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Linking Gamification Technology, Motivation, and Flow to Student Engagement and Problem-Solving in Education

Journal of Applied Engineering and Technological Science (JAETS) · Vol. 7 No. 2 (2026) · pp. 943–959

DOI
10.37385/a75mdr10
ISSN
2715-6079, 2715-6087
Published
2026-06-15
Publisher
Yayasan Riset dan Pengembangan Intelektual (YRPI)
Language
en

Abstract

The use of gamification in higher education has been widely explored as a strategy to enhance student engagement and learning outcomes. However, many empirical studies on gamified learning primarily examine direct relationships between gamification and motivational outcomes, while the underlying experiential mechanisms that connect gamification with sustained engagement and higher-order cognitive performance remain insufficiently understood. In particular, few structural modeling studies simultaneously examine the roles of motivation, flow, and presence within a unified experiential framework. This study investigates how gamification technology influences student engagement and problem-solving competence through the experiential mechanisms of motivation, flow, and presence. A quantitative research design was employed involving 100 undergraduate students enrolled in technology-oriented programs (electronics engineering education and informatics engineering education) at Universitas Negeri Padang. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the proposed mediation pathways. The results indicate that gamification technology significantly influences motivation (β = 0.412, p < 0.001), flow (β = 0.508, p < 0.001), and presence (β = 0.436, p < 0.001). Among the experiential constructs, flow shows the strongest influence on student engagement (β = 0.483, p < 0.001), while the effect of motivation on engagement is not statistically significant (β = 0.097, p = 0.18). Student engagement subsequently demonstrates a significant effect on problem-solving competence (β = 0.498, p < 0.001). The structural model explains 30.6% of the variance in student engagement and 24.8% of the variance in problem-solving competence. These findings suggest that immersive experiential states, particularly flow, play an important role in shaping engagement in gamified learning environments. The study contributes to the gamification literature by proposing and empirically testing an experiential pathway model that integrates psychological immersion mechanisms with behavioral learning outcomes in technology-enhanced education.

Keywords

Collaboration network of the authors

40 authors · 102 co-authorship links · 7 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Yogyakarta State University
  • Politeknik Negeri Cilacap
  • International Islamic University Malaysia
  • Lac Hong University
  • Jenderal Soedirman University
  • Universitas Negeri Padang
  • University of Indonesia
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Fitri AyuAffiliation unknown4
Rinaldi RinaldiAffiliation unknown3
Syafril SyafarAffiliation unknown3
Hanesman HanesmanAffiliation unknown3
Teddy Surya GunawanInternational Islamic University Malaysia1
Arif Ainur RafiqPoliteknik Negeri Cilacap1
Nguyen Vu QuynhLac Hong University1
Syafriani SyafrianiAffiliation unknown1
Nora Florentina SimalangoAffiliation unknown1
Letmi DwiridalAffiliation unknown1
Ferry Adhi DharmaAffiliation unknown1
Ishak YussofAffiliation unknown1
Fajar MuharramAffiliation unknown1
Acep AripudinAffiliation unknown1
Ali MurtadhoAffiliation unknown1
Ibnu FikriAffiliation unknown1
Arif AlgifariAffiliation unknown1
I. G. B. N. MakertiharthaAffiliation unknown1
Subagjo SubagjoAffiliation unknown1
Nadi SupraptoAffiliation unknown1
Septian Rahman HakimAffiliation unknown1
Yulkifli YulkifliAffiliation unknown1
Hafizhuddin Zul FahmiAffiliation unknown1
Iqbal Ainur RizkiAffiliation unknown1
Khoirun NisaAffiliation unknown1
Puji LestariJenderal Soedirman University1
Liyanovitasari LiyanovitasariAffiliation unknown1
Ganefri GanefriUniversitas Negeri Padang1
Asrul HudaAffiliation unknown1
Des SuryaniAffiliation unknown1
Sukardi SukardiUniversity of Indonesia1
M. GiatmanAffiliation unknown1
Sarwandi SarwandiAffiliation unknown1
Sigit YatmonoAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.yrpipku.com/index.php/jaets/oai, first harvested 9 Nov 2026, last seen 9 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Linking Gamification Technology, Motivation, and Flow to Student Engagement and Problem-Solving in Education</dc:title>
	<dc:creator xml:lang="en">Irfan, Dedy</dc:creator>
	<dc:creator xml:lang="en">Hariyanto, Didik</dc:creator>
	<dc:creator xml:lang="en">Prabowo, Heri</dc:creator>
	<dc:creator xml:lang="en">Zulhendra, Zulhendra</dc:creator>
	<dc:creator xml:lang="en">Edidas, Edidas</dc:creator>
	<dc:creator xml:lang="en">Herayono, Andhika</dc:creator>
	<dc:subject xml:lang="en">Gamification Technology</dc:subject>
	<dc:subject xml:lang="en">Motivation</dc:subject>
	<dc:subject xml:lang="en">Flow</dc:subject>
	<dc:subject xml:lang="en">Presence</dc:subject>
	<dc:subject xml:lang="en">Student Engagement</dc:subject>
	<dc:subject xml:lang="en">Problem Solving</dc:subject>
	<dc:subject xml:lang="en">PLS-SEM</dc:subject>
	<dc:subject xml:lang="en">Experiential Learning</dc:subject>
	<dc:description xml:lang="en">The use of gamification in higher education has been widely explored as a strategy to enhance student engagement and learning outcomes. However, many empirical studies on gamified learning primarily examine direct relationships between gamification and motivational outcomes, while the underlying experiential mechanisms that connect gamification with sustained engagement and higher-order cognitive performance remain insufficiently understood. In particular, few structural modeling studies simultaneously examine the roles of motivation, flow, and presence within a unified experiential framework. This study investigates how gamification technology influences student engagement and problem-solving competence through the experiential mechanisms of motivation, flow, and presence. A quantitative research design was employed involving 100 undergraduate students enrolled in technology-oriented programs (electronics engineering education and informatics engineering education) at Universitas Negeri Padang. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the proposed mediation pathways. The results indicate that gamification technology significantly influences motivation (β = 0.412, p &amp;lt; 0.001), flow (β = 0.508, p &amp;lt; 0.001), and presence (β = 0.436, p &amp;lt; 0.001). Among the experiential constructs, flow shows the strongest influence on student engagement (β = 0.483, p &amp;lt; 0.001), while the effect of motivation on engagement is not statistically significant (β = 0.097, p = 0.18). Student engagement subsequently demonstrates a significant effect on problem-solving competence (β = 0.498, p &amp;lt; 0.001). The structural model explains 30.6% of the variance in student engagement and 24.8% of the variance in problem-solving competence. These findings suggest that immersive experiential states, particularly flow, play an important role in shaping engagement in gamified learning environments. The study contributes to the gamification literature by proposing and empirically testing an experiential pathway model that integrates psychological immersion mechanisms with behavioral learning outcomes in technology-enhanced education.</dc:description>
	<dc:publisher xml:lang="en">Yayasan Riset dan Pengembangan Intelektual (YRPI)</dc:publisher>
	<dc:date>2026-06-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.yrpipku.com/index.php/jaets/article/view/9496</dc:identifier>
	<dc:identifier>10.37385/a75mdr10</dc:identifier>
	<dc:source xml:lang="en">Journal of Applied Engineering and Technological Science (JAETS); Vol. 7 No. 2 (2026): Journal of Applied Engineering and Technological Science (JAETS); 943-959</dc:source>
	<dc:source>2715-6079</dc:source>
	<dc:source>2715-6087</dc:source>
	<dc:source>10.37385/jaets.v7i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.yrpipku.com/index.php/jaets/article/view/9496/6337</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Dedy Irfan, Didik Hariyanto, Heri Prabowo, Zulhendra Zulhendra, Edidas Edidas, Andhika Herayono</dc:rights>
</oai_dc:dc>