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

The Light Up board game is presented as an educational tool for teaching students about the carbon dioxide emissions of coal versus wind power, built on the combined framework of FLOW Theory and Experiential Learning Theory. The core argument is that educational board games frequently fail to sustain engagement, and that pairing these two frameworks offers a remedy by producing both absorbing play and meaningful, reflective learning. The research addresses three questions concerning students' FLOW experiences and the design features that support them.

The study used a pre-experimental design with 50 students in grades 4 through 9, following a sequence of pre-test, gameplay intervention, FLOW assessment, and post-test. Students reported strong FLOW states, with an average score of 4.35 out of 5 across nine FLOW dimensions, the highest being Clear Goals at 4.56. Post-test results showed a statistically significant gain in understanding of energy concepts. Interview data further indicated that players developed strategic thinking, reflected on trade-offs, and recognized the collective consequences of emissions, along with a desire to keep playing.

The authors conclude that well-designed, experience-based board games grounded in these frameworks can enhance motivation and support deep learning, particularly for complex topics such as sustainability and energy. They recommend integrating such games into science education in both formal and informal settings. Stated next steps include expanding game content, refining mechanics based on user feedback, and conducting long-term studies of retention. Because the evidence is preliminary and drawn from a small, single-design sample, the findings should be regarded as suggestive rather than conclusive, and the claimed FLOW-achievement correlation remains to be documented in greater detail.