Flow theory: Difference between revisions
Jump to navigation
Jump to search
(using an external editor) |
(using an external editor) |
||
| Line 12: | Line 12: | ||
* 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] | ||
[[Category: Motivation]] | [[Category: Motivation]] | ||
Revision as of 16:15, 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
- 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]