This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of achievement motivation and flow theory. A total of 394 secondary school students were recruited and learned genetics concepts through interacting with a game-based learning environment. We measured their science self-efficacy, science outcome-expectancy beliefs, flow experience, feelings of frustration, and conceptual understanding before and after playing the game, as well as their game satisfaction. Mixed-model ANOVA, correlation tests, and path analysis were run to answer our research questions. Based on the results, we found that the game had a significant impact on students’ conceptual understanding of genetics. We also found an acceptable statistical model of the integration between the two theories. Flow experience and in-game performance significantly impacted students’ posttest scores. Moreover, science outcome-expectancy belief was found to be a significant predictor of students’ flow experiences. In contrast, science self-efficacy and pretest scores were found to be the most significant factors influencing the feeling of frustration during the game. The results have practical implications with regard to the positive role that an adaptive game-based genetics learning environment might play in the science classroom. Findings also underscore the role the teacher should play in establishing productive outcome expectations for students prior to and during gameplay.

本研究通过探索成就动机的期望值理论与流动理论之间的联系，研究了学生在基于游戏的环境中的遗传学学习。通过与基于游戏的学习环境进行交互，总共招募了394名中学生并学习了遗传学概念。我们测量了他们在玩游戏之前和之后的科学自我效能，对科学成果的期望信念，流动经验，沮丧感和概念理解，以及他们的游戏满意度。运行混合模型方差分析，相关性测试和路径分析来回答我们的研究问题。根据结果​​，我们发现该游戏对学生对遗传学的概念理解产生了重大影响。我们还找到了两种理论之间整合的可接受的统计模型。流程体验和游戏中的表现极大地影响了学生的测验分数。此外，发现科学成果预期信念是学生流动经历的重要预测指标。相反，发现科学自我效能感和测验分数是影响比赛过程中沮丧感的最重要因素。这些结果对于基于适应性游戏的遗传学学习环境在科学课堂中可能发挥的积极作用具有实际意义。研究结果还强调了教师在建立游戏玩法之前和过程中为学生建立富有成效的成果期望中应发挥的作用。科学成果预期信念被发现是学生流动经历的重要预测指标。相反，发现科学自我效能感和测验分数是影响比赛过程中沮丧感的最重要因素。这些结果对于基于适应性游戏的遗传学学习环境在科学课堂中可能发挥的积极作用具有实际意义。研究结果还强调了教师在建立游戏玩法之前和过程中为学生建立富有成效的成果期望中应发挥的作用。科学成果预期信念被发现是学生流动经历的重要预测指标。相反，发现科学自我效能感和测验分数是影响比赛过程中沮丧感的最重要因素。这些结果对于基于适应性游戏的遗传学学习环境在科学课堂中可能发挥的积极作用具有实际意义。研究结果还强调了教师在建立游戏玩法之前和过程中为学生建立富有成效的成果期望中应发挥的作用。这些结果对于基于适应性游戏的遗传学学习环境在科学课堂中可能发挥的积极作用具有实际意义。研究结果还强调了教师在建立游戏玩法之前和过程中为学生建立富有成效的成果期望中应发挥的作用。这些结果对于基于适应性游戏的遗传学学习环境在科学课堂中可能发挥的积极作用具有实际意义。研究结果还强调了教师在建立游戏玩法之前和过程中为学生建立富有成效的成果期望中应发挥的作用。