Abstract
The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 1 was conducted to test the effect of online interactivity manipulated by dynamic visual learning tools on student’s flow experience, level of telepresence, actual performance in test, and perceived values of such activities. Study 2 was designed to test the effect of personalizability of difficulty levels in the interactive online activity on students’ learning experience. The results found that interactive online learning tools can facilitate student’s active learning process by increasing attention, curiosity, and interest about the online activity, and by reducing awareness of physical surroundings. In addition, the interactive activity significantly improved students’ test scores. This study also found that personalized difficulty options available in the interactive online activity significantly increased students’ perceived hedonic value (i.e., enjoyment) of and the level of satisfaction with the activity. The results emphasize the critical role of interactive visual learning tool in the online activities in improving students’ flow experience and actual performance. Personalizability of task levels is also recommended to be used in online activities to increase students’ perceived hedonic value and satisfaction with such online activities.
Highlights
The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective
The results indicate that the interactive visual learning tool used for the online activity could enhance student learning
The current study empirically investigated effects of the interactive visual learning tools on student learning experience and performance through two experiments
Summary
The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 2 was designed to test the effect of personalizability of difficulty levels in the interactive online activity on students’ learning experience. This study found that personalized difficulty options available in the interactive online activity significantly increased students’ perceived hedonic value (i.e., enjoyment) of and the level of satisfaction with the activity. The theory of flow provides the conceptual framework of why interactive visual learning tools help students engage and actively participate in the learning process (Csikszentmihaly, 1990). The flow theory suggests that interactive visual learning tools have a high potential to engage students in the learning process as students are likely to experience flow and the effect will be greater when the students’ skill matches the task difficulty (Csikszentmihaly, Abuhamdeh, & Nakamura, 2005). Interactive online learning activity with personalizable options enable learners to be more focused and engaged as they can select the learning level that matches their skills (Pandey, 2017). Ou, Joyner, and Goel (2019) emphasized the critical role of personalized online teaching materials in stimulating learners’ interest and engaging them in learning
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