Exploring online game players' flow experiences and positive affect

 探索線上遊戲玩家的心流體驗與正向情緒

摘要

The authors conducted two studies to explore online game players' flow experiences and positive affect. Our findings indicated that online game are capable of evoking flow experiences and positive affect, and games of violent or nonviolent type may not arouse players' aggression. The players could be placed into four flow conditions: Flow, boredom, anxiety, and apathy, as determined by level of perceived challenges and skills. The majority of players entered the flow condition when playing violent or non-violent online game. The path analysis results suggested that violent online games may have a significant but indirect effect on positive affect via flow experience mediation. 

作者關鍵字

Aggression; Flow; Non-violent online game; Online game play; Violent online game

項目	內容摘要	翻譯
研究目的	To examine the effects of violent and nonviolent online games on players’ flow experiences and positive affect, while investigating if such games induce aggression.	探討暴力與非暴力線上遊戲對玩家心流體驗與正向情緒的影響，並調查此類遊戲是否引發攻擊性行為。
研究問題	1. Do violent and nonviolent online games trigger different levels of flow experiences and positive affect?2. Do violent games increase aggression in players?	1. 暴力與非暴力線上遊戲是否引發不同程度的心流體驗與正向情緒？2. 暴力遊戲是否會增加玩家的攻擊性？
研究方法	- Study 1: 30 college students, experiment with pretest-posttest design, violent (GTA) and nonviolent (Mario Racing) games.- Study 2: 337 college students surveyed for flow and positive affect.	- 研究1：30名大學生，使用前後測實驗設計，遊戲為暴力（GTA）與非暴力（Mario賽車）。- 研究2：對337名大學生進行調查，測量心流與正向情緒。
主要結果	1. Nonviolent games triggered higher flow experiences and positive affect compared to violent games.2. Neither game type increased aggression.	1. 非暴力遊戲比暴力遊戲引發更高的心流體驗與正向情緒。2. 兩種遊戲類型都未增加攻擊性。
研究限制	- Small sample size in Study 1.- Limited focus on college students.- Gender imbalance in Study 1 (majority female).	- 研究1樣本量較小。- 僅聚焦於大學生。- 研究1性別比例失衡（女性居多）。
未來研究方向	1. Explore the effects of violent and nonviolent games on younger populations.2. Investigate long-term impacts of flow experiences.3. Develop more balanced gender samples.	1. 探討暴力與非暴力遊戲對年輕群體的影響。2. 調查心流體驗的長期影響。3. 開發更性別平衡的樣本。

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Chiang, Y.-T., Lin, S. S. J., Cheng, C.-Y., & Liu, E. Z.-F. (2003). Exploring online game players' flow experiences and positive affect. Turkish Online Journal of Educational Technology, 2(1), 78–84. Retrieved from https://www.researchgate.net/publication/232716614_Exploring_online_game_players'_flow_experiences_and_positive_affect

Avoiding internet addiction when integrating digital games into teaching

 在將數位遊戲融入教學時有效預防網路成癮

摘要

The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments. 

作者關鍵字

Addiction; Digital game; Flow; Instructional design; Internet; Learning

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study aims to integrate flow theory and instructional design to incorporate digital games into teaching, addressing the risk of Internet addiction while enhancing learning engagement.	本研究旨在結合心流理論與教學設計，將數位遊戲融入教學，既解決網路成癮的風險，又提升學習的投入感。
研究方法	The study utilized a literature review and instructional principles derived from flow theory to propose a framework for integrating digital games into teaching.	本研究運用文獻回顧，結合心流理論提煉出教學原則，提出數位遊戲融入教學的框架。
主要結果	Seven principles for integrating digital games into teaching were proposed:1. Analyze learners: Understand learners’ backgrounds and IT skills.2. Set clear teaching objectives: Define objectives and select appropriate gaming materials.3. Design teaching instructions: Tailor teaching to align with game content and objectives.4. Prioritize teaching: Use games as supplementary tools to support learning.5. Leverage game characteristics: Utilize game features to maintain engagement.6. Place students at the center: Promote active participation and creative thinking.7. Assess and improve: Regularly evaluate learning outcomes and refine teaching strategies.	提出數位遊戲融入教學的七項原則：1. 分析學習者：了解學習者背景與資訊技能。2. 設定清晰教學目標：定義目標並選擇合適的遊戲素材。3. 設計教學指引：根據遊戲內容與目標調整教學設計。4. 優先考量教學：將遊戲作為輔助工具支持學習。5. 善用遊戲特性：運用遊戲特色維持學習投入。6. 以學生為中心：促進主動參與與創意思維。7. 評估與改進：定期評估學習成果並改進教學策略。
討論與建議	Teachers should balance the use of games as teaching tools, ensuring they remain supplementary rather than central, and design tasks that maintain student motivation without inducing addiction.	教師應平衡遊戲作為教學工具的使用，確保其作為輔助工具而非核心，並設計能維持學生動機而不導致成癮的任務。
未來研究方向	1. Investigate the long-term educational impacts of game-based learning.2. Explore strategies to balance flow experience with addiction prevention.3. Study the adaptability of these principles across different subjects.	1. 探討遊戲化學習的長期教育影響。2. 探索平衡心流體驗與防止成癮的策略。3. 研究這些原則在不同學科中的適應性。

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Liu, E. Z. F. (2011). Avoiding internet addiction when integrating digital games into teaching. Social Behavior and Personality: An International Journal, 39(10), 1325–1336. https://doi.org/10.2224/sbp.2011.39.10.1325