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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/98903

    Title: Rethinking Flow Theory: The Role of Learning Emotions in Computer Education
    Authors: Wang, Chih-Chien;Wang, Kai-Li;Chen, Chien-Chang
    Contributors: 淡江大學資訊工程學系
    Keywords: Computer-based Instruction;Flow theory;Emotion;E-learning;Challenge-skill balance
    Date: 2014-07-09
    Issue Date: 2014-09-24 23:28:54 (UTC+8)
    Abstract: Learning emotions are learners’ reaction to learning. Finding ways to keep learners feeling positive is an important mission for instructors. Flow theory proposed by Csikszentmihalyi in 1975 argues that the challenge-skill balance is a precondition for flow experience. When the challenge of learning is higher than the learners’ ability, the learners will feel anxiety, and when it is lower than learners’ ability, the learners will feel boredom. When the challenge of learning matches the learners’ ability, a flow experience will appear. However, the current empirical study of 110 participants reveals that emotions related to enjoyment may appear when the learners’ skill is equal to or higher than the learning challenge. Nevertheless, boredom may appear when the learners perceived the courses are difficult but unimportant. These findings revealed the necessary of rethinking the argument of challenge-skill balance and emotions of boredom and enjoyment in flow theory.
    Relation: The 12th International Conference on IT Applications and Management
    Appears in Collections:[資訊工程學系暨研究所] 會議論文

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