Could the Implementation of Flow Theory Promote Improved Student Engagement in Learning? A position paper presentation submitted in partial fulfillment

Could the Implementation of Flow Theory Promote Improved Student

Engagement in Learning?A position paper presentation submitted in partial fulfillment for EDUC 5103,

Integration of Instructional Design and Information Technology, Professor Kathy Snow, Cape Breton University, June 2, 2015

Completed by Chad Hanrahan

Chad Hanrahan, EDUC 5103, June 2, 2015 1

Who is Chad Hanrahan?

• This is me on the right with my wife Tanya.

• I am from North Sydney, Nova Scotia, Canada.

• I am a middle school French Immersion Mathematics and Science teacher with the Cape Breton Victoria District School Board.

• I am currently in course #3 of my Diploma of Educational Technology at Cape Breton University


The Purpose of this Presentation

• Within the discussions of EDUC 5103, I have encountered a plethora of techniques and theory related to Instructional Design.

• Of all the techniques to which I have been introduced, I found Mihály Csíkszentmihályi’s Flow Theory a fascinating Instructional Design theory and I wanted to explore its implementation within classroom instruction.

• The specific purpose of this presentation is to research the effects of implementing Flow Theory as an Instructional Design Technique to promote improved student engagement in educational endeavors.


How will this Presentation be assembled?

• This presentation will accompany a formal written position paper addressing this concept in Instructional Design.

• This presentation has been constructed in the same format as my paper, which is listed as such:

• Introduction (slides #5-15)

• A Literature Review and Analysis Section (slides #16-21)

• Conclusion (slide #22)

• References (slide #23)

• Post Presentation Discussion (slide #24)


The role of Instructional Design within our Educational System• It is essential that the instruction of school curriculum is improved through the

analysis of learning needs and systematic development of learning materials.

• The teacher and/or the instructional designer must always be implementing various technological and multimedia tools to deliver course content that properly motivates the learner.

• Only when proper motivation is achieved does true learning engagement commence.


How can we improve student engagement?

• A teacher and/or instructional designer who is attentive to optimizing student motivation tries to select activities that engage student interests, allow for individual creativity and more importantly, permits demonstration of content expertise.

• However, our traditional system of educating youth (the Behaviorist method of “reward and punishment”) does not engage their interests as thoroughly as it once did.

• Thus, it is our challenge as educators to establish a more effectual learning theory to promote student engagement.


Is a change in learning theories necessary?

• To properly engage students in the 21st century, an educational paradigm shift from behaviorist theories towards alternative learning theories is inevitable.

• For this reason, one possible option is the implementation of Mihály Csíkszentmihályi’s Flow Theory within the instructional design of course curriculum.


What is Flow Theory?

• Flow Theory is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity.

• Named by Mihály Csíkszentmihályi ( pronounced MEE-hy CHEEK-sent-mə-HY-ee), the concept has been widely referenced across a variety of fields, particularly the field of Education.

• Flow Theory is commonly referred to as “Flow” or “in the Zone”


Mihály Csíkszentmihályi


Historical Background of Flow Theory

• The development of Flow Theory was inspired by various artists who would immerse themselves so deeply into their work that they would disregard food, rest and social engagements. Essentially, these artists essentially were lost in their work.

• These traits in artists intrigued Csíkszentmihályi and his colleagues thus deciding to research these phenomenon in the 1980’s and 1990’s.

• Their research led to the principles of Flow Theory.


What is “Flow”?

• According to Csíkszentmihályi, Flow is one of eight mental states that a student can experience during the learning process.


The Eight Mental States of Flow Theory

• Flow

• Anxiety

• Apathy

• Arousal

• Boredom

• Control

• Relaxation

• Worry


How does a student achieve “Flow”?

• Flow is considered the most favorable mental state in this particular theory.

• Flow is achieved by the learner when his/her skill level and challenge level of a task are highest.

• As students achieve a proper flow in their subject of study, an opportunity for intense focus is created and motivation begins shifting from extrinsic origins into more optimal intrinsic domains.


Other possible mental states of students

• If Flow is the optimal mental state, than the other mental states occur when Flow is not achieved.

• The 2 most common examples are the following:

1. A learner can experience relaxation or boredom in learning when his/her skill level is high yet the presented task challenge is low.

2. A learner can experience anxiety when their skill level is very low and the presented task challenge is very high


Student Learning and Engagement when Flow Theory is Applied as an Instructional Design Technique


Literary Review and Analysis

• My research uncovered 5 literary sources discussing connections between student engagement and Flow Theory.

1. Game, Motivation and Effective Learning: An Integrated Model for Educational Game Design

2. Targeting Motivation: Adapting Flow Theory to Instructional Design

3. Student Engagement in High School Classrooms from the Perspective of Flow Theory

4. Flow Theory as a Model for Enhancing Student Resilience

5. The Importance of Motivation: Integrating Flow Theory into Instructional Design


Game, Motivation and Effective Learning: An Integrated Model for Educational Game Design

• Game, Motivation and Effective Learning: An Integrated Model for Educational Game Design was written by Brad Paras and Jim Bizzocchi in 2005.

• These researchers recognized Flow Theory as a definitive factor in developing understanding and implementing motivation.

• However, this study also introduced a secondary factor for improved student learning and motivation, reflection of learning.

• Consequently, this study revealed how games can act as effective learning environments by integrating reflection into the process of Flow Theory, producing intrinsically motivating learning experiences.


Targeting Motivation: Adapting Flow Theory to Instructional Design

• Targeting Motivation: Adapting Flow Theory to Instructional Design was written by Tom S. Chan and Terence C. Ahern in 1999.

• These researchers investigated the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity.

• Their study suggested 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.


Student Engagement in High School Classrooms from the Perspective of Flow Theory

• Student Engagement in High School Classrooms from the Perspective of Flow Theory was written by David J. Shernoff, Mihaly Csikszentmihalyi, Barbara Schneider, and Elisa Steele Shernoff in 2003.

• This study investigated how adolescents spent their time in high school and the conditions under which they reported being engaged.

• They determined that participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control.


Flow Theory as a Model for Enhancing Student Resilience

• Flow Theory as a Model for Enhancing Student Resilience was written by Gerald D. Parr, Marilyn Montgomery, and Camille DeBell in 1998.

• Their research investigated and described the characteristics of resilience and its connection to Flow Theory.

• They concluded that counseling from a Flow Theory perspective can assist students to order their consciousness so they can develop ever-increasing levels of complexity, thus becoming more academically resilient.


The Importance of Motivation: Integrating Flow Theory into Instructional Design

• The Importance of Motivation: Integrating Flow Theory into Instructional Design was written by Tom S. Chan and Terence C. Ahern in 1999.

• The goal of their study was an exploratory adaptation of Flow Theory for designing instructional activities.

• A secondary goal of their study explored how to use Flow Theory and its effects on motivation in a classroom setting.

• This study generated less than optimal conditions, suggesting that implementation of Flow Theory into Instructional Design had a negative correlation with student engagement in learning.


Conclusions based on this literary view

• The findings of this literary review have revealed a positive correlation between the usage of Flow Theory within a curriculum’s instructional design framework and student motivation.

• Therefore, research supports the notion that the implementation of Flow Theory within a classroom curriculum can promote improved student engagement in educational endeavours.


References and Resources

• http://eric.ed.gov/?

• http://www.instructionaldesign.org/

• Strengthening Student Engagement: What Do Students Want?

• http://www.learning-theories.com/flow-csikszentmihalyi.html

• http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow?language=en

• The flow experience and its significance for human psychology by Mihály Csíkszentmihályi

• The Importance of Motivation: Integrating Flow Theory into Instructional Design

• Targeting Motivation: Adapting Flow Theory to Instructional Design

• Student Engagement in High School Classrooms from the Perspective of Flow Theory

• Flow Theory as a Model for Enhancing Student Resilience

• Game, Motivation and Effective Learning: An Integrated Model for Educational Game Design


Questions, comments, constructive advice?

• This aspect of the presentation will be conducted online in a 5 minute post presentation discussion hosted in the Chat Room.

• If you would like to contact me about this presentation, feel free to contact me via email at [email protected] or on Twitter at @InFoTainEr24


mailto:[email protected]

Documents

Could the Implementation of Flow Theory Promote Improved Student Engagement in Learning? A position paper presentation submitted in partial fulfillment