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The Experience of Flow in Interacting With a Hypermedia Learning Environment
Article

, , University of Kiel, Germany

Journal of Educational Multimedia and Hypermedia Volume 10, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Using the Experience-Sampling Method flow experience, 60 subjects were assessed three times during a one hour inter-action with a hypermedia learning environment in an experi-mental setting. Two task conditions reflecting different depth of processing were introduced: scanning, covering a large area without depth and browsing as a fully elaboration of a system. Three indices of learning performance were as-sessed: (a) content knowledge, (b) structural knowledge, and (c) transfer performance. It was predicted that flow was the dominant state, flow should appear independent on task con-ditions and learning should be improved. Results showed that most of the users go into flow. A detailed analysis of ex-perience characterized flow as an optimal state of experi-ence. All variables measuring the quality of experience were more affected by flow than by other contexts (i.e. fear, apa-thy, boredom). Flow experience was stable over the experi-mental conduction. Learning was not improved for subjects in flow. Results and some limitations are discussed with con-cern to motivational design of hypermedia learning environ-ments and suggestions for future research are made.

Citation

Konradt, U. & Sulz, K. (2001). The Experience of Flow in Interacting With a Hypermedia Learning Environment. Journal of Educational Multimedia and Hypermedia, 10(1), 69-84. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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