Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS)

Abstract

This article reports on a study concerning an optimal learning experience by curriculum sequencing systems (CSS) that is being frequently used in adaptive e-learning systems design. In doing so, we first implemented a CSS application – ‘IT-Tutor’ to teach tertiary students vis-a-vis ‘Computer Network’ – using ‘dynamic sequencing approach (DSA)’. Next, we evaluated the usage of IT-Tutor through Csikszentmihalyi’s flow experience theory, in order to project their learning experience. This empirical study showed that, to some extent, CSS with DSA provided learners with a better learning experience against static-time lined learning path, and the usage pattern generated from this rather different learning experience would be a possible learning outcome that counts. Further, in the experimental context, learning with DSA can be seen to promote learning motivation and ambitious behaviours rather than the other learning environments.