The Experience of Flow in Interacting With a Hypermedia Learning Environment

Using the Experience-Sampling Method flow experience, 60 subjects were assessed three times during a one hour interaction with a hypermedia learning environment in an experimental setting. Two task conditions reflecting different depth of processing were introduced: scanning, covering a large area without depth and browsing as a fully elaboration of a system. Three indices of learning performance were assessed: (a) content knowledge, (b) structural knowledge, and (c) transfer performance. It was predicted that flow was the dominant state, flow should appear independent on task conditions and learning should be improved. Results showed that most of the users go into flow. A detailed analysis of experience characterized flow as an optimal state of experience. All variables measuring the quality of experience were more affected by flow than by other contexts (i.e. fear, apathy, boredom). Flow experience was stable over the experimental conduction. Learning was not improved for subjects in flow. Results and some limitations are discussed with concern to motivational design of hypermedia learning environments and suggestions for future research are made. Hypermedia is defined as a nonlinear representation of interconnected information units, such as text, speech, graphics, animated graphics, and video clips. As multimedia refers to the integration of more than one modality, hypertext structures enables that links are provided between these objects, both textual and graphical. Because of the great facilities hypermedia bears on the production, editing and recording of information, educators and technicians ascribe great potentials. Hypertext and hypermedia are proposed as the textbook of the future (Cunningham, Duffy, & Knuth, 1993) and allows for flexible information and training tools. LEARNING WITH HYPERMEDIA In considering the effect of learning with hypermedia and computer-based instruction, researchers have been concerned with several issues: the usability design, acceptance, cognitive processing of hyper-documents, and instructional design. The aim is to find out, how to best individually assist learning demands, cognitive learning stiles and to foster self-regulated learning. Several guidelines for good didactical and technical design of interactive multimedia were developed (Hendersen & Cunningham, 1994; Kommers, Grabinger, & Dunlap, 1996; Nielsen, 1995; Park & Hannafin, 1993). In the discussion of hypermedia as a computer-based medium for learning, several aspects had to be considered. One aspect of learning that repeatedly was stressed concerns the motivation of the users. Motivation plays at least two different functions: first, motivation is a prerequisite for the learner to approach training offers. This intrinsic interest may be caused by task characteristics, such as perceived autonomy and meaning. Second, motivation refers to maintaining users to interact with the tasks in the contexts of exploratory learning. Although the presentation of the material and interactive functions should be motivating and encourage the user to learn and actively search for information, little research on motivation in media use was done. The need to recognize the motivation in instructional design has been advocated by Spitzer (1996) who claimed that learning environments should foster intrinsically learning motivation. Systems should be inspiring people to use it to evoke perceptions of pleasure and foster involvement. In vocational contexts it is shown that people with an intrinsic interest in a theme learn more independently, persistently, and profoundly (Schiefele, 1996). Consequently the learning performance should be increased. AFFECT AND PERFORMANCE Additional support for the relationship between motivation and learning is drawn from industrial and organizational research. Individuals in positive affective states have been found to be more creative, more helpful, better negotiators, and more persistent on uncertain tasks (Isen & Baron, 1991; George & Brief, 1992). …