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Targeting Motivation--Adapting Flow Theory to Instructional Design
ARTICLE

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Journal of Educational Computing Research Volume 21, Number 2, ISSN 0735-6331

Abstract

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)

Citation

Chan, T.S. & Ahern, T.C. (1999). Targeting Motivation--Adapting Flow Theory to Instructional Design. Journal of Educational Computing Research, 21(2), 151. Retrieved July 21, 2019 from .

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