Engaging the Learner: How Can the Flow Experience Support E-learning?

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Pearce, J. (2005). Engaging the Learner: How Can the Flow Experience Support E-learning?. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 2288-2295). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21538.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005
E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
October 2005
ISBN 1-880094-57-6
  Griff Richards
AACE

More Information on ELEARN
Table of Contents

Author

Jon Pearce, University of Melbourne, Australia

Abstract

This paper describes research into making e-learning activities motivating and engaging, yet still producing effective learning. Flow is used as an underlying theory to explore student behaviour during online instruction. In this study, 59 students worked through a learning exercise in physics while two different methods were employed to measure flow experiences. Graphical visualisations ('flow path' plots) were employed to show the dynamic nature of the students' experiences. These were found to be inconsistent with other traditional flow measurement techniques. The study identified the students' changing focus between task and artefact as a contributor to this inconsistency. A significant contribution of this paper is the identification of 'task-flow' and 'artefact-flow' and their significance in e-learning.

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