Autotelic Experience Research Articles

Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.

A Psychometric Development and Evaluation of the Flow State Scale for Caregiving Tasks Among Clinical Nurses.

The extensive research already conducted in numerous non-healthcare disciplines has consistently demonstrated the effectiveness of flow in alleviating work-related stress and boosting employee engagement in the workplace. Despite the potential benefits to nursing of improving flow, no valid instrument is currently available to measure the work-related flow experience of clinical nurses. This study was designed to develop the Flow State Scale for Caregiving Tasks (FSS-CT) and to evaluate its psychometric properties in the context of clinical nurses. This study, guided by the flow theory of Mihaly Csikszentmihalyi (1975), employed a three-phase approach to developing and evaluating the psychometric properties of the FSS-CT. Five hundred thirty-six full-time clinical nurses working in hospitals of various levels in Taiwan were recruited via cluster random sampling to participate in an anonymous online survey. The content validity of the developed scale was established through expert panel verification, criterion-related validity was assessed by correlating the scale with the Work-related Flow Inventory, and construct validity was evaluated via explanatory and confirmatory factor analyses. Scale reliability was determined using Cronbach's α coefficient. The FSS-CT, a 12-item Likert scale comprising four domains, was developed. These domains capture the elements of nurses' work-related flow, including professional confidence, merging of action and awareness, balance between skill and challenge, and autotelic experience. The FSS-CT demonstrated high content validity (content validity index > .90) and satisfactory criterion-related validity (coefficient = .55, p < .001). Furthermore, the scale was found to have excellent internal consistency (Cronbach's α = .91). Factor analyses yielded a four-factor structure accounting for 69.34% of the total variance, indicating a good fit for the final model based on recommended goodness-of-fit indices. The FSS-CT is a viable and dependable instrument for assessing the work-related flow experiences of nurses, with the measured outcomes offering to nursing administrators valuable insights into or directions for personnel development and work allocation initiatives.

Birthing consciousness and the flow experience during physiological childbirth

ProblemIt has been demonstrated that birth without medical intervention conveys significant physical and psychological benefits to the mother and her newborn baby. However, there is a need to include women's subjective experience of physiological birth to understand and promote it. BackgroundThe theoretical concept of “birthing consciousness” hypothesizes that women during natural childbirth sometimes experience a specific altered state of consciousness, which is a positive peak experience that resembles “flow” in many aspects. AimTo investigate the underexplored connection between the physiological mode of childbirth and altered states of consciousness during childbirth. MethodsIsraeli women with childbirth experience were recruited through social media (Facebook groups with a focus on childbirth and motherhood). Participants (n = 766) completed an online survey: the Flow State Scale (FSS) and a demographic questionnaire. FindingsDifferences were found between modes of birth as to flow state, as women who experienced physiological childbirth (i.e., with no epidural anesthesia or instrumental interventions) had a higher flow state during birth. DiscussionThis link empirically confirms the phenomenon of birthing consciousness. All nine dimensions of the mental state of flow apply to childbirth: challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration on the task, sense of control, loss of self-consciousness, transformation of time, and autotelic experience. ConclusionUnderstanding a women's subjective experience during physiological birth can enhance clinical understanding of physiological birth thus promoting positive physiological birth experiences – which has crucial health benefits. We propose that more studies need to be done to promote experiencing flow during physiological birth.

Trajectories of mindfulness, flow experience, and stress during an online-based MBSR program: the moderating role of emotional exhaustion.

Despite numerous papers focusing on mindfulness at work, our knowledge about how flow experience and stress as indicators of optimal functioning and wellbeing at work evolve over time during the common mindfulness-based stress reduction (MBSR) program remains limited. Drawing from the transactional model of flow and stress, we argue that a build-up of mindfulness over the training duration not only leads to a decrease in stress but also an increase in flow experience. Thereby, we examine the moderating role of emotional exhaustion amplifying the beneficial effects of mindfulness. In a quasi-experimental study, 91 participants completed weekly questionnaires over the course of 8 weeks. Forty six participants in the experimental group took part in the MBSR program, while 45 participants were part of an inactive control group. Mindfulness and flow showed a significant linear increase over time, whereas stress exhibited a linear decrease. Those who participated in the MBSR training reported an increase in mindfulness that positively and negatively predicted the trajectories of flow and stress, respectively. Emotional exhaustion amplified the effects of the trajectory of mindfulness on the trajectories of flow and stress. These findings suggest that mindfulness can not only reduce stress but can also foster the autotelic experience of flow, especially for chronically depleted individuals. However, more research is necessary to replicate these results and address the limitations of the current study, including the quasi-experimental design, the use of self-report measures, as well as the dropout during the study period.

대학 교양영어 대면수업과 온라인 수업의 학습몰입도와 수업만족도 비교 연구

The purpose of this study is to compare the effects of face-to-face and asynchronous online English classes on learners’ learning flow and class satisfaction. The study was conducted over 15 weeks with 52 Korean college students. Twenty-six of them took the face-to-face English classes, while the others took the asynchronous online English classes. The results were as follows. First, the students in the face-to-face English classes were found to have higher learning flow than those in the asynchronous online English classes, which was a statistically significant difference. Second, among the nine factors of learning flow, the students in the face-to-face classes showed higher learning flow in four factors: ‘task concentration,’ ‘distorted sense of time,’ ‘autotelic experience,’ and ‘loss of self-consciousness,’ compared to those in the asynchronous online classes, which showed statistically significant differences. This finding indicates that face-to-face English classes have a positive impact on students’ learning flow. Third, the students in the face-to-face classes were more satisfied than those in the asynchronous online classes, but the result did not show a statistically significant difference. It is concluded that face-to-face English classes can be effective for college students. Based on the study, some guidelines for effective English classes were suggested.

Suzuki Piano Method and Flow Experience among Adult Piano Beginners: A Quasi-Experimental Study

Although the Flow experience has been researched extensively in music education, there is limited investigation into exploring the link between the Suzuki piano method and Csikszentmihalyi’s flow theory. To address this gap, a quasi-experimental study was conducted to examine how the Suzuki piano method can promote the flow state of adult piano beginners. The study involved 36 participants assigned to either a treatment group or a control group. Both groups underwent an eight-week training program in Suzuki Piano Method and Conventional Group Piano Class respectively. After the program, participants from both groups underwent a post-training performance test and completed a survey, namely Learning and Performing Experience Scale (LPES), modified based on the Short Flow State Scale (S-FFS) by Martin and Jackson to examine their flow experience. The treatment group showed significantly higher flow experience levels than the control group, particularly in dimensions of Concentration, Unambiguous feedback, Timelessness, Loss of self-consciousness, Sense of control, Autotelic experience, and Challenge-skill balance. The findings suggested that the Suzuki piano method may promote flow experiences among adult beginners in piano learning. The implication of the study signified that the collaborative and interactive learning inherent in the method might be beneficial in achieving flow state and could be a consideration in conducting group piano classes.

The Relationship between Users’ Behavior and Their Flow Experience in Gamified Systems

Modeling users' experience in gameful systems is one of the main contemporary challenges in the field of human-computer interaction. One of the most desired and complex experiences to be identified is the flow experience (i.e., challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration, sense of control, loss of self-consciousness, transformation of time, and autotelic experience). Facing this challenge, we conducted a quantitative study (N = 313) based on structural equation modeling, aiming to model and predict the users' flow experience through their behavior (represented by performance-related, interaction with gamification, as well as the time they take in different actions) in the system. The main results indicate that i) gamification (i.e., doing well in points, badges, and leader-board) was positively related to users' experience of good challenge-skill balance, ii) whereas it was negatively related to users' concentration. Thirdly iii) user performance was positively related to users' concentration. However, overall, the results indicate that while associations between user behavior and flow experience could be established, there remains future work to be done to fully explain user flow experience while using a system. Our study contributes to the fields of human-computer interaction, gamification, and educational technologies, especially through insights related to modeling and predicting flow experiences in gameful systems through behavior data.

How audience and general music performance anxiety affect classical music students' flow experience: A close look at its dimensions.

Flow describes a state of intense experiential involvement in an activity that is defined in terms of nine dimensions. Despite increased interest in understanding the flow experience of musicians in recent years, knowledge of how characteristics of the musician and of the music performance context affect the flow experience at the dimension level is lacking. In this study, we aimed to investigate how musicians' general music performance anxiety (MPA) level (i.e., the general tendency to experience anxiety during solo music performances) and the presence of an audience influence the nine flow dimensions. The participants were 121 university music students who performed solo a music piece once by themselves (private performance) and once in front of an audience (public performance). Their general MPA level was measured with an adapted version of the STAI and ranged from 27 (very low MPA) to 76 (very high MPA). The level of the nine flow dimensions was assessed with the Flow State Scale-2 after each performance. The levels of "concentration on task at hand," "sense of control," and "autotelic experience" decreased significantly with increasing general MPA level. The levels of "unambiguous feedback" and "loss of self-consciousness" decreased significantly with increasing general MPA level during the public performance only. The level of "sense of control" was significantly lower during the public performance than the private performance across participants. The level of "unambiguous feedback" was significantly lower during the public performance than the private performance for participants with a general MPA level higher than 47. The level of "loss of self-consciousness" was significantly lower during the public performance than the private performance for participants with a general MPA level higher than 32. In contrast, the general MPA level and the audience did not significantly affect the levels of "challenge-skill balance," "clear goals," and "action-awareness merging." These results show that the effects of general MPA level and audience vary greatly across flow state dimensions. We conclude that musicians' flow state should be analyzed at the dimension level rather than as a global score. We discuss how our findings could inform the development and implementation of interventions.

The role of students' relational identity and autotelic experience for their innovative and continuous use of e-learning.

Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students’ social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students’ relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students’ perception of relatedness. Collected data were analyzed using the structural equation modeling method. The results showed that students' relational identity and autotelic experience significantly influence the innovative and continuous use of e-learning. The results showed that relational identity and autotelic experience positivly associatewith innovative (β = 0.190, t = 3.544; β = 0.405, t = 7.973) and continuous use of e-learning (β = 0.188, t = 3.115; β = 0.344, t = 7.459) and relatedness plays a moderating role between relational identity and continuous use (β = 0.194, t = 4.500, p = 0.000). Relatedness weakens the relationship between relational identity and innovative use of e-learning. However, it reinforces the relationship between relational identity and the continuous use of e-learning. It was found that relatedness strengthens the relationship between autotelic experience with innovative and continuous use of e-learning. The results of this study provide evidence of how students’ social and motivational factors can influence their approaches to the innovative and continuous use of e-learning systems. We discuss these results and provide agenda for future practical and professional work.

Immersive Experience in Virtual Reality Horror Game

In this study, we proposed an analysis framework that examines participants' immersive experience processes from three dimensions: (1) the state of enjoyment, (2) transformation of the awareness of time, and (3) a sense of spatial integration. We found that the balance of skills and challenges is threshold factor affecting participants’ overall enjoyment state and experience of transforming the time awareness during a VR gaming process. When considering the influence of social interaction on the three dimension of enjoyment, time and space, a new emerged element of emotion connection suggests that an autotelic experience – the feel of intrinsically rewarding during the process of interacting with other partners is a threshold factor affecting participants’ overall enjoyment. Further, that the mechanism by which fear is transformed into enjoyment corresponds to the element of a sense of control in the state of flow.

Effects of Soundscape on Flow State during Diabolo Exercise.

“Soundscape” is defined as “an acoustic environment as perceived or experienced and/or understood by a person or people, in context.” The research focuses on the physical properties of sound, paying attention to the relationship between the soundscape and people. Sports provide a comprehensive context, including the athletes, their behavior, the environment, spectators, and other elements. Soundscape in sports has many important functions, such as indicating the movement process, promoting positive emotions, and enhancing the entertainment atmosphere. It is also related to the physical and mental health of people who are exercising. As a technical sport with multidimensional soundscape qualities, diabolo is very popular among older adults in China due to its easy portability and operation. In order to explore the influence mechanism of the soundscape on the mental health of older players and better guide the shaping of soundscapes at sports venues, this paper focuses on soundscape perception and proposes a two-channel (direct and indirect) model of the influence of the diabolo soundscape on the psychological perception of older players. At the same time, we introduce the flow state as an indicator to evaluate mental health, and use the Short Flow State Scale (SFSS) to measure the flow state. By setting up a control experiment using the diabolo with and without sound and using the two-channel (direct and indirect) influence model to compare the differences in flow state scores under the two states, we analyzed the influence mechanism of the diabolo soundscape on the flow state of elderly groups. The results show that the scores of various flow state dimensions and total flow scores in the silent state of diabolo exercise are significantly lower than those in the sound state (p < 0.05 and p < 0.001), and the main differences are in the three dimensions of unambiguous feedback, sense of control, and autotelic experience. The two-channel influence model can effectively explain the differences in older adults’ flow state, which provides a new comprehensive perspective to study the effect of the soundscape in sports on people’s mental health.

Self-Reported Flow in Online Learning Environments for Teacher Education: A Quasi-Experimental Study Using a Counterbalanced Design

Digitization in teacher education is currently being promoted, but the choice between face-to-face instruction and online learning environments remains challenging. Previous studies have documented ambivalent results regarding personal preference and academic achievement, and experimental investigations into attention comparing learning in these two settings are largely lacking. In this context, the present study adopts a counterbalanced design to compare different dimensions of student experience of flow in face-to-face settings and online learning environments. Two groups of students in teacher-training programs (n = 37) completed an EduFlow questionnaire at the end of the same interactive courses in the two different settings. The results indicate globally lower attention and engagement in the online environment, suggesting that in-person instruction induces better cognitive absorption, greater time transformation, and a stronger autotelic experience. While the findings represent a contribution to the discussion on how to best design online education, more research is needed to identify the specific mechanisms regarding attention and motivation that can impact flow in these two environments.

How do online learning intentions lead to learning outcomes? The mediating effect of the autotelic dimension of flow in a MOOC

We focus on the predictors of persistence and achievement in online learning by studying the students’ learning intentions and their psychological states during learning activities. Flow/autotelic experience is a powerful predictor of engagement in MOOCs and online learning in general and relates to the deep involvement and sense of absorption during learning activities. Both theory and empirical evidence propose that predictors of flow in an educational setting include the need for belonging to a group of learners. Using path analyses and structural equation modeling, we verify the causal links between social intentions, autotelic experience and MOOC learning outcomes such as final grade and dropout. Using the Online Learning Enrollment Intentions (OLEI) scale, we find that in total six OLEI items predict MOOC success and dropout, with flow as a mediating effect. In two models, we verify “Autotelic experience” as a mediator between enrollment intentions and MOOC final grade and dropout. Our results highlight socially driven intentions as major factors to be considered in online learning environments. We draw theoretical and practical implications for MOOC design, considering explicit communication about the provided learning environment and tools towards a socially shared learning experience.

Transcultural Adaptation and Psychometric Support for a Brazilian Portuguese Version of the Flow State Scale (FSS-2).

The flow experience in sports is a construct of great interest to recreational and competitive athletes, coaches, and psychologists in pursuit of optimal performance. As there are no validated instruments for evaluating flow in the Brazilian Portuguese language, we evaluated the psychometric properties of a Brazilian version of the Flow State Scale (FSS-2) through three steps. Initially, four translators and five sports psychology specialists adapted the FSS-2 content for the Brazilian Portuguese language. Second, 371 athletes of both sexes who were engaged in group and individual sport modalities and who participated in national university sports competitions from 24 states responded to the adapted version of the FSS-2. Third, an independent sample of 34 athletes from Paraná responded to both the adapted FSS-2 and the dispositional flow scale (DFS-2) to permit analysis of the external validity and temporal stability of the adapted FSS-2. We found that the Brazilian version of the FSS-2 contains clear and pertinent items with a good content validity coefficient (CVC = 0.94) and satisfactory internal consistency (α > 0.88/CC > 0.80). Confirmatory factor analysis revealed that the adapted 36-item model presented adequate fit [X2 (558) = 1258.85; X2/df = 2.256; comparative fit index (CFI) = 0.92; non-normed fit index (NNFI) = 0.90; Tucker-Lewis Index (TLI) = 0.91; root mean square error of approximation (RMSEA) = 0.06 (0.05-0.06); (RMSEA <0.05) =.001] with all first order factors (challenge-skills balance, action-attention fusion, clear goals, feedback, intense concentration, control, loss of self-awareness, time transformation, and autotelic experience). External validity (r > 0.344) and temporal stability (0.53 < intraclass correlation coefficient (ICC) < 0.86) were satisfactory. We conclude that the Brazilian version of FSS-2 is adequate to evaluate flow states experienced by Brazilian athletes following a sports competition.

ONLİNE BİLGİ ARAMA SÜRECİNDE TÜKETİCİLERİN AKIŞ DENEYİMLERİNE YÖNELİK KAVRAMSAL BİR MODEL ÖNERİSİ

Many previous studies have explained the relationship between flow experience and consumer behavior in the context of human-computer interaction. However, studies have inconsistently evaluated the flow experience in terms of its relevant dimensions. Autotelic experience, curiosity, intrinsic interest, sense of control, focused attention, and time distortion are dimensions of online flow experience that have been inconsistently evaluated across different studies. Unlike previous studies, this current study characterizes flow experience with these six dimensions. This study aims to put forth a conceptual model suggestion on the flow experiences of consumers in their online information search processes. It is thought that this conceptual model will contribute to future consumer studies in explaining the effect of flow situations that occur in consumers' computer interactions on their behavior.

The effects of personalized gamification on students\u2019 flow experience, motivation, and enjoyment

Gamification refers to the attempt to transform different kinds of systems to be able to better invoke positive experiences such as the flow state. However, the ability of such intervention to invoke flow state is commonly believed to depend on several moderating factors including the user’s traits. Currently, there is a dearth of research on the effect of user traits on the results of gamification. Gamer types (personality traits related to gaming styles and preferences) are considered some of the most relevant factors affecting the individual’s susceptibility to gamification. Therefore, in this study we investigate how gamer types from the BrainHex taxonomy (achiever, conqueror, daredevil, mastermind, seeker, socializer and survivor) moderate the effects of personalized/non-personalized gamification on users’ flow experience (challenge-skill balance, merging of action and awareness, clear goals, feedback, concentration, control, loss of self-consciousness and autotelic experience), enjoyment, perception of gamification and motivation. We conducted a mixed factorial within-subject experiment involving 121 elementary school students comparing a personalized version against a non-personalized version of a gamified education system. There were no main effects between personalization and students’ flow experience, perception of gamification and motivation, and enjoyment. Our results also indicate patterns of characteristics that can lead students to the high flow experience (e.g., those who prefer to play multiplayer have a high flow experience in both personalized and non-personalized versions). Based on our results, we provided recommendations to advance the design of gamifed educational systems.

Could an intermittent Physical Education-based fitness teaching unit affect secondary school students’ motivation, autotelic experience, and physical self-concept? A cluster-randomized controlled trial

Objective: The purpose of the present study was to compare the effects of traditional and intermittent physical fitness-based teaching units on secondary school students’ motivation toward Physical Education, autotelic experience, and physical self-concept. Methods: Six classes [126 students (57.9% females) aged 13-15 years], balanced by grade, were cluster-randomly assigned into control (n = 40), traditional (n = 34) and innovative (n = 52) groups. The traditional group performed a physical fitness teaching unit twice a week for nine weeks (35-40 minutes of the main part of each session). The innovative group worked during the first half of the sessions’ main part (18-20 minutes) similarly to the traditional group, and during the second half they worked on invasion sports. Before and after the intervention, students’ motivation toward Physical Education and physical self-concept were measured through the Perceived Locus of Causality-II Scale and the short form of the Physical Self Description Questionnaire. Results: The Multilevel Linear Model showed that the control group students decreased statistically significantly in the integrated, introjected, and controlled motivation compared to those from the innovative and traditional groups (p &lt; 0.05; d = 0.17-0.51). However, no statistically significant differences in the other motivational dimensions, nor on the autotelic experience and physical self-concept dimensions were found between the three groups (p &gt; 0.05). Conclusion: Regardless of the teaching unit structure applied (i.e., traditional or intermittent), it could be necessary that Physical Education teachers apply specific strategies for improving these psychological variables of the students.

Predicting students\u2019 flow experience through behavior data in gamified educational systems

The flow experience (i.e., challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration, sense of control, loss of self-consciousness, transformation of time, and autotelic experience) is an experience highly related to the learning experience. One of the current challenges is to identify whether students are managing to achieve this experience in educational systems. The methods currently used to identify students’ flow experience are based on self-reports or equipment (e.g., eye trackers or electroencephalograms). The main problem with these methods is the high cost of the equipment and the impossibility of applying them massively. To address this challenge, we used behavior data logs produced by students during the use of a gamified educational system to predict the students’ flow experience. Through a data-driven study (N = 23) using structural equation modeling, we identified possibilities to predict the students’ flow experience through the speed of students’ actions. With this initial study, we advance the literature, especially contributing to the field of student experience analysis, by bringing insights showing how to step towards automatic students’ flow experience identification in gamified educational systems.

Validation of the Flow Scale Related to Physical Education in Arabic Language

Objective: Develop and test psychometric properties of the academic flow instrument in physical education. Methods: A total of 654 retained participants aged between 10 and 18 completed the four-dimensional Physical Education Flow Questionnaire (PHFLOW) (134 in the exploratory phase and 520 in the confirmatory phase). The participants in the first exploratory study were female (n = 69) and male (n = 65) attending primary school (n = 32.84%), college (40.30%) and secondary school (26.87% studies). The 520 have a mean age of 14.13 ± 2.61 years. Male students presented 52.7% of the participants (mean age 14.20; SD = 2.60), whereas 47.53% were female (mean age 14.03; SD = 2.63). The percentages of students are respectively: 33.1% (n = 172), 36.3% (n = 189) and 30.6% (n = 159) for primary, college and secondary. Results: The result of exploratory and confirmatory factor analysis, as well as the analysis of reliability through the internal consistency index proved the robustness of the measurement instrument. The concurrent validity of the instrument was satisfactory, on the one hand by a significant negative relationship between autotelic experience and PANAS negative affect, and on the other hand by a significant positive relationship between autotelic experience and PANAS positive affect. Conclusion: The PH-Flow scale can administer to assess academic flow in physical education.

Analysing impulse purchasing in cross-border electronic commerce

PurposeThe purpose of this paper is to explore the impact of product information on impulse purchases in a cross-border electronic commerce (CBEC) setting from the perspective of cue stimulation.Design/methodology/approachThis study proposes a research model of impulse purchases in CBEC based on the cue utilization theory and Stimulus-Organism-Response (S-O-R) model. The research model was tested using covariance-based structural equation modelling. Data were collected from the consumers of a popular CBEC platform in China.FindingsA high-quality product description has a significant positive effect on concentration but not on curiosity and autotelic experience. A high-quality product display has a significant positive effect on concentration, curiosity and autotelic experience. High-quality product content has a significant positive effect on curiosity and autotelic experience but not on concentration. Curiosity and autotelic experience both have a significant positive effect on impulse purchases; however, concentration has no such effect on an impulse purchase. Curiosity and autotelic experience have a full mediation effect between product display and impulse purchases and between product content and impulse purchases, respectively.Originality/valueThis study integrates the S-O-R model and cue utilization theory to construct a theoretical model of product information-flow experience-impulse purchases. According to the model, we can understand how product information influences consumers' impulse purchases in CBEC.