The Effects of Digital Game-Based Learning on Perceived Learning Outcomes: The Moderating Roles of Flow and Learning Attitude

DOI

10.2991/978-94-6239-630-2_47How to use a DOI?

Keywords

Digital game-based learning; perceived learning outcomes; flow; learning attitude; moderation analysis

Abstract

Digital game-based learning (DGBL) has been widely adopted in higher education to enhance student engagement and learning effectiveness. However, empirical evidence on the psychological mechanisms through which DGBL influences learning outcomes remains mixed, particularly in authentic classroom contexts involving heterogeneous game designs. Drawing on flow theory and learning attitude research, this study investigates the relationships among DGBL experience, flow, learning attitude, and perceived learning outcomes, and examines the moderating roles of flow and learning attitude. Survey data were collected from 102 undergraduate students enrolled in different courses (language-related, engineering/science, and management disciplines) at universities in Shandong Province, China, all of whom had participated in course-integrated DGBL activities. Using hierarchical multiple regression with interaction terms, the results indicate that DGBL experience is positively associated with perceived learning outcomes. Moreover, both flow and learning attitude significantly moderate this relationship, such that the positive association is stronger at higher levels of flow and more positive learning attitudes. Given the modest sample size and the use of self-reported measures, a sensitivity power analysis and multiple procedural safeguards against common method bias were employed. The findings contribute to the DGBL literature by clarifying boundary conditions under which DGBL is more likely to be effective, while also highlighting the need for cautious interpretation and further multi-context replication.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Zhiteng Zhao
AU  - Yiming Cai
AU  - Yuesong Li
AU  - Yuzhong Zhou
PY  - 2026
DA  - 2026/04/23
TI  - The Effects of Digital Game-Based Learning on Perceived Learning Outcomes: The Moderating Roles of Flow and Learning Attitude
BT  - Proceedings of the 2025 International Conference on Educational Technology and Management Information Systems (ETMIS 2025)
PB  - Atlantis Press
SP  - 489
EP  - 499
SN  - 2352-538X
UR  - https://doi.org/10.2991/978-94-6239-630-2_47
DO  - 10.2991/978-94-6239-630-2_47
ID  - Zhao2026
ER  -