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
Chad Hanrahan, EDUC 5103, June 2, 2015
2
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
3
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)
Chad Hanrahan, EDUC 5103, June 2, 2015
4
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
5
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
6
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
7
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”
Chad Hanrahan, EDUC 5103, June 2, 2015
8
Mihály Csíkszentmihályi
Chad Hanrahan, EDUC 5103, June 2, 2015
9
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
10
What is “Flow”?
• According to Csíkszentmihályi, Flow is one of eight mental states that
a student can experience during the learning process.
Chad Hanrahan, EDUC 5103, June 2, 2015
11
The Eight Mental States of Flow Theory
• Flow
• Anxiety
• Apathy
• Arousal
• Boredom
• Control
• Relaxation
• Worry
Chad Hanrahan, EDUC 5103, June 2, 2015
12
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
13
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
Chad Hanrahan, EDUC 5103, June 2, 2015
14
Student Learning and Engagement when Flow Theory is
Applied as an Instructional Design Technique
Chad Hanrahan, EDUC 5103, June 2, 2015
15
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
Chad Hanrahan, EDUC 5103, June 2, 2015
16
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
17
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
18
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
19
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 everincreasing levels of complexity, thus becoming more academically
resilient.
Chad Hanrahan, EDUC 5103, June 2, 2015
20
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
21
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.
Chad Hanrahan, EDUC 5103, June 2, 2015
22
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
Chad Hanrahan, EDUC 5103, June 2, 2015
23
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
Chad Hanrahan, EDUC 5103, June 2, 2015
24