时间限制对沉浸体验的影响机制———基于教育游戏情境的实证研究

Impact of Time Constraints on Flow Experience: An Empirical Study on Educational Game

沉浸体验作为一种心理状态，是提高学习表现和促进深度学习的重要途径。为了探究时间限制 对沉浸体验的影响机制，本研究以益智游戏2048 为实验情境，设置四个不同时间限制水平的游戏任务(无限制、 低限制、中等限制和高限制)，应用混合研究方法收集数据。结果发现:时间限制是沉浸体验的显著预测量，它可 以显著调节挑战-技能平衡，降低控制感，并强化时间扭曲感;时间限制和沉浸体验之间总体呈负相关，拒绝原 “倒U 型冶假设。但是，质性分析数据显示，时间限制对沉浸体验和深度学习有正向影响。因此，在设计学习任 务时，设计者有必要从激发沉浸体验的角度考虑时间限制变量。当在学习者最近发展区激发沉浸体验时，时间 限制将能够实现沉浸体验与深度学习的融合，创建既高效又愉悦的深度学习体验。

This study investigated the impact of time constraints on flow experience. A laboratory experiment was designed involving 90 Chinese university students who were required to play separately a puzzle game called 2048 with four different levels of time constraint ( zero， low， middle， and high). Data was collected and analyzed using a mixed-methodology approach. Results showed that time constraint could obviously affect the challenge-skill balance， lower sense of control， and strengthen time transformation. An overall negative linear relation between time constraint and flow experience was found， which was different from the initial inverted-U hypothesis. However， some positive effects of time constraint on flow experience as well as on deep learning could be evidenced by part of the qualitative data. According to the finding that lack of time constraint led to good flow experience， additional time constraint would not obviously motivate participants to concentrate more， but disrupt their optimal experience inversely， if the added time constraint was threatening. Thus， it was assumed that this study only discovered the negative half of the inverted-U relation and further research could gather additional data to reveal the initial hypothesis. At the practical level， the study suggests considering time constraint as a key attribute when designing learning tasks， not limited to educational game tasks， from the perspective of invoking flow experience. Further research is suggested conducting field experiment but not laboratory experiment and using common learning tasks but not educational games， so as to avoid already existing high flow experience in unconstrained conditions and lower experimental effect. At the theoretical level， firstly， this research tries to connect deep learning with flow experience. Flow is argued to be induced at the zone of proximal development of learners to create an ideal learning state where learners will have a harmonious balance of intrinsic and extrinsic motivation， and experience the most enjoyable and productive learning. Secondly， the result presented more evidence for the improvement of Csikszentmihalyi's flow theory. Time transformation is suggested as the by-product of concentration and positive affects but not a necessary component of flow. The componential approach to measure flow may be revised accordingly. The octant model of flow also needs to be revised due to the moderating effect of individual difference， including achievement motivation and emotional disposition， on challenge-skill balance.