Flow theory

Flow theory in education

From Schneider (2001):

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]

• Csikszentmihalyi, M. (1990). Flow : The Psychology of Optimal Experience, Harper and Row, New York.

• 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

• Rieber, Lloyd. P., Smith, L., & Noah, D. (1998). The value of serious play. Educational Technology, 38(6), 29-37, [3]

• Rieber, L.P. (2001, December). Designing learning environments that excite serious play. Paper presented at the annual meeting of the Australasian Society for Computers in Learning in Tertiary Education, Melbourne, Australia.

• Schneider, Daniel (2003) , Conception and implementation of rich pedagogical scenarios through collaborative portal sites, Working paper, "Future of Learning" Workshop, Sevilla 2003. [4].

• Schneider, Daniel et al. (2003), Conception and implementation of rich pedagogical scenarios through collaborative portal sites: clear focus and fuzzy edges, Working paper prepared for an invited keynote address and workshops at ICOOL International Conference on Open and Online Learning December 7-13, 2003, University of Mauritius, [5].

• 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. [6]