Networked Flow: A Framework for Understanding the Dynamics of Creative Collaboration in Educational and Training Settings

Gaggioli, Andrea

doi:10.2174/1874920801104010041

Cited by 43 publications

(66 citation statements)

References 35 publications

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“…Not only can they scaffold each other's learning processes by entering a collaborative zone of proximal development (Goos et al 2002), but experiencing shared interactive flow -a state of mutual resonance and activation where students communicate effortlessly and complement each other's thoughts (Gaggioli et al 2011(Gaggioli et al , 2012Sawyer 2003Sawyer , 2008) -significantly improves intellectual engagement. Crucially, this particular form of flow is facilitated by confidence in the competence of one's group, not oneself.…”

Section: Discussionmentioning

confidence: 99%

“…In the following, we first briefly outline the antecedents and outcomes of flow during learning, which are already well investigated, but mostly restricted to the level of the individual. We then discuss possible extensions of the concept to social contexts, an area of research that is still in its infancy (Gaggioli et al 2011;Pierre-Majorique Léger 2013). …”

Section: Student Engagementmentioning

confidence: 99%

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Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Raettig

Weger

2018

Int J Appl Posit Psychol

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Student engagement is an important determinant of both academic achievement and subjective well-being. Crucially, engagement has been linked to individuallevel flow, a psychological state characterized by intense enjoyment and complete absorption in an activity. Building on existing concepts, we propose an extension of the flow concept to the group level and argue that teaching is most effective when students working together enter a state of Bshared interactive flow^where they communicate effortlessly and facilitate each other's thought processes. Both causes and effects of interactive flow were investigated in a field study based on a newly developed questionnaire. Students from six different undergraduate psychology courses were measured three times during one semester, yielding 341 observations. The experience of interactive flow was highly correlated with interest in course contents, perceived group competence, the amount of own and group verbal contributions, satisfaction and learning success. Differences in measures acquired before and after classes point to the existence of two virtuous circles: group competence and interest facilitate the occurrence of interactive flow which in turn leads to increasing interest and perceptions of higher group competence. In practical terms, this suggests that teachers can make use of these feedback loops by instilling group-level efficacy beliefs in their students and ensuring that the initial topics of a classroom session are particularly captivating.

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Section: Discussionmentioning

confidence: 99%

Section: Student Engagementmentioning

confidence: 99%

Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Raettig

Weger

2018

Int J Appl Posit Psychol

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“…This implies that, to sustain social optimal experiences (networked flow), the technology has to provide the virtual group with the possibility of expressing itself and of understanding what each individual member is doing. 61 Moreover, Gaggioli and colleagues 62 argued that optimal group state is achieved when the team develops a ''weintention,'' in which the actions of the individuals and of the collective are merged, and the group acts as an autonomous, self-organizing entity (Table 3).…”

Section: Flowmentioning

confidence: 99%

Positive Technology: Using Interactive Technologies to Promote Positive Functioning

Riva

Baños

Botella

et al. 2012

Cyberpsychology, Behavior, and Social Networking

Self Cite

322

196

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It is generally assumed that technology assists individuals in improving the quality of their lives. However, the impact of new technologies and media on well-being and positive functioning is still somewhat controversial. In this paper, we contend that the quality of experience should become the guiding principle in the design and development of new technologies, as well as a primary metric for the evaluation of their applications. The emerging discipline of Positive Psychology provides a useful framework to address this challenge. Positive Psychology is the scientific study of optimal human functioning and flourishing. Instead of drawing on a ''disease model'' of human behavior, it focuses on factors that enable individuals and communities to thrive and build the best in life. In this paper, we propose the ''Positive Technology'' approach-the scientific and applied approach to the use of technology for improving the quality of our personal experience through its structuring, augmentation, and/or replacement-as a way of framing a suitable object of study in the field of cyberpsychology and human-computer interaction. Specifically, we suggest that it is possible to use technology to influence three specific features of our experience-affective quality, engagement/actualization, and connectedness-that serve to promote adaptive behaviors and positive functioning. In this framework, positive technologies are classified according to their effects on a specific feature of personal experience. Moreover, for each level, we have identified critical variables that can be manipulated to guide the design and development of positive technologies.

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“…These are; a balance of an individual's skill to meet a high challenge of a task, clear goals of a task, unambiguous feedback, focused attention, loss of self-consciousness, distorted sense of time, sense of control, and an overall autotelic experience. Whilst this original framework considered flow as an individual experience, more recent commentary has identified its utility to explain shared experiences, otherwise known as any of the following; "shared flow", "group flow" or "networked flow" (Gaggioli, Milani, Mazzoni, & Riva, 2011;Gaggioli, Riva, Milani, & Mazzoni, 2012;Nakamura & Csikszentmihalyi, 2002;Sawyer, 2008;Sato, 1988;Walker, 2010). Some features found to be relevant in shared experiences of flow are; companionship, sense of belonging, and interactivity among group members (Rufi, Wlodarczyk, Páez & Javaloy, in press;Sato, 1988).…”

Section: Introductionmentioning

confidence: 99%

Exploring flow experiences in cooperative digital gaming contexts

Kaye

2016

Computers in Human Behavior

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Given the social nature of digital gaming, an investigation into social processes underpinning the experiences within social contexts of play is greatly warranted. The current research explored the underpinnings of "group flow" within cooperative-based gaming. In particular, this was intended to provide insight into the social processes which facilitate flow experiences in these contexts. This was achieved through a questionnaire in which gamers (N = 76) provided retrospective open-ended accounts of flow during cooperative gaming. Additionally, quantitative data was obtained on flow and post-gameplay mood within this experience, as well as in solo gaming for comparative analysis. Thematic analysis of the qualitative responses revealed a number of factors which determined the experience of flow. These were; effective communication and team-work and task relevant knowledge of group members. Additionally, although flow was found to be lower in cooperative versus solo gaming, no differences in post-gameplay mood were observed. These findings aid conceptual development of facilitators of group flow in cooperative gaming, with insights into how this may extend to other cooperative activities. Additionally, they also provide new practical insight for representatives in the gaming industry on how gaming may be developed with the aim of promoting positive shared group experiences. Department of Psychology CommentResponse Reviewer 1 The manuscript should have an introduction and theoretical review section. The introduction and conclusion section need to clearly address how the manuscript contributes to the advance of the field.Thank you for your suggestions. More detail has been added to the Discussion section to provide further insight into the contributions of the current findings in the field of flow in gaming. Little evidence is available on the concept of group flow, making a theoretical review at the start of the manuscript quite tricky. However, the key findings are presented with indication of the rationale of the current research in light of previous limitations in this area. Methodology section needs further elaboration. For example, the description of the sample and procedure is too short.Within this section, further details on the gamer types has been added as well as details on the analytic strategy. Additionally, as a quantitative element has been added to the results, this is reflected in further details on materials being added in the Method Section "Results/Discussion" should have a proper title.For qualitative research, it is not uncommon for Results and Discussion sections to be combined as such. However, these sections have now been separated given the quantitative data which has now been added to this manuscript.Conclusion section is too brief and required more elaboration as well as discussion of the limitations, if any, of the study.The Discussion section has been expanded, including the conclusion (now merged into "Discussion" rather than a separate sub-heading). For example, details on...

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Networked Flow: A Framework for Understanding the Dynamics of Creative Collaboration in Educational and Training Settings

Cited by 43 publications

References 35 publications

Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Positive Technology: Using Interactive Technologies to Promote Positive Functioning

Exploring flow experiences in cooperative digital gaming contexts

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