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Flow in e‐learning: What drives it and why it matters

Flow in e‐learning: What drives it and why it matters This paper seeks to explain why some individuals sink further into states of flow than others, and what effects flow has in the context of a virtual education environment. Our findings—gathered from both questionnaire and behavioural data—reveal that flow states are elicited by the e‐learners' senses of controlling the virtual education environment, their attention centred on the learning activity, and their feelings of physically being in such an environment. We bring evidence about three benefits from flow states: they facilitate e‐learner's positive emotions, they enhance e‐learners' academic performance, and they contribute to students' effective continuance in e‐learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Journal of Educational Technology Wiley

Flow in e‐learning: What drives it and why it matters

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References (83)

Publisher
Wiley
Copyright
British Educational Research Association © 2017 BERA
ISSN
0007-1013
eISSN
1467-8535
DOI
10.1111/bjet.12480
Publisher site
See Article on Publisher Site

Abstract

This paper seeks to explain why some individuals sink further into states of flow than others, and what effects flow has in the context of a virtual education environment. Our findings—gathered from both questionnaire and behavioural data—reveal that flow states are elicited by the e‐learners' senses of controlling the virtual education environment, their attention centred on the learning activity, and their feelings of physically being in such an environment. We bring evidence about three benefits from flow states: they facilitate e‐learner's positive emotions, they enhance e‐learners' academic performance, and they contribute to students' effective continuance in e‐learning.

Journal

British Journal of Educational TechnologyWiley

Published: Jun 1, 2017

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