Early use of Internet-based educational resources: effects on students' engagement modes and flow experience

Hedman, Leif; Sharafi, Parvaneh

doi:10.1080/01449290310001648251

Cited by 35 publications

(25 citation statements)

References 18 publications

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“…Ghani and Deshpande (1994) extended this model by proposing five fundamental components of flow as related to the use of computers: Enjoyment, Concentration, Control, Exploration, and Challenge. The model of flow experience has previously been applied successfully to the assessment of learning outcome criteria (Hedman and Sharafi 2004). Medical students' achievement of the flow components Enjoyment, Exploration, and Challenge were positively affected by the use of Personal Digital Assistants and desktop computers, during a 6 weeks educational training and clinical practice course.…”

Section: Introductionmentioning

confidence: 99%

Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes

Winberg

Hedman

2007

Instr Sci

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Attitudes toward learning (ATL) have been shown to influence students' learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students' prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the impact of instruction format, level of prior knowledge and students' ATL on university-level students, with respect to flow experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was correlated with a perceived conceptual change and high levels of ''Challenge,'' ''Enjoyment,'' and ''Concentration,'' but low sense of control during the exercise. Students who used the open instructions scored highly on the ''Control flow'' component, but their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did students' ATL or their pre-test results contribute strongly to students' flow experiences or their perceived learning in the two different learning situations.

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Section: Introductionmentioning

confidence: 99%

Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes

Winberg

Hedman

2007

Instr Sci

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“…Richness included items assessing the extent to which variety and possibilities are experienced [15,20,54]. Control included items assessing clarity, ease and self-confidence [24,25,[55][56][57]. Engagement included items assessing excitement, challenge, enervation, stimulation, enjoyment, fun, motivation, freedom and personal style [11-13, 15, 17, 58, 59].…”

Section: Methodsmentioning

confidence: 99%

Product features and task effects on experienced richness, control and engagement in voicemail browsing

Rozendaal

Keyson

Ridder

2008

Pers Ubiquit Comput

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A recent focus is on creating engaging user experiences with digital products and services such as voicemail. This study aims to design towards increased levels of engagement in voicemail browsing by using the 'Richness, Control and Engagement' (RC & E) framework. This framework explains the levels of engagement in terms of the levels of richness and control that are shaped by the features of a product and the user's expertise. A product was developed that utilized gestures and sound to access digital voicemail contents. An experiment was conducted in which 28 participants interacted with the product while varying (1) the number of features of the user interface, (2) the amount of voicemail content and (3) the type of task. Results showed that the levels of engagement could be predicted according to the levels of richness and control experienced when a task-term was added to the framework. Implications of the refined RC & E framework for interaction design practice are discussed.

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“…The first refers to a sense of deep involvement and total concentration, in other words, absorption (Chen, 2006;Csikszentmihalyi, 1975;Ghani & Deshpande, 1994;Novak & Hoffman, 1997;Lutz & Guiry, 1994;Moneta & Csikszentmihalyi, 1996;Trevino & Webster, 1992). A second common element involves the positive feeling of enjoyment while being engaged in the activity, in other words enjoyment (Ghani & Deshpande, 1994;Hedman & Sharafi, 2004;Novak & Hoffman, 1997;Moneta & Csikszentmihalyi, 1996;Privette & Bundrick, 1987). The final element specifically refers to the interest in performing the activity for its own sake and not because of external demands or pressures, in other words intrinsic interest.…”

Section: The Nature Of Flowmentioning

confidence: 99%

Industrial location, spatial discrete choice models and the need to account for neighbourhood effects

2010

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Flow experience is a state of mind in which one is totally absorbed in a task. This study explored the daily flow patterns related to working and non-working tasks among healthy and non-healthy (burned-out) individuals using the Experience Sampling Method. The main aim of this study was to explore flow throughout the day using an operationalization that focused on the flow experience itself, as indicated by enjoyment and absorption. Forty healthy participants and 60 burned-out individuals kept an electronic diary on activities (work/nonwork), and levels of flow (enjoyment and absorption) for 14 days. Entries were prompted by a signal on average five times a day, thus rendering 5,455 entries. A curvilinear daily flow pattern was observed, with lower levels of flow during working hours. Differences were found between the components of flow: enjoyment was higher during non-working tasks, whereas absorption was higher when working. There were no differences in flow patterns between the healthy and burned-out group although the actual levels differed with the former experiencing more flow than the latter. The results confirm the validity of this means of measuring flow, using enjoyment and absorption as indicators.[188 words]

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Early use of Internet-based educational resources: effects on students' engagement modes and flow experience

Cited by 35 publications

References 18 publications

Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes

Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes

Product features and task effects on experienced richness, control and engagement in voicemail browsing

Industrial location, spatial discrete choice models and the need to account for neighbourhood effects

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