Configurational Antecedents of Flow Experience in EFL Vocabulary Acquisition: A Mixed‐Methods Analysis

ABSTRACT Despite a multitude of studies examining technological, task‐related, and individual antecedents influencing English‐as‐a‐foreign‐language (EFL) learners’ flow experience in digital game‐based vocabulary learning (DGBVL), the way these antecedents interact to shape their flow experience is still largely unknown. To bridge the gaps, this study, drawing on the person‐artefact‐task model, implemented a mixed‐methods research analysis—the integration of structural equation modeling and fuzzy‐set qualitative comparative analysis (fsQCA)—scrutinized the convergent effect of these antecedents on the DGBVL flow experience of 503 Chinese EFL learners. The SEM results indicated that learners’ flow experience is significantly predicted by ease of use, clear goal, control, and challenge‐skill balance, while interactivity and feedback showed no significant impact. Furthermore, the fsQCA analysis revealed the formation of three (i.e., barrier‐free‐oriented, goal‐oriented, and interactivity‐oriented) configurations that fostered a high flow experience among learners. The findings highlight the importance of pinpointing essential design features and multiple pathways to boost EFL learners’ flow experience, providing actionable insights for the application of DGBVL in pedagogical practice.