Gender Differences in Flow State in an English Learning Environment Achievement System

Abstract

In recent years, a growing number of studies have been conducted on the individual differences in digital game-based learning (DGBL). Despite this growing interest, there is a lack of sound empirical evidence on individual differences (e.g., gender differences) in flow state in achievement systems in English learning environments. This study investigated whether any gender differences existed in such a system. To this end, the current study developed an achievement system including a reward mechanism-based design with learning features (i.e., interaction and rewards for correct answers) to facilitate English learning. An experiment was conducted. A total of 50 respondents participated in the study. Data were analyzed using independent sample t-tests. The results revealed that the female respondents had significantly higher mean scores for flow state than the males.