The role of flow experience and CAD tools in facilitating creative behaviours for architecture design students

Dawoud, Husameddin M.; Al-Samarraie, Hosam; Zaqout, Fahed

doi:10.1007/s10798-014-9294-8

Cited by 8 publications

(9 citation statements)

References 41 publications

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“…It was found that the motivating job characteristics of Hackman et al (1975) are context factors that are positively associated with flow in the workplace ( Demerouti, 2006 ; Maeran and Cangiano, 2013 ). In line with this, it was found that subjective relevance ( Shernoff et al, 2003 ; Dawoud et al, 2015 ), importance ( Rha et al, 2005 ; Engeser and Rheinberg, 2008 ), and meaningfulness ( Banfield and Burgess, 2013 ; Hsu et al, 2013 ; Jonson et al, 2015 ; Bonaiuto et al, 2016 ) are positively associated with flow. All of these are concepts at the interface between person and context; if a context (e.g., a certain task or environment) aligns with the needs, values or motives of a person, it will become subjectively relevant, important and meaningful.…”

Section: Resultssupporting

confidence: 60%

“…There are several factors of a game’s design that seem to facilitate flow. In general, interactivity and playfulness are positively associated with flow ( Rha et al, 2005 ; Voiskounsky et al, 2005 ; Cheok et al, 2011 ; Hong et al, 2013 ; Khan and Pearce, 2015 ) in gaming and in the working or learning context ( Dawoud et al, 2015 ; Meyer et al, 2016 ), while one study found that the content is more important for flow than the interaction ( Marston, 2013 ). Sharitt (2010) additionally found that a balance of difficulty was an important criterion for flow-associated game design.…”

Section: Resultsmentioning

confidence: 99%

“…The former authors, however, suggest that the students in their investigation experienced flow and therefore felt self-confident and were not open to learn for a following quiz (for more explanations, see Culbertson et al, 2015 ). Several studies find a positive relationship between flow experiences and enhanced creativity or engagement in creative tasks ( Byrne et al, 2003 ; Griffiths, 2008 ; Cseh et al, 2015 ; Dawoud et al, 2015 ; Zubair and Kamal, 2015a , b ), especially in the field of music ( MacDonald et al, 2006 ; Wrigley and Emmerson, 2013 ).…”

Section: Resultsmentioning

confidence: 99%

“…With respect to variables that are related to high performance, flow seems to be positively related with student engagement in the classroom ( Shernoff et al, 2003 ; Mesurado et al, 2016 ) and with learning engagement ( Bassi et al, 2007 ). Furthermore, several studies have found a positive relation between the fact of “being active” and flow ( Bassi et al, 2012 : engagement in meaningful rehabilitation activities; Drengner et al, 2008 ; Graham, 2008 ; Dawoud et al, 2015 ). Another study by Seddon et al (2008) finds while investigating a 6-year online collaboration (working together in an online setting) that flow and engagement in that collaboration were positively related.…”

Section: Resultsmentioning

confidence: 99%

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A Scoping Review of Flow Research

et al. 2022

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Flow is a gratifying state of deep involvement and absorption that individuals report when facing a challenging activity and they perceive adequate abilities to cope with it (EFRN, 2014). The flow concept was introduced by Csikszentmihalyi in 1975, and interest in flow research is growing. However, to our best knowledge, no scoping review exists that takes a systematic look at studies on flow which were published between the years 2000 and 2016. Overall, 252 studies have been included in this review. Our review (1) provides a framework to cluster flow research, (2) gives a systematic overview about existing studies and their findings, and (3) provides an overview about implications for future research. The provided framework consists of three levels of flow research. In the first “Individual” level are the categories for personality, motivation, physiology, emotion, cognition, and behavior. The second “Contextual” level contains the categories for contextual and interindividual factors and the third “Cultural” level contains cultural factors that relate to flow. Using our framework, we systematically present the findings for each category. While flow research has made progress in understanding flow, in the future, more experimental and longitudinal studies are needed to gain deeper insights into the causal structure of flow and its antecedents and consequences.

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Section: Resultssupporting

confidence: 60%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A Scoping Review of Flow Research

et al. 2022

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“…The mental rotation involves the ability of 2D and 3D drawing quickly and accurately. The flow experience is a study to test students' creativity in drawing [19], [20]. In fact, the schools only provide basic materials because that makes students' mastery in basic engineering drawings still low.…”

Section: Introductionmentioning

confidence: 99%

The Link and Match between the Competency of Vocational High Schools Graduates and the Industry on CAD/ CAM and CNC

Wibisono

Wijanarka

Habanabakize³

2020

Jurnal Pendidikan Teknologi dan Kejuruan

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This study describes (1) the work process analysis of the production stage in the industry, (2) the required competency and skills of CAD/ CAM and CNC in the industry, (3) the implementation of the basic competency of CAD/ CAM and CNC in vocational high schools, (4) the link and match between the competency of vocational high schools graduates and the industry on CAD/ CAM and CNC. The descriptive-qualitative method was employed by involving 8 people from Mega Andalan Kalasan Ltd (MAK) and 5 people from vocational high schools. The data were collected through observation and interviews which were further analyzed descriptively. The findings indicate (1) the work process analysis map the competencies that must be owned by the workforce including CAD drafter, CAM programmer, and CNC operators in which each workforce involved 4 work process sequences, (2) the competency of CAD/ CAM and CNC described the knowledge and psychomotor activities. In detail, the activity of the CNC machine setting produced knowledge competence and the skills of 36.5% and 26.7% respectively. The operating CNC machine produced the knowledge competence and skills of 25.4% and 23.3% respectively. The 3D drawing and 2D CAD systems produced the knowledge competence and skills of 19% and 23.3% respectively, CAM Programming generated the knowledge competence and skills of 19% and 26.7% respectively, (3) the implementation of basic competencies can be categorized as good, (4) there are two competencies fulfilled the link and match between the vocational high schools' competencies and industry, namely manufacturing drawing competency with CAD as well as mechanical competency with CNC and CAM.

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An adaptive Metalearner-based flow: a tool for reducing anxiety and increasing self-regulation

Jebur

Al-Samarraie

Alzahrani

2022

User Model User-Adap Inter

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Anxiety and self-regulation are the most common problems among the college student population. There are few attempts found in the literature to promote the development of students’ cognitive and metacognitive abilities in online learning environments. In addition, mechanisms for overcoming or reducing individuals’ anxiety in a computer-mediated environment is yet to be fully characterized. This study was conducted to investigate the potential of integrating the concept of flow into the design of a Metalearner (MTL) to help reduce anxiety and increase self-regulation among students. The design of MTL was based on the development of adaptive strategies to balance between the challenge of the task and user skills. A total of 260 participants were asked to use the system and respond to an online questionnaire that asked about flow antecedents, experience, and consequences. The structural model results showed that incorporating flow into the design of MTL can help reduce anxiety and improve self-regulation among students. Our findings can be used to enrich students’ online learning experience and inform designers and developers of learning systems about the importance of regulating task complexity according to the challenge/skills balance. This would help learners to process the presented information meaningfully and to make the inferences necessary for understanding the learning content.

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The role of flow experience and CAD tools in facilitating creative behaviours for architecture design students

Cited by 8 publications

References 41 publications

A Scoping Review of Flow Research

A Scoping Review of Flow Research

The Link and Match between the Competency of Vocational High Schools Graduates and the Industry on CAD/ CAM and CNC

An adaptive Metalearner-based flow: a tool for reducing anxiety and increasing self-regulation

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