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This study expands the scope of cognitive evaluation theory (CET) with flow theory by providing a potential explanation for the missing link between motivation and motivational outcomes of students in visual programming learning. It aims to investigate how parental roles impact young students' flow experience in learning from the parents' point of view. Parents were asked to complete an online observation survey for evaluating their children's (aged 6–12) learning during a 2‐day coding fair. In total, 1,196 parents completed the survey. We conducted multigroup structural equation modelling (MGSEM) for hypothesis testing. Specifically, mediation analysis was conducted for the relationships between parents' perception and support and students' flow experience through the mediating role of students' learning motivation. We also explored if the hypothesised relationships were different among high versus low creative students. Results revealed that parents' perceived usefulness and parental support can effectively foster students' learning motivation, which leads to students' flow experience in visual programming learning. The impact of parents' perceived usefulness on students' learning motivation was particularly more salient in the low creative student group (vs. high creative student group). The findings suggested that schools should encourage stronger parent–children relationships, such that parents can be more actively involved in students' learning. Practitioner notesWhat is already known about this topic Parents' support and attitudes play a pivotal role in promoting students' learning motivation and performance. However, less research has investigated parental influences on students' flow experience in the visual programming learning context.Visual programming gains increased significance among the young generation, yet, not much research has investigated the parent–student relationship that facilitates visual programming learning in primary school education.What this paper adds This study expands the scope of cognitive evaluation theory with flow theory by providing a potential explanation for the missing link between motivation and motivational outcomes of students in visual programming learning.Parents' support and perceived usefulness promote students' intrinsic motivation in visual programming learning, which in turn fosters flow experience during the activities.The positive influence of parents' perceived usefulness on students' learning motivation is particularly more salient in the low creative student group (vs. high creative student group).Implications for practice and/or policy Schools should organise events that equip parents with the required programming knowledge, to provide adequate support to their children.Parents and schools should carefully communicate learning expectations and attitudes to their students by emphasising students' potential personal gains such that students' learning motivation can be sustained for more flow experience in visual programming learning.Schools should encourage stronger parent–children relationships, such that parents can take a more active role in students' learning. [ABSTRACT FROM AUTHOR]

The Selene: A Lunar Construction GaME instructional video game is a robust research environment (institutional review board approved) for investigating learning, affect, and the CyGaMEs Metaphorics approach to instructional video game design, embedded assessment, and informatics analysis and reporting. CyGaMEs applies analogical reasoning theory to translate fundamental scientific phenomena into embodied, procedural, goal-driven, instructional gameplay and concurrent metrics of learning. Selene also collects integrated measures of affect operationalized as flow dimensions skill and challenge. Selene is a free, online Flash/ Flex game available 24/7 to registered players. The player (agemean = 13; N = 3882; nfemale = 1915; nmale = 1908; nSpanish-language version = 157) dataset, collected between April 6, 2010 and May 30, 2014, is anonymized, open and downloadable within Wheeling Jesuit University's data repository. Dataset files contain timestamped, tab-delimited, player log data for gesture-level gameplay; Timed Report progress toward each game/learning goal; flow dimensions; non-gameplay assessments; demographics; paradata; and repository lexicons. Dataset analyses using traditional statistical methods (eg, multilevel modeling, interrupted time-series) study learning trajectories, learning moments, affect (flow dimensions), persistence, gender differences, dashboard effects and the interactions among them. CyGaMEs Selene translates Timed Reports into real-time, online dashboard report visualizations players and their registered educators can understand and use. [ABSTRACT FROM AUTHOR]

In this paper, we describe an in situ study that examined the diverse design features and effects of three pre-algebra games for middle school children who have either challenges with learning or different language backgrounds. Data were collected through in-field observation, artifact analysis, school performance report and knowledge test during 15 one-hour gaming sessions over a period of 3 weeks. A list of key design features related to creating engagement and learning for students with special learning needs emerged from the data. The findings and discussions will inform educational designers and practitioners on successful educational game design and implementation for learners with diverse characteristics and needs. Practitioner notes What is already known about this topic Computer games can act as rich primers for engaged learning of academic content., What this paper adds The potential for computer games to promote engaged learning for school children with learning difficulty or different language/cultural backgrounds., The common and unique game design features that promote engaged learning for school children with special learning needs., Game-based learner support for school children with special learning needs., Implications for practice and/or policy Educational game designers should make purposeful design efforts (eg, a simple fantasy, open-ended game challenges and scaffolding with visual cue/feedback) to create learner-adaptive engagement., Content processing should be a core and active part of the game-play to promote game-based learning., Adaptive and nonintrusive support should be provided to student players to reinforce game-based learning. [ABSTRACT FROM AUTHOR]