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The use of gamification might offer a partial solution to the decline in students’ motivation and engagement in online learning settings, particularly in social science education within Chinese cultural contexts. This study aimed to examine whether perceived value of gamification (hedonic, utilitarian, and social value) in online learning may impact flow states (enjoyment and concentration) and online learning effectiveness (satisfaction and perceived learning) across education, communication, and business management disciplines. A survey was conducted to collect data from undergrade students in Taiwan, and structural equation modeling (SEM) was used to analyze the results. The findings revealed that hedonic value, utilitarian value, and social value significantly influence students’ flow states, which, in turn, affect their online learning effectiveness. These findings contributed to theoretical research on online learning in Chinese higher education and provide practical recommendations for leveraging gamification to enhance teaching effectiveness in social science disciplines, while considering cultural and pedagogical contexts.
Luarn et al. (Wed,) studied this question.