Predictors of Flow Experience and Knowledge Acquisition in a STEM Game

Educational gaming environments often struggle to bridge the gap between user engagement and measurable learning outcomes. Research conducted among undergraduate students using the physics-based game SURGE demonstrates that while perceived playfulness and attractiveness are robust predictors of flow experience, these factors do not reliably translate into knowledge acquisition. This disconnect suggests that the psychological state of immersion, while valuable for sustaining interest, does not inherently guarantee the mastery of complex STEM concepts.

The data indicates that prior knowledge serves as a significant negative predictor of learning gains, meaning students with lower initial subject expertise derive the most benefit from the game. This finding highlights the necessity for game designers to move beyond a one-size-fits-all approach. Because technology acceptance constructs fail to drive academic performance, developers should prioritize the integration of adaptive, personalized learning features that can accommodate the varying baseline proficiencies of diverse student populations.

Ultimately, the study underscores a critical limitation in current educational game design: the tendency to conflate player engagement with pedagogical efficacy. While the Technology Acceptance Model provides a useful framework for understanding user interaction and motivation, it remains insufficient as a standalone metric for educational success. Future development efforts must focus on balancing intrinsic motivation with targeted instructional scaffolding to ensure that the immersive nature of game-based learning effectively supports the acquisition of technical knowledge.