Online learner's 'flow' experience: an empirical study

By Namin Shin. British Journal of Educational Technology, 2006

298 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/3118ef02a74e97034c48c2b5bc1236c2e54d202b

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In Developmental and Educational Psychology

In Information Systems

In Human-Computer Interaction

Citations in the corpus

Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress (2017, background): “Moreover, in on-screen learning environments, previous research postulated that a positive correlation exists between the flow state and students’ learning outcomes (Liao, 2006; Shin, 2006).”
Do Customers and Employees Enjoy Service Participation? Synergistic Effects of Self- and Other-Efficacy (2012, background): “Shin (2006) finds a strong and positive impact of students’ experiences of enjoyment on their satisfaction with online courses.”
Objectification Theory and Psychology of Women: A Decade of Advances and Future Directions (2008, background): “…the broader literature, flow is conceptualized as (a) experiences associated with task performance, such as focused concentration, losing track of time, and sense of curiosity and (b) the balance between challenge and skills involved in a task (e.g., Shin, 2006; MacDonald, Byrne, & Carlton, 2006).”
The challenge–skill balance and antecedents of flow: A meta-analytic investigation (2015, unknown): “These additional antecedents and components support how the challenge–skill balance may not be the most salient contributor to achieving a flow state (Shin, 2006; Wang & Hsiao, 2012), despite receiving the greatest attention among conditions for entering flow according to the literature.”
Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness (2014, background): “In this regard, research in web-based learning environments has shown that there is a positive correlation between the flow state that students might reach when using these environments and their learning outcomes (Liao, 2006; Shin, 2006;Webster, Trevino, & Ryan, 1993).”
Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains (2008, background): “Recent work (e.g., Shin 2006 ) has recognized different perspectives of flow along these lines and has suggested the need to more carefully consider the actual experience of flow alongside the more typical approaches to flow such as those conducted by Jackson and colleagues (e.g., Jackson and Eklun”