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= '''Critique''' = Flow may not be suitable for all learners <ref> Smith, J. D. (2022). Critique of flow in learning design. Journal of Educational Psychology, 114(3), 385-392. doi:10.1037/edu0000678 </ref>. While flow is often associated with [[Learning emotions | positive emotions]] and engagement, some learners (learners with anxiety or attentional difficulties) may find it difficult or stressful to achieve a state of complete absorption and focus on a task for an extended period, even if the task is designed to promote flow. This suggests that designers should consider individual differences in learners' needs and preferences when designing learning activities. Another potential limitation of flow in learning design is that it may lead to a focus on the activity itself rather than the learning outcomes. In other words, learners may become so immersed in the activity that they lose sight of the goals or objectives of the learning task. This could be particularly problematic in educational contexts, where the ultimate goal is to promote learning and understanding rather than simply enjoying the process. To address this, designers may need to balance the elements of flow with explicit guidance on the learning objectives and outcomes of the task. Additionally, there is a risk that flow can be used as a means of creating an addictive or overly stimulating learning experience rather than as a way to enhance engagement and motivation. Some learning designers may be tempted to use flow-inducing techniques to increase engagement or retention without considering the potential negative consequences of creating an overly stimulating or addictive learning environment. To address this, designers should be cautious about using flow-inducing techniques and consider the ethical implications of using these techniques to promote learning.
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