Flow experience and positive affect during hypermedia learning

In this study positive affective states, experienced by users of a one-hour learning program, in a hypermedia learning environment were assessed. It was expected that a positive mood would occur during learning that would be correlated with high training/learning success. Furthermore, the experience of flow was used to indicate whether the challenges and skills were balanced. The results showed that the users of the training program were put into a positive mood. About a quarter of the users experienced flow. Positive moods were associated with higher training success and positive affect was correlated with total knowledge and content knowledge. An association between flow and training success was not observed. The perceived probability of success did not influences learning but a high perceived probability of success was considered as comparably more pleasant than a low perceived probability of success. The results are discussed in the context of self-directed learning.