A Framework of Learning Activity Design for Flow Experience in Smart Learning Environment

Gao, Bojun; Wan, Qingqing; Chang, Ting‐Wen; Huang, Ronghuai

doi:10.1007/978-981-13-6908-7_2

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Many students need a fast response related to their education, especially in English lessons, because there are still many students who don't really understand English, so research on how software development using Scrum can affect the making of mobile based-learning applications is more important to improve the quality of education provided. This mobile game-based VR software application is designed to enhance the experience and interaction of students in learning English, the results of which are in line with the studies by Troussas et al [8], Gao et al [9] Siegle et al [10] Integrating gaming and VR into mobile language learning enhances calculating student interactions and provides them with a unique experience. Education mobile learning greatly contributes to education in students by providing access to educators and students to improve the quality of education provided.…”

Section: Introductionsupporting

confidence: 65%

Virtual Reality Mobile Application Development with Scrum Framework as a New Media in Learning English

Chandra

Prasetyaningrum

Suria

et al. 2021

Int. J. Interact. Mob. Technol.

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<span lang="EN-US">Virtual reality is a combination of technology that are used to visualize and provide interaction with virtual environment. These environment often depict three-dimensional space which could be realistic or imaginary. One of the problem to build a virtual reality application is not yet available an approach as development lifecycle to build this virtual reality application. In this study we implement a software development project management approach which is Scrum to build a virtual reality application to be a new media for learning English. The goal is to find out how this system development approach is providing a new guide as a project management to build virtual reality application right from the project started, until the application is reach production stage or final release. Also in this study we using the unity 3D to create the virtual environment and C# as the backend programming language to build a mobile application which is made this virtual application is build using cross platform mobile development. The study concludes that mobile learning applications increase student motivation and place students as the main subject in English Lessons to support the teaching and learning process in an educational context.</span>

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Section: Introductionsupporting

confidence: 65%

Virtual Reality Mobile Application Development with Scrum Framework as a New Media in Learning English

Chandra

Prasetyaningrum

Suria

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

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“…Based on the synthesis of previous studies, we apply a multi-dimensional flow construct as an antecedent to the parsimonious TAM variables to obtain a better empirical solution (Guo et al, 2016;Siekpe, 2005). We include the moderating effect of e-learning engagement to quantify how flow relates to perceived usefulness, perceived ease of use and continuance intention to account for situational and individual factors (Gao et al, 2019;Sun & Zhang, 2006). We apply the control variables of gender and age to strengthen the model's robustness (Cheng, 2013;Hsieh et al, 2016).…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

“…Similarly, participating in a discussion forum may require more emotional engagement than taking a quiz where cognitive engagement is more involved (Zainuddin et al, 2020). Therefore, in term of designing learning activities, instructors should follow best practice to use a design tool to determine the desired dimensions to be activated in flow experience and students' engagement in order to achieve the desired learning outcomes (Gao et al, 2019;Zanjani, 2015).…”

Section: Implications and Limitationsmentioning

confidence: 99%

The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

Goh

Bing

2021

Int J Educ Technol High Educ

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E-learning systems are widely deployed in higher education institutions but sustaining students’ continued use of e-learning systems remains challenging. This study investigated the relationship between e-learning engagement, flow experience and learning management system continuance via a mediated moderation interaction model. The context of the study is a Moodle LMS supporting a blended learning environment. After controlling age and gender, a PLS analysis of 92 students’ samples with a reflective flow construct explained 49% of the variance in the research model. The analysis shows that flow mediates e-engagement and perceived ease of use with a direct positive impact on e-learning system continuance. Flow has an indirect impact through perceived usefulness on e-learning system continuance. However, the direct impact of flow on system continuance weakens as e-learning engagement increases. This finding may help to explain the mixed and inconsistent impact of flow in the e-learning system continuance literature. The dual effect of flow suggests that instructors must carefully balance pedagogical decisions intended to heighten flow experience to generate positive learning outcomes through e-engagement and its consequence of reduced impact on continued system use.

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“…Different studies conducted over several years show that this experience is highly linked to students' learning experience because when in a flow experience in an educational activity, the learning experience is also good (Csikszentmihalyi, 2014b;Buil et al, 2019;Rodríguez-Ardura & Meseguer-Artola, 2019). Furthermore, recent studies have drawn attention to creating educational activities that may lead to the flow experience (Gao et al, 2019;Oliveira et al, , 2020. At the same time, a system with stereotype threats can negatively affect the user experience (Dorji et al, 2015;Albuquerque et al, 2017;Santos et al, 2022), and if it negatively affects the flow experience, it can also harm the learning experience.…”

Section: Flow Theorymentioning

confidence: 99%

The effects of gender stereotype-based interfaces on users’ flow experience and performance

et al. 2022

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Despite recent advances in the personalization of education, it is still unknown how different kinds of personalization affect students’ experiences. To advance this literature, in this article, we present an experimental study with 307 participants investigating the effects of gender stereotype-based interfaces (in terms of colors and avatars stereotypes) on users’ flow experience (i.e., challenge–skill balance, merging of action and awareness, clear goals, feedback, concentration, control, loss of self-consciousness, and autotelic experience), and performance in a gamified educational system. The main results indicate that gender stereotype-based interfaces affect users’ action–awareness merging, however, do not affect users’ performance and overall flow experience. We contribute with the basis for new studies and challenge thorough future research attempts.

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A Framework of Learning Activity Design for Flow Experience in Smart Learning Environment

Cited by 8 publications

References 9 publications

Virtual Reality Mobile Application Development with Scrum Framework as a New Media in Learning English

Virtual Reality Mobile Application Development with Scrum Framework as a New Media in Learning English

The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

The effects of gender stereotype-based interfaces on users’ flow experience and performance

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