile Augmented Reality Science Game
Bressler, D. M.; Bodzin, A. M.
Journal of Computer Assisted Learning, v29 n6 p505-517 Dec 2013
Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision-based AR learning games. This study investigated factors related to students' engagement--as characterized by flow theory--during a collaborative AR, forensic science mystery game using mobile devices. "School Scene Investigators: The Case of the Stolen Score Sheets" is a vision-based AR game played inside the school environment with Quick Response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre- and post-surveys, field observations and group interviews. Results showed that neither gender nor interest in science was an important predictor of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students learn collaboration skills. Implications for future research concerning mobile AR science games are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A