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BCI and Games: Playful, Experience-Oriented Learning by Vivid Feedback?
Published in Chang S. Nam, Anton Nijholt, Fabien Lotte, Brain–Computer Interfaces Handbook, 2018
Silvia E. Kober, Manuel Ninaus, Elisabeth V.C. Friedrich, Reinhold Scherer
Flow is defined as a mental state in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. This mental state is associated with complete absorption in what one is doing (Csikszentmihályi 1990). Immersion and the presence experience (“sense of being there”) in game-like environments (Witmer and Singer 1998) might play an important role for NF/BCI applications, because immersion and the sense of presence in virtual environments are generally considered as the propensity of users to respond to virtually generated sensory data as if they were real (Slater et al. 2009). In this context, Gruzelier et al. (2010) used a virtual theater auditorium for a sensorimotor rhythm NF in drama students. They compared the effects of a highly immersive 3D feedback scenario (CAVE-like system) with a less immersive 2D feedback (computer screen). The 3D feedback scenario led to the highest flow experience and NF learning was also improved in the 3D scenario compared to the 2D feedback condition.
CHAPTER 22What Do We Know About Social and Psychological Effects of Computer Games? A Comprehensive Review of the Current Literature
Published in Vorderer Peter, Bryant Jennings, Playing Video Games, 2012
Similar to Hubbard's idea of immersion is Csikszentmihalyi (1990)'s concept of flow (see Klimmt & Vorderer, 2003 for a detailed differentiation between the two concepts). Flow is the state of optimal experience whereby a person is so engaged in an activity that self-consciousness disappears, time becomes distorted, and the person engages in complex, goal-oriented activities not for external reward, but simply for the exhilaration of doing. Using Csikszentmihalyi and Larson's (1980) discussion of “flow,” Bowman (1982) analyzed Pac-Man players and illustrated the appeal of video games as their ability to place users in “flow states.” When using computer games in the learning environment, students learn in a flow state where they are not just passive recipients of knowledge but active learners who are in control of the learning activity and are challenged to reach a certain goal. However, the flow state is not necessarily easy to attain. It rests on certain skills of the learner and the condition of the challenge. Because every game has certain rules and requires certain skills of the user in order to perform well, when the learning process is embedded in the game environment, the skills of the learner should match with the challenge of the game so as to gain the optimal enjoyment. If the game is too challenging, the learner will not have the sense of control and cannot gain pleasure while playing the game.
Water Hydraulics
Published in Frank R. Spellman, The Science of Water, 2020
Flow measurement can be based on flow rate or flow amount. Flow rate is measured in gallons per minute, million gallons per day, or cubic feet per second. Water/wastewater operations need flow rate meters to determine process variables within the treatment plant, in wastewater collection, and in potable water distribution. Typically, flow rate meters used are pressure differential meters, magnetic meters, and ultrasonic meters. Flow rate meters are designed for metering flow in closed-pipe or open-channel flow.
The importance of flow for secondary school students’ experiences in geometry
Published in International Journal of Mathematical Education in Science and Technology, 2023
Tove Bergström, Gunilla Gunnarsson, Constanta Olteanu
The term ‘flow’ has been used in teaching mathematics to study improvement in mathematics skills among gifted students (e.g. Heine, 1997), students’ motivation and feelings regarding mathematics (Schweinle et al., 2006), teachers’ instruction in mathematics (Liljedahl, 2016), students’ engagement in problem-solving (Williams, 2001) and the use of software in connection with 2D geometric figures, rotations and symmetries (Sedig, 2007). Flow has been studied at both the individual and group level (e.g. Armstrong, 2008; Csikszentmihalyi & Csikszentmihalyi, 1992; Sawyer, 2003; Shernoff et al., 2003; Williams, 2001). Armstrong (2008) points out that an individual in a group can experience flow while the group is not doing so, and that a group can be in flow even if its members are not. The term ‘pair flow’ has also been proposed (Belshee, 2005).
Comparing users' performance and game experience between a competitive and collaborative brain-computer interface
Published in Behaviour & Information Technology, 2022
Gabriel Alves Mendes Vasiljevic, Leonardo Cunha de Miranda
It is also interesting to notice how the Flow component is positively correlated only to other positive components, such as Positive Affect, Immersion, Empathy, and Positive Experience. Flow can be defined as a state of mind of complete immersion in a given activity, in which the person becomes more focussed and acts with total involvement in the task (Csíkszentmihályi 1975). Given this definition, it makes sense that a positive self-assessed value of Flow is highly correlated with Immersion and Positive Experience, for example. This result shows that, in addition to increasing the game immersion, the neurofeedback aspect of the game can also increase its flow (although this study cannot confirm a causal effect between the two). In the work of Nijholt, Bos, and Reuderink (2009), the authors also point to the possibility of using BCIs in order to not only promote a better reading of the flow experience, but also to adapt the game's challenges and difficulty according to the user's current mental state, allowing one to achieve this state of flow more easily. In addition, the results of the experiment performed by Mladenović et al. (2017) showed that adapting the task difficulty increased the users' flow state in an EEG-based BCI, corroborating with the assumption that BCIs can be used to achieve higher levels of flow.
Stimulating Suspense in Gamified Virtual Reality Sports: Effect on Flow, Fun, and Behavioral Intention
Published in International Journal of Human–Computer Interaction, 2022
Jun-Phil Uhm, Sanghoon Kim, Hyun-Woo Lee
Flow theory (Csíkszentmihályi, 1990) can help understand the experiences of a person becoming absorbed in games. Flow can be defined as a state in which someone is completely absorbed by or engaged in a pleasant activity, with individuals perceiving a balance between skills and challenges. Csíkszentmihályi proposed a relationship between the flow experience and the perceived degrees of skills and challenges, categorizing this into four states: flow, boredom, anxiety, and apathy. Csíkszentmihályi also considered the flow state to be an autotelic experience, meaning that the activity itself comes with intrinsic rewards. Flow experiences are characterized by prompt feedback, clear objectives, loss of self-awareness, time distortion, greater focus on the activity, becoming part of the activity, and a sense of control (Ahmad & Abdulkarim, 2019; Sharif & Naghavi, 2021).