Abstract

Serious gamification, defined as the use of full-featured and high-level games in non-game contexts, has garnered significant scholarly attention. However, existing studies show divergent results, leading us to conjecture that the mechanism of serious gamification's impact on learning engagement is still underexplored. Therefore, this study investigates serious gamification's effects on learning engagement through dual dimensions (i.e., absorption and smooth and automatic running) of flow experience using goal-setting theory and stimulus-organism-response theory. A field experiment will be conducted in an Enterprise Resource Planning course, comparing the ERPsim game with traditional instruction to examine whether serious gamification elevates learners’ behavioral, cognitive, and emotional engagement, and explore how the two flow dimensions function in this process. It aims to enrich theoretical understanding of flow-mediated gamification mechanisms and provide practical guidance for optimizing serious gamification design in higher education.

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