Game-Based Learning Engagement
EducationReliability: alpha 0.88–0.933 sample items
About this scale
A multi-item measure of student engagement with educational games and simulations, capturing flow, immersion, perceived learning, and enjoyment. Particularly relevant for serious games in HRM, business, and STEM education.
Sample item(s)
“Playing the educational game made me lose track of time.”
“I learned more from the game than from a traditional lecture.”
“The game scenarios felt like real-world challenges I might face.”
Reliability
Reported internal consistency: alpha 0.88–0.93. As a rule of thumb, Cronbach’s α ≥ .70 is considered acceptable, ≥ .80 good, and ≥ .90 excellent for established measures.
Notes
Highly relevant for DrAIStudio's simulation-based courses.
Source & citation
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016): Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, Vol. 54, pp. 170–179.
Hamari et al. (2016): Challenging games and engagement. CHB, 54, 170–179.
Source. Scale details are summarised from the publication cited above. Always consult the original source for the full item set, scoring, and permission to use.
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