Premium
Flow in e‐learning: What drives it and why it matters
Author(s) -
RodríguezArdura Inma,
MeseguerArtola Antoni
Publication year - 2017
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12480
Subject(s) - continuance , feeling , psychology , context (archaeology) , learning environment , virtual learning environment , social psychology , mathematics education , flow (mathematics) , cognitive psychology , pedagogy , paleontology , geometry , mathematics , biology
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.