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Targeting Motivation--Adapting Flow Theory to Instructional Design
ARTICLE

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

Abstract

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)

Citation

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

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Cited By

  1. The Potentials and Challenges of Learning with Electronic Textiles for Computing Education

    Eunkyoung Lee & Sungsook Kim, Korea Institute for Curriculum and Evaluation, Korea (South)

    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

  3. PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH

    Gregor Kennedy, Biomedical Multimedia Unit, Australia

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

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