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Targeting Motivation--Adapting Flow Theory to Instructional Design


Journal of Educational Computing Research Volume 21, Number 2, ISSN 0735-6331


Investigates the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. Results suggest that activity content has major influences on motivation; hypermedia presentations can add to motivation if used appropriately, or they can be distracting if too complex. Three tables show data. (AEF)


Chan, T.S. & Ahern, T.C. (1999). Targeting Motivation--Adapting Flow Theory to Instructional Design. Journal of Educational Computing Research, 21(2), 151. Retrieved March 23, 2019 from .

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    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 106–111

  2. The Amalgam of Interactivity and Flow Elements in Discovering Effective Blended Learning Practices

    Theano Yerasimou & Maria Solomou, Indiana University, United States

    EdMedia + Innovate Learning 2009 (June 2009) pp. 3863–3866


    Gregor Kennedy, Biomedical Multimedia Unit, Australia

    Journal of Interactive Learning Research Vol. 15, No. 1 (January 2004) pp. 43–61

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