Light Up: Educational Board Games with FLOW and Experiential Learning Theory

Abstract

Games are powerful educational tools that enhance engagement, active learning, and problem-solving. While many sciences educational board games aim at teaching science concepts, they often struggle to sustain student interest. Integrating FLOW Theory with Experiential Learning Theory (ELT) in science board game design can create a more engaging and cognitively enriching learning experience. “Light Up" is a science educational board game designed based on FLOW Theory and Experiential Learning Theory. The game aims to help students understand the impact of carbon dioxide emissions from fossil fuel power plants. In the game, players need to strategize electricity production between coal-fired plants and wind power plants to supply electricity to a growing city. The cost of the power plants, the social cost and the environmental cost are part of the game as well as the interaction between players that simulate the current CO₂ situation among all countries.  The Video Game Dispositional FLOW Scale (VGDFS) was chosen to measure the FLOW state of the gameplay. Participants were asked to evaluate VGDFS after the gameplay. Qualitative data from student interviews will reflective process, students were able to connect their in-game experiences to real-world concepts. Preliminary results reveal that students experienced FLOW, characterized by deep concentration, enjoyment, and challenge. Through qualitative interviews, students' immersion and engagement during gameplay were examined. The study found a positive correlation between FLOW states and learning achievement, emphasizing the potential of immersive gaming experiences to enhance education.