Flow theory: Difference between revisions
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== References == | == References == | ||
* Chan Tom. S and Terence C. Ahem, (1999). Targeting Motivation--Adapting Flow Theory to Instructional Design, Journal of Educational Computing Research, Vol. 21, Number 2, 151-163 [http://baywood.metapress.com/openurl.asp?genre=article&id=doi:10.2190/UJ04-T5YB-YFXE-0BG2] | |||
* Hsiang Chen, Rolf T. Wigand and Michael Nilan, School of Information Studies, Syracuse University [http://cm.nsysu.edu.tw/~hschen/irma.pdf] | |||
* Konradt, Udo (2003) Flow experience and positive affect during hypermedia learning. British Journal of Educational Technology 34(3) | * Konradt, Udo (2003) Flow experience and positive affect during hypermedia learning. British Journal of Educational Technology 34(3) | ||
* | * McQuillan, J. and G. Conde, The Conditions of Flow in Reading: Two Studies of Optimal Experience, Reading Psychology, 17:2, pp. 109-135, 1996 | ||
* J. | * Shernoff1 David. J., Mihaly Csikszentmihalyi2, Barbara Schneider, Elisa Steele Shernoff, Student Engagement in High School Classrooms from the Perspective of Flow Theory, School Psychology Quarterly, 18 (2), 158-176. [http://www.extenza-eps.com/GPI/doi/abs/10.1521/scpq.18.2.158.21860] | ||
[[Category: Motivation]] | [[Category: Motivation]] | ||
Revision as of 17:25, 4 March 2006
Definition
Flow theroy in instructional design
Chan & Ahern (1999) investigate the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. Results suggest that the activity content has major influences on motivation, but argue that while Hypermedia presentation adds appeals to instructions that motivate students, complex presentations can be distracting and should be used gradually."
References
- Chan Tom. S and Terence C. Ahem, (1999). Targeting Motivation--Adapting Flow Theory to Instructional Design, Journal of Educational Computing Research, Vol. 21, Number 2, 151-163 [1]
- Hsiang Chen, Rolf T. Wigand and Michael Nilan, School of Information Studies, Syracuse University [2]
- Konradt, Udo (2003) Flow experience and positive affect during hypermedia learning. British Journal of Educational Technology 34(3)
- McQuillan, J. and G. Conde, The Conditions of Flow in Reading: Two Studies of Optimal Experience, Reading Psychology, 17:2, pp. 109-135, 1996
- Shernoff1 David. J., Mihaly Csikszentmihalyi2, Barbara Schneider, Elisa Steele Shernoff, Student Engagement in High School Classrooms from the Perspective of Flow Theory, School Psychology Quarterly, 18 (2), 158-176. [3]