The roles of engagement and competition on learner’s performance and motivation in game-based science learning

摘要: In a game-based learning (GBL) environment for seventh-grade students, this study investigated the impact of competition, engagement in games, and relationship between two on students’ in-game performance flow experience, which, turn, impacted their science outcomes. Structural equation modeling was employed to test hypothesized path model. The findings showed that games not only predicted performance, but also had an outcomes via mediation performance. While competition alone did have direct effect either or it indirectly related moderation games. concludes with implications future GBL interventions studies.