A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation

Table 3

The eight mental states influenced by the relation between challenge levels and skill levels [64].

Mental states	Descriptions of the corresponding mental states
Flow	Flow is the optimal mental state because it balances the perceived challenges and the perceived skills. However, learners can hardly keep the flow state all the time. Learners generally experience the transition between arousal, flow, control, and relaxation while participating in gamified activities.
Arousal	Arousal indicates that the challenge level is somewhat higher than the learners’ current skill level. Thus, this state motivates learners to narrow the gap through practices. However, learners constantly influenced by this state tend to feel frustrated and anxious.
Control	Control suggests that learners gain proficiency in the knowledge and manage to control the situations within the activities. This state can contribute to learners’ satisfaction with management. However, learners will feel bored if they experience an excessively long control state.
Relaxation	Relaxation means that learners can achieve perfect control of the situations within the activities. This state enables learners to rest and free from tension temporarily so that learners can prepare for the following challenging tasks. However, the excessive relaxation experience will give rise to learners’ indulgence in resting.
Anxiety	Anxiety refers to the state where the challenge level is much higher than the skill level. Influenced by the anxiety state, learners tend to perceive great difficulty in the tasks. Excessive anxiety creates a desperate and sluggish learning environment.
Worry	Worry stands for the state where the challenge level is moderately higher than the skill level. Notably, repeated practices cannot contribute to learners’ accomplishment of the tasks in the worry state. Therefore, the constant worry state will lead to learners’ perception of frustration or reluctance.
Apathy	Apathy indicates that challenge level and skill level are too low to provide learners with the opportunity of making progress through practices. Learners tend to encounter few chances to improve performance or proficiency because such activities are effortless. This state is the opposite concept of the flow state.
Boredom	Boredom reflects that learners with a particular skill level should deal with the tasks at a too low challenge level. This state cannot stimulate learners’ interest in extending knowledge for better proficiency or training skills for progress.