METADATA

Title: Immersed in learnıng: Exploring flow in digital escape room games for EFL teachers  

 

Vol. 13(2), 2025, pp. 138-161

DOI: https://doi.org/10.46687/MNZE3147  

 

Author: Nebile Uslu Kaplan

About the author: Nebile Uslu Kaplan is an instructor at Amasya University’s School of Foreign Languages in Turkiye, teaching in the English preparatory program. Her research interests include technology in English Language Teaching (ELT), gamification, curriculum development, teacher education, and professional growth. She is currently pursuing a PhD in ELT.

E-mail: nebile.kaplan@amasya.edu.tr  

ORCID iD: https://orcid.org/0000-0001-8385-9475

Author: Gamze Erdem Coşgun

About the author: Gamze Erdem Coşgun is currently an assistant professor at Amasya University in Turkey. She received her bachelor’s degree in ELT from Boğaziçi University, and her MA and PhD degree in ELT from Middle East Technical University. Her research interests include English language teacher education, technology, teacher identity, and professional development.

E-mail: gamze.erdem@amasya.edu.tr  

ORCID iD: https://orcid.org/0000-0003-4598-8799

 

Link: http://silc.fhn-shu.com/issues/2025-2/SILC_2025_Vol_13_Issue_2_138-161_24.pdf

Citation (APA): Kaplan, N. U., & Coşgun, G. E. (2025). Immersed in learnıng: Exploring flow in digital escape room games for EFL teachers. Studies in Linguistics, Culture, and FLT, 13(2), 138-161. https://doi.org/10.46687/MNZE3147

 

Abstract: Flow is a psychological state characterized by deep immersion and focus, where individuals experience heightened engagement in a task and suppress external distractions. This cross-sectional survey study investigates the flow experiences of pre-service EFL teachers participating in a digital escape room game over a four-week period. A total of twenty-four pre-service teachers, aged between twenty and thirty-six, were involved in the study. Data were collected using the eGame Flow Scale, which measures seven key dimensions of flow: concentration, goal clarity, feedback, challenge, autonomy, immersion, social interaction, and knowledge improvement. Upon completion of the game sessions, participants assessed their flow experiences through the scale. Descriptive statistics and correlation analysis were employed to interpret the data. The findings indicate that participants perceived digital escape room games as highly effective in fostering concentration, clear goals, timely feedback, appropriate challenges, autonomy, immersion, and social interaction, all of which contributed to knowledge acquisition. Correlation analysis further revealed that knowledge improvement had significant associations with concentration, feedback, challenge, and autonomy. These results underscore the pivotal role of feedback, challenge, and autonomy in enhancing knowledge and sustaining engagement in digital escape room games.

Keywords: Flow experiences, Digital escape room games, EFL teachers, Cross-sectional research, Immersive learning

 

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