Authors:
Daniel P. Auld
1
and
Fran C. Blumberg
2
Affiliations:
1
Fordham University and John Jay College of Criminal Justice – CUNY, United States
;
2
Fordham University, United States
Keyword(s):
Flow, Learning, Computer-Mediated Learning Environments.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Immersive Learning
;
Immersive Learning and Multimedia Applications
;
Learning/Teaching Methodologies and Assessment
Abstract:
In the context of research concerning computer-mediated learning environments (CMLEs), the construct of
flow, or optimal experience, has been positively linked with students' learning outcomes, such as affective
and cognitive perceptions of learning and the development of academic skills. However, this linkage is
compromised by inconsistent characterizations of flow across studies and divergent measures of when flow
may have occurred during learning. Further, characterizations of learning have differed across studies (i.e.
self-reported attitudes about one's learning experience or one's academic achievement). In this paper, we
review these inconsistencies and discuss how meta-analysis may be one means by which we can examine
whether flow does impact learning within CMLEs, given the differing operationalizations of flow and
learning that are found within the extant literature.