1 Continuing to Flow: Student Experience during a Scaled-Up INPLACE Mobile Game Denise M. Bressler & Alec M. Bodzin Lehigh University, Bethlehem, PA, USA Paper presented at the 2014 National Association for Research in Science Teaching (NARST) Annual International Conference, March 30 - April 2 in Pittsburgh, PA, USA Abstract INPLACE is an acronym that stands for: Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. Previous research using INPLACE mobile games in science education revealed that such games can be used to promote deeper science understanding and high learner engagement. Previous studies have found that engagement in INPLACE mobile games is related to flow. This study investigated whether player‘s flow experience differed by learning setting, achievement track, or gender composition of the working group. In an urban school district, 68 middle school students volunteered for an INPLACE enrichment activity, while 203 students from two eighth grade science classes participated in a scale-up implementation as part of the classroom-based curriculum. Data included a flow experience measure collected after the game using a valid and reliable survey. An independent sample t-test found no significant difference (p=.94) between the flow scores from the classroom-based activity versus the enrichment activity. A one-way analysis of variance (ANOVA) model showed no significant differences across achievement levels (p=.17). Finally, a two-way ANOVA that compared flow scores of males and females from single gender and mixed gender groups revealed no significant main effects or interaction effect. Findings from this study provide support that INPLACE mobile games played in traditional science classrooms can engage all learners in science education.