Experiencing Flow and Optimal Learning Environments in Undergraduate Educational Psychology Instruction

• In Event: Educative Experience in Teacher Education

Abstract

As a psychological state of full immersion and energized focus, flow is a useful concept for describing the experience of learning. Students (N = 54) in an undergraduate educational psychology course participated in the leading methodology used to research flow (The ESM) while learning about the concept of flow conceptually. The student participants recorded conditions for flow, their engagement, and perceived learning via the ESM while engaged in a variety of instructional activities, some of which were intentionally designed to facilitate flow and heighten engagement. Results showed that optimal learning environments were created and engagement was heightened when conditions for flow were intentionally designed in activities. Students experienced flow and learned first hand its impact on engagement with learning.

Authors

• David J. Shernoff, Northern Illinois University

• Brett Anderson, Northern Illinois University