The Impact and Pathways of Digital Game-Based Learning on STEM Undergraduates' Engineering Concepts: Integrating Self-Determination Theory and Flow Theory

IF 2.2 3区工程技术 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computer Applications in Engineering Education Pub Date : 2025-07-23 DOI:10.1002/cae.70066

Yuqing Chen, Qing Guo, Qihan Qiu, Cuilan Qiao, Jingying Wang

{"title":"The Impact and Pathways of Digital Game-Based Learning on STEM Undergraduates' Engineering Concepts: Integrating Self-Determination Theory and Flow Theory","authors":"Yuqing Chen, Qing Guo, Qihan Qiu, Cuilan Qiao, Jingying Wang","doi":"10.1002/cae.70066","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>Game-based learning (GBL) has demonstrated effectiveness across various disciplines, yet its application in engineering education remains limited. Understanding engineering concepts is essential not only for engineering students but for all STEM undergraduates. This study investigates the potential of GBL to enhance STEM students' comprehension of engineering concepts, and explores the underlying influence pathways by integrating self-determination theory (SDT), flow theory (FT), and personal gaming history. Structural equation modeling was employed to analyze the relationships among these variables. Results indicate that completing game tasks significantly improves students' understanding of engineering concepts. Among the influence pathways, need frustration emerged as a major barrier (path coefficient = −0.355), while need satisfaction strongly promoted both flow experience (0.779) and game motivation (0.703). Additionally, personal gaming experience, flow experience, and game motivation positively influenced game satisfaction (path coefficients = 0.114, 0.559, and 0.329, respectively). These findings support the effectiveness of GBL in engineering education. To optimize learning outcomes, game design and use should address students' basic psychological needs, minimize need frustration, and foster flow and motivation, thereby enhancing engagement and conceptual understanding.</p></div>","PeriodicalId":50643,"journal":{"name":"Computer Applications in Engineering Education","volume":"33 4","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computer Applications in Engineering Education","FirstCategoryId":"5","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/cae.70066","RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}

引用次数: 0

Abstract

Game-based learning (GBL) has demonstrated effectiveness across various disciplines, yet its application in engineering education remains limited. Understanding engineering concepts is essential not only for engineering students but for all STEM undergraduates. This study investigates the potential of GBL to enhance STEM students' comprehension of engineering concepts, and explores the underlying influence pathways by integrating self-determination theory (SDT), flow theory (FT), and personal gaming history. Structural equation modeling was employed to analyze the relationships among these variables. Results indicate that completing game tasks significantly improves students' understanding of engineering concepts. Among the influence pathways, need frustration emerged as a major barrier (path coefficient = −0.355), while need satisfaction strongly promoted both flow experience (0.779) and game motivation (0.703). Additionally, personal gaming experience, flow experience, and game motivation positively influenced game satisfaction (path coefficients = 0.114, 0.559, and 0.329, respectively). These findings support the effectiveness of GBL in engineering education. To optimize learning outcomes, game design and use should address students' basic psychological needs, minimize need frustration, and foster flow and motivation, thereby enhancing engagement and conceptual understanding.

查看原文本刊更多论文

基于数字游戏的学习对STEM本科生工程概念的影响与途径：整合自我决定理论与心流理论

基于游戏的学习（GBL）已经证明了其在各个学科中的有效性，但其在工程教育中的应用仍然有限。理解工程概念不仅对工科学生，而且对所有STEM本科生都是必不可少的。本研究通过整合自我决定理论（SDT）、心流理论（FT）和个人游戏历史，探讨了GBL对STEM学生理解工程概念的潜在影响途径。采用结构方程模型分析各变量之间的关系。结果表明，完成游戏任务可以显著提高学生对工程概念的理解。在影响路径中，需求挫折感成为主要障碍（路径系数= - 0.355），而需求满足对心流体验（0.779）和游戏动机（0.703）均有显著促进作用。此外，个人游戏体验、流体验和游戏动机正向影响游戏满意度（路径系数分别为0.114、0.559和0.329）。这些发现支持了GBL在工程教育中的有效性。为了优化学习成果，游戏设计和使用应该满足学生的基本心理需求，最大限度地减少需求挫折，培养心流和动机，从而提高参与度和概念理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Computer Applications in Engineering Education 工程技术-工程：综合

CiteScore

7.20

自引率

10.30%

发文量

100

审稿时长

6-12 weeks

期刊介绍： Computer Applications in Engineering Education provides a forum for publishing peer-reviewed timely information on the innovative uses of computers, Internet, and software tools in engineering education. Besides new courses and software tools, the CAE journal covers areas that support the integration of technology-based modules in the engineering curriculum and promotes discussion of the assessment and dissemination issues associated with these new implementation methods.