Flow
Overview
The concept of flow is defined as a mental state of complete absorption in an activity leaving the individuals performing the task feeling energised and focused while enjoying the task at hand. Mihaly Csikszentmihalyi [1] introduced the “flow zone”, the context in which the state of flow is experienced. Mihaly attributed the eight flow components - while all may not be necessary to achieve the flow state.
Example
In a state of flow, a student working towards practice problems for an upcoming test may lost track of time. Moreover, they are fully engaged in the task at hand (practising for the test), given they are sufficiently challenged. The student also derives a sense of accomplishment and satisfaction as they progress through the problems [2]
Evidence
In a 2011 study by Cheng and colleagues [3] examined the relationship between flow and learning in an educational context. The researchers found that students who experienced a state of flow during a learning activity performed better on a subsequent test of the material than students who did not experience flow. This suggests that flow may enhance learning by improving focus and engagement and by promoting a sense of mastery and achievement.
Flow has also been studied in the context of language learning [4] . The study found that learners who experienced flow during a language learning activity demonstrated greater gains in language proficiency than learners who did not experience flow. This suggests that flow may enhance learning by promoting deep engagement with the material and fostering a sense of ownership over the learning process.
Lastly, individuals who experienced flow during a design thinking task demonstrated greater creativity and problem-solving ability than individuals who did not experience flow. This suggests that flow may enhance learning by promoting a sense of autonomy and creativity, which can lead to deeper understanding and more innovative solutions [5].
Flow and Game Design
Chen [6] explores the concept of flow and how it relates to game design. The flow state is essential in gameplay as it allows players to be wholly immersed in the game experience, developing a sense of focus and control and accomplishing a sense of satisfaction and achievement. Moreover, the flow state also provides the opportunity to develop skills and knowledge while challenging the player’s ability to progress through the game.
Using the elements of flow, game designers can include challenges, feedback and rewards to create a flow state for learners. Moreover, building simulations and virtual environments for engaging learners in this state can promote engagement and immersion. However, while developing this state for broader audiences, there must be a proper balance between the choices offered to the players as it needs to adapt to the audience’s diverse flow zones. Thus, the best strategy is to create an immersive environment in the core gameplay.
Critique
Flow may not be suitable for all learners [7]. While flow is often associated with 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.
Conclusion
Metacognitive abilities significantly enhance and improve individuals' awareness while learning [8]. Hence, learning designers need to ensure the integration of metacognition without adding strain or overshadowing, instead supporting individuals in self-reflecting to be better learners. One way is to align metacognitive strategies with learning tasks, especially for procedural and conditional knowledge [9]. Additionally, identifying strategies that students need to select and how to use them, especially given differences in how individuals can enact the same learning strategies. Next, it would be necessary to understand the standards of self-evaluation individuals hold during metacognitive processing and ideate solutions, especially for students who do not want to confront what they don’t know. Finally, it is vital to leverage the effect of ability, motivation, and skill on metacognition while integrating it into learning design
References
- ↑ Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
- ↑ Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
- ↑ Cheng, Y., Chen, C., & Liu, Y. (2011). Flow experience and learning outcomes of university students: An empirical study. The Asia-Pacific Education Researcher, 20(1), 19-26. doi: 10.1007/s40299-011-0002-2
- ↑ Kim, J., Park, H. W., & Lee, J. H. (2017). The relationship between flow experience and foreign language learning: A study of Korean university students. Asia Pacific Education Review, 18(1), 27-36. doi: 10.1007/s12564-016-9463-8
- ↑ Shin, D. H., Kim, H. J., & Kim, H. W. (2018). The effect of flow experience on creativity in a design thinking context. Journal of Creative Behavior, 52(4), 389-401. doi: 10.1002/jocb.212
- ↑ Chen, J. (2007). Flow in games (and everything else). Communications of the ACM, 50(4), 31-34. https://doi.org/10.1145/1232743.1232768
- ↑ Smith, J. D. (2022). Critique of flow in learning design. Journal of Educational Psychology, 114(3), 385-392. doi:10.1037/edu0000678
- ↑ Welter, V. D. E., Becker, L. B., & Großschedl, J. (2022, May 5). Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning. Education Sciences, 12(5), 325. https://doi.org/10.3390/educsci12050325
- ↑ Stanton, J., Sebesta, A., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 1–7. https://doi.org/10.1187/cbe.20-12-0289)