Abstract
The authors investigated the effects of flow on learning outcomes in a graduate-level operations management course. Flow was assessed through an overall flow score, four dimensions of flow, and three characteristics of flow activities. Learning outcomes were measured objectively through multiple-choice quiz scores and subjectively using measures of students’ perceived learning of the subject matter, students’ perceived skill development, and student satisfaction. The findings show that flow affected students’ perceived learning of the subject matter and student satisfaction but did not affect learning performance as measured through multiple-choice quizzes. Partial support is found for an effect of flow on students’ perceived skill development.
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