Targeting Motivation--Adapting Flow Theory to Instructional Design
Journal of Educational Computing Research Volume 21, Number 2, ISSN 0735-6331
Investigates the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. Results suggest that activity content has major influences on motivation; hypermedia presentations can add to motivation if used appropriately, or they can be distracting if too complex. Three tables show data. (AEF)
Chan, T.S. & Ahern, T.C. (1999). Targeting Motivation--Adapting Flow Theory to Instructional Design. Journal of Educational Computing Research, 21(2), 151.
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Eunkyoung Lee & Sungsook Kim, Korea Institute for Curriculum and Evaluation, Korea (South)
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 106–111
Theano Yerasimou & Maria Solomou, Indiana University, United States
EdMedia + Innovate Learning 2009 (June 2009) pp. 3863–3866
Gregor Kennedy, Biomedical Multimedia Unit, Australia
Journal of Interactive Learning Research Vol. 15, No. 1 (January 2004) pp. 43–61
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