Increasing gamification in a chemistry quiz: Comparative effects on performance, perceived competence, and the state of flow
Mini-games have recently emerged in the literature on gamification as an affordable alternative to immersive serious games. The present study aims to evaluate the effects of the use of chemistry mini-games having a growing gamification on the performance, the self-confidence and the flow perceived by first year bioengineering students. Results indicate no effect on the first two parameters but show a positive effect on four dimensions of the flow. Given these mixed results, the conditions of an effective use of mini-games with undergraduate students are then discussed.