Flow theory: Difference between revisions
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== References == | == References == | ||
* Konradt, Udo (2003) Flow experience and positive affect during hypermedia learning. British Journal of Educational Technology 34(3) | |||
* Tom S. Chan 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] | * Tom S. Chan 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] | ||
* J. McQuillan and G. Conde, The Conditions of Flow in Reading: Two Studies of Optimal Experience, Reading Psychology, 17:2, pp. 109-135, 1996 | |||
[[Category: Motivation]] | [[Category: Motivation]] | ||
Revision as of 17:20, 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
- Konradt, Udo (2003) Flow experience and positive affect during hypermedia learning. British Journal of Educational Technology 34(3)
- Tom S. Chan 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]
- J. McQuillan and G. Conde, The Conditions of Flow in Reading: Two Studies of Optimal Experience, Reading Psychology, 17:2, pp. 109-135, 1996