Flow: the psychology of optimal experience
... Anpassungen werden quasi im Fluss des therapeutischen Tuns automatisch (daher nicht bewusst) von der Therapeutin vorgenommen und sind nicht vollständig explizierbar . Der Fluss der therapeutischen Arbeit kann auch beinhalten, dass die Therapeutin völlig in ihrem Tun aufgeht, was nach Csikszentmihalyi (1985Csikszentmihalyi ( , 1990) als "flow" bezeichnet werden kann . "Im Flow-Zustand folgt Handlung auf Handlung und zwar nach einer inneren Logik, die kein bewußtes Eingreifen von seiten des Handelnden zu erfordern scheint . ...
... • (Csikszentmihalyi, 1985(Csikszentmihalyi, , 1990 ...
... B . Gefahr eines "Vorab-Fokus") räsenz und Persönlichkeit der Therapeutin, die immer deren Gewordensein, Gegenwärtigkeit und Werdenkönnen umfasst (Schmid, 2007) Umsetzung des personenzentrierten Beziehungsangebotes dem eigenen Naturell entsprechend Widerspiegelung eigener Therapieerfahrung (Lehrtherapie) in der therapeutischen Beziehungsgestaltung "Wirksamkeit" der Therapeutin in engem Zusammenhang mit deren Persönlichkeit (Hutterer, 2005) implizites Lernen als Lernen durch Erfahrung in einer Expertinnenkultur (Klappacher, 2006) (Csikszentmihalyi, 1985(Csikszentmihalyi, , 1990 • implizites Wissen im Sinne einer "erfolgreich ausgeführten körperlich-praktischen oder geistigen Tätigkeit" (Klappacher, 2006, S . 19) . ...
Der vorliegende Artikel befasst sich mit der Frage, wie sich personenzentrierte Psychotherapeutinnen auf ihre Klientinnen einstellen und welche Mechanismen diesen Einstellungs- bzw. Anpassungsprozessen zugrunde liegen. Es wird auf Adaptionsformen wie die ziel- und ergebnisorientierte Adaption, die beziehungsorientierte Adaption sowie auf die Perspektive der Selektion (Hutterer, 2005) eingegangen, um schließlich das Konzept der natürlichen Adaption vorzustellen. Die natürliche Adaption stellt eine Zwischenperspektive zu den genannten Adaptionsformen dar, sowie den Versuch der Komplexität der therapeutischen Praxis gerecht zu werden. Hierbei wird besonders auf das Konzept des impliziten Wissens Bezug genommen, das seinen Ausdruck sowohl in verinnerlichtem Beziehungswissen als auch in verinnerlichtem Theoriewissen findet. Im Zuge einer empirischen Studie mittels des Persönlichen Gespräches nach Langer (2000) wird die Relevanz dieses Phänomens in der Praxis untersucht.
... Flow theory explains that intrinsically-motivated behaviors resulting from immediate subjective experiences occur when learners engage in a learning activity [26]. Flow, also referred to as optimal experience, is characterized by a holistic feeling of bec oming completely absorbed in the learning activity, where action and awareness merge as one, and the resulting increased focus of attention to a particular stimulus, contributes to a lack of selfawareness and a feeling of agency over actions and the environment [27]. However, flow only occurs when learners perceive a delicate balance between their skill level and task demands (e.g., level of difficulty). ...
... The three-channel model of flow emphasizes that flow is not a stable state. For example, a learner occasionally tends to experience either boredom (challenges that are too easy) or anxiety (challenges that are too demanding), falling outside of the flow zone, which may motivate them to strive for the flow state to experience enjoyment again [27]. A recent study examining the relationship between flow and emotions showed that learners who experienced higher positive emotions (happiness and excitement) also experienced more flow [28]. ...
... We expected to find a strong positive correlation between flow experience and situational interest (Hypothesis 2a). In times of flow, students experience a psychological state in which they get detached from the actual world and fully immersed in task-driven activity [27]. This is reflected as the cognitive and affective processes of the learner are fully allocated to the task at hand. ...
Accumulating evidence indicates that game-based learning is emotionally engaging. However, little is known about the nature of emotions in game-based learning. We extended previous game-based learning research by examining epistemic emotions and their relations to motivational constructs. One-hundred-thirty-one (n=131) 15–18-year-old students played the Antidote COVID-19 game for 25 minutes. Data were collected on their epistemic emotions, flow experience, situational interest, and satisfaction that were measured after the game-playing session. Learners reported significantly higher intensity levels of positive epistemic emotions (excitement, surprise, and curiosity) than negative ones (boredom, anxiety, frustration, and confusion). The co-occurrence network analyses provided new insights into the relationships between motivational and emotional states, where high-intensity flow experience, situational interest, and satisfaction co-occurred the most often with positive epistemic emotions. Results also revealed that a high-intensity flow can be experienced without high levels of situational interest in the topic. That is, gameplay can engage learners even though the learning topic does not interest them. This highlights the importance of intrinsically integrating the learning content with core game mechanics, ensuring the processing of the learning content. The study demonstrated that epistemic emotions, flow experience, satisfaction, and situational interest reveal different qualities of game-based learning. The results suggest that at least flow, situational interest, and epistemic emotions should be measured to understand different dimensions of engagement in game-based learning. Overall, the study advances prior research by clarifying relationships between epistemic emotions and motivational constructs.
... We claim that architecture can lead to contemplative states by enabling individuals to become sensible of the attunement process. When we are in tune with architecture, we engage our body with the external built environment, effortlessly reaching a non-judgmental flow and resonance that leave very little room for analytical thought (Csikszentmihalyi, 1990;Vara Sánchez, 2022, 2023. Attunement is precisely this dynamic coherency and harmony with the environment. ...
... Attentional mechanisms afford to narrow the scope of consciousness and thereby cultivate the concentration on a single internal or external focus that produces complete immersion (Brefczynski-Lewis et al., 2007;Lutz et al., 2008a,b). In the context of contemplative neuroaesthetics, we are interested in moving beyond mere attention into becoming sensible of the attunement process, which essentially increases the sense of presence that is central to contemplative states (Csikszentmihalyi, 1990;Maslow, 2013). Getting attuned to the environment is to internally resonate with the external changes. ...
... Investigations on peak experiences (Maslow, 1976(Maslow, , 2013 or flow states (Csikszentmihalyi, 1990) in psychology point at responses similar to aesthetic contemplation: attentive absorption directed to the external world, leading to highly emotional and pleasurable experiential results with neural correlates such as hypofrontality along with high activation of motor and sensory centers and the inferior parietal lobe (Csikszentmihalyi, 1990;Dietrich, 2004Dietrich, , 2006Goldberg et al., 2006). We speculate whether various psychological constructs, such as the experience of wonder, appreciation (Fingerhut and Prinz, 2018), awe (Bonner and Friedman, 2011;Guan et al., 2018;Joye and Dewitte, 2016;Van Elk et al., 2019), and contemplative states (Bermudez et al., 2017) may be similarly supported by an underlying shared neurobiological system that are operative in a wide ranging of cases involving alterations in the construction of consciousness. ...
This paper takes initial steps towards developing a theoretical framework of contemplative neuroaesthetics through sensorimotor dynamics. We first argue that this new area has been largely omitted from the contemporary research agenda in neuroaesthetics and thus remains a domain of untapped potential. We seek to define this domain to foster a clear and focused investigation of the capacity of the arts and architecture to induce phenomenological states of a contemplative kind. By proposing a sensorimotor account of the experience of architecture, we operationalize how being attuned to architecture can lead to contemplative states. In contrasting the externally-induced methods with internally-induced methods for eliciting a contemplative state of mind, we argue that architecture may spontaneously and effortlessly lead to such states as certain built features naturally resonate with our sensorimotor system. We suggest that becoming sensible of the resonance and attunement process between internal and external states is what creates an occasion for an externally-induced contemplative state. Finally, we review neuroscientific studies of architecture, elaborate on the brain regions involved in such aesthetic contemplative responses, provide architectural examples, and point at the contributions that this new area of inquiry may have in fields such as the evidence-based design movement in architecture.
... Anxiety is "a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body" (Weinberg & Gould, 2019, p. 78). Csikszentmihalyi (1990) posits an explanation of anxiety that is covered in the Victoria University unit, in his expose on 'flow'. In this context anxiety is conceptualised to occur when there is an imbalance between an individual's perception of the challenges faced and the skills possessed by the individual to meet those challenges, where one's skills are perceived to be inadequate to meeting the challenge. ...
... In response to reports from academics about their feelings of anxiety when marking students' assessments, Janet developed and adopted a number of strategies derived from Csikszentmihalyi's (1990) conceptualisation of anxiety, to assist in reducing the anxiety felt by the teaching staff. The goal of these strategies is to align the academics' perceptions of the challenge (marking a range of topics largely outside of one's area of expertise in a relatively short time) with the skills that teachers possessed (to mark competently, fairly, promptly and transparently). ...
... In addition, the chapter looked at the ways that specialist experts can use research-based anxiety-reduction techniques to mentor less experienced staff members when faced with anxiety inducing elements of teaching. Janet used the application of Csikszentmihalyi's (1990) conceptualisation of, and responses to, anxiety to address academic anxiety. A balance between challenges (of teaching or marking) and skills (to teach or mark) can be achieved by changing academics' misperceptions of the imbalance between the excessively high challenges they face and their inadequate skills to face these challenges. ...
The rationalization and casualization of academic teaching positions in universities has meant that, more and more, teaching staff are being asked to teach outside of their specific field of expertise. This situation may be particularly exaggerated if universities or courses choose to use a small number of units as first block units that include both transition to tertiary education practices and important foundational disciplinary content. Ideally, it is suggested that with good unit design and expert unit conveners overseeing this teaching and supporting these teachers, the use of non-experts should be seamless. But what are the consequences for the non-expert? In this paper, we look specifically at the forms of anxiety that are faced by non-expert teaching staff, the ways that this anxiety is dealt with by both the teachers and the unit convener, and the ways that these experiences of anxiety can be used to engage with students in the class.
... Flow, a concept introduced by Csikszentmihalyi [46], describes a unique cognitive state where individuals find themselves completely engrossed in an activity to the point that they lose sense of time and are detached from external distractions. This phenomenon occurs when there's a harmonious balance between one's skills and the challenges posed by the activity. ...
... This phenomenon occurs when there's a harmonious balance between one's skills and the challenges posed by the activity. Distinctively characterized by heightened concentration, clear goals, immediate feedback, and a sense of personal control over the situation, flow provides intrinsic rewards, enhancing enjoyment and satisfaction derived from the task [46]. ...
... Flow, as defined, signifies a state of total immersion and concentrated energy that is fully engaged in the present activity [46]. It's typified by intense concentration, the loss of self-consciousness, a sense of control, and the feeling that time is swiftly passing. ...
The rapid proliferation of mobile apps and their increasing usage have led to growing concerns about potential addiction among users. Previous research has identified several factors that contribute to addiction, including flow, perceived enjoyment, and habit. However, the underlying mechanisms and the role of affective factors remain unclear. This study aims to elucidate the key factors that affect mobile app addiction by proposing a theoretical framework incorporating communication, affective factors, flow, perceived enjoyment, and habit. Data were collected from 320 mobile app users through a questionnaire survey. The research employed partial least squares structural equation modeling (PLS-SEM) to analyze the data and test the proposed relationships. The analysis indicates that communication is significantly associated with perceived enjoyment but does not directly affect flow and habit. The research unveils that positive affect significantly influences both flow and perceived enjoyment, but does not influence habit. Negative affect was found to have no significant effect on flow, perceived enjoyment, and habit. The results demonstrate that flow, perceived enjoyment, and habit are significantly related to addiction. The findings reveal that perceived enjoyment has a substantial impact on both flow and habit. These findings offer valuable guidelines for future research and practical implications for developers and policymakers in addressing the challenges associated with mobile app addiction.
Supplementary Information
The online version contains supplementary material available at 10.1186/s40359-023-01440-8.
... However, we lack studies and theories to rule on a possible direction of causality between cybersickness and sense of presence (Weech et al., 2019). Similarly, there is little information on the link between negative symptoms and the state of flow, the state of optimal concentration on a task frequently measured in VR (Csikszentmihalyi, 1990;Bian et al., 2018;Yang and Zhang, 2022). This can be explained by the fact that all these psychological phenomena are measured subjectively post-immersion. ...
... However, it is surprising to see that the state of flow was not associated with the visuomotor performance nor FDI, contrary to other studies (Bian et al., 2018;. It can be speculated that the levels of difficulty were not adapted and that some individuals found the task too easy or too difficult to trigger an effective state of flow (Csikszentmihalyi, 1990). It is also possible that the flow questionnaire items taken in their entirety and its hand-crafted translation were not sufficiently relevant. ...
Introduction: This exploratory study aims to participate in the development of the VR framework by focusing on the issue of cybersickness. The main objective is to explore the possibilities of predicting cybersickness using i) field dependence-independence measures and ii) head rotations data through automatic analyses. The second objective is to assess the impact of cybersickness on visuomotor performance.
Methods: 40 participants completed a 13.5-min VR immersion in a first-person shooter game. Head rotations were analyzed in both their spatial (coefficients of variations) and temporal dimensions (detrended fluctuations analyses). Exploratory correlations, linear regressions and clusters comparison (unsupervised machine learning) analyses were performed to explain cybersickness and visuomotor performance. Traditional VR human factors (sense of presence, state of flow, video game experience, age) were also integrated.
Results: Results suggest that field dependence-independence measured before exposure to VR explains ¼ of the variance of cybersickness, while the Disorientation scale of the Simulator Sickness Questionnaire predicts 16.3% of the visuomotor performance. In addition, automatic analyses of head rotations during immersion revealed two different clusters of participants, one of them reporting more cybersickness than the other.
Discussion: These results are discussed in terms of sensory integration and a diminution of head rotations as an avoidance behavior of negative symptoms. This study suggests that measuring field dependence-independence using the (Virtual) Rod and Frame Test before immersion and tracking head rotations using internal sensors during immersion might serve as powerful tools for VR actors.
... Based upon Kirzner's research, Kaish and Gilad (1991) demonstrated that alert individuals consistently exhibit a unique preparedness in scanning and searching the environment to identify opportunities. More recent research suggests that alertness involves a proactive stance, drawing upon various cognitive capacities and processes, such as information processing skills and social interactions (Baron, 2006;Csikszentmihalyi, 1996). Central among these arguments is that alertness is not truly entrepreneurial unless it includes judgement and a tendency towards action, as indicated by McMullen and Shepherd (2006). ...
... Therefore, according to the Perceptions of Learning Environment questionnaire, a challenging learning environment was measured with challenging learning environment and assessments encouraging innovative approaches (Mayhew et al., 2016). Drawing upon the theory of both Csikszentmihalyi (1990) and Bronfenbrenner (1979), more complex and challenging classwork engages students at a deeper cognitive level. Studies corroborating this theoretical stance demonstrate that students exhibit higher levels of engagement and concentration when faced with challenging classroom assignments. ...
In this study, we investigated the effectiveness of theoretical and practical courses in promoting students’ entrepreneurial alertness. Furthermore, the impact of a challenging learning environment was examined. Data were collected among 302 undergraduates who enrolled in an entrepreneurship course. Students filled in a questionnaire before and after the course. Results showed that after course completion, students’ entrepreneurial alertness, association and connection, and evaluation and judgement were enhanced. However, within the practical course, the change of the alertness of scanning and search was significant. Within both theoretical and practical course, challenging learning environment positively related to entrepreneurial alertness and three complementary dimensions. However, the impact of assessments encouraging innovative approaches was not significant in theoretical course. Taking the nature of entrepreneurship courses and a challenging learning environment into account, we add meaningful insights to entrepreneurship alertness and educational research, and the findings contribute to continuously evaluating and improving entrepreneurship educational courses.
... According to Csikszentmihalyi [8], flow experience is characterized as an optimal fit of human skill and task demands, which results in a highly motivating and enjoyable feeling for the person experiencing it. Csikszentmihalyi further states that experiencing flow may make humans conduct a task even if it means high costs. ...
... Simultaneously it seems to support other findings from the VR domain that also find a weaker relation of flow and performance in sports and learning environments [3] Since this correlation is only found here when controlling for workload, it could hypothesized that perceived workload plays a role in the bias here. According to the flow theory [8], the perceived workload should be optimal at high flow, which would lead to better performance. The opposite appears to be the case in this experiment. ...
It requires an elaborated set of measurements to assess how the performance of tasks conducted in VR is composed. Flow is a measurement widely used in other domains as a predictor of performance and has been shown to be positively correlated with performance. However, some previous works indicate that flow might bring different results in VR than in traditional environments. It is not well known for VR environments how this phenomenon relates to usability, workload, and presence. Therefore, this work reports on an experiment that allows positioning flow among the other measurements, using a spatially distributed task. The results suggest that flow correlates negatively with performance, workload, and presence, which supports VR-specific previous work while it contradicts findings from other domains. Flow is positively correlated with usability in this experiment, which is in line with expectations from previous work.
... Maybe the most important one is the skill-to-challenge ratio which is strongly connected to the feeling of control. A balanced ratio [9,25] shall facilitate flow, whereas a mismatch can lead to boredom/apathy or stress, anxiety, and shame. To react to the individual emotional experiences of boredom and anxiety in a way perceived as relevant to the workers, we also need to dissect boredom, which is a complex construct. ...
... Individuals tend to subconsciously reduce negatively experienced and self-threatening emotions by entering a state of boredom [34]. This aligns with the relationship between over-challenge boredom and anxiety and identity [9,16]. Negative and self-referential emotions increase self-directed attention, potentially resulting in boredom. ...
This study evaluates a socially interactive agent to create an embodied cobot. It tests a real-time continuous emotional modeling method and an aligned transparent behavioral model, BASSF (bore-dom, anxiety, self-efficacy, self-compassion, flow). The BASSF model anticipates and counteracts counterproductive emotional experiences of operators working under stress with cobots on tedious tasks. The flow experience is represented in the three-dimensional pleasure, arousal, and dominance (PAD) space. The embodied cov-atar (cobot and avatar) is introduced to support flow experiences through emotion regulation guidance. The study tests the model's main theoretical assumptions about flow, dominance, self-efficacy, and boredom. Twenty participants worked on a task for an hour, assembling pieces in collaboration with the covatar. After the task, participants completed questionnaires on flow, their affective experience , and self-efficacy, and they were interviewed to understand their emotions and regulation during the task. The results suggest that the dominance dimension plays a vital role in task-related settings as it predicts the participants' self-efficacy and flow. However , the relationship between flow, pleasure, and arousal requires further investigation. Qualitative interview analysis revealed that participants regulated negative emotions, like boredom, also without support, but some strategies could negatively impact well-being and productivity, which aligns with theory.
... Therefore, flow is described as a cognitive strategy used to cope with stressful demands that is integrated into the transactional model of stress and flow (Weimar, 2005). Following this vein, Peifer et al. (2014) believed that a task can be transformed into a flow experience when it is interpreted as challenging (Csikszentmihalyi, 1990;Peifer & Tan, 2021). ...
... Based on the two kinds of job demands, we posit that challenging demands can activate a flow state in two ways. First, individuals who regard a task as challenging will believe that despite the high demand, they can use their skills to improve the stressful situation, which meets the challenge-skill balance prerequisite for activating flow (Csikszentmihalyi, 1990). For instance, Ceja and Navarro (2012) found that individuals perceiving tasks as having challenges plays a key role in the change of flow over time. ...
This study explores how employees’ flow experience at work emerges, is sustained, and continuously grows over time. Based on the job demand-resource model, we propose the intraday upward spiral of flow: Challenging demands and job resources activate employees’ flow experience, further encouraging them to seek more challenges and resources. Furthermore, drawing on the perseverative cognition theory and spill-crossover model, we propose the inter-day upward spiral of flow: The antecedents (or consequences) of flow can overflow from work to the family domain and result in employees’ positive rumination, thus promoting the next-day flow experience. Our diary study generated 1,208 data points from 142 employees over 10 working days. We found that in the morning, challenging demands and job resources positively affected the participants’ flow, further encouraging them to pursue more challenging demands and job resources in the afternoon and thus enter this state again. Moreover, the afternoon’s challenging demands and job resources promoted the respondents’ problem-solving pondering at night, which further increased their next-morning challenging demands, job resources, and, thus, their flow. Through this study, we expand the emerging literature on positive organizational behavior and provide information for practitioners on how to build and sustain employees’ peak states.
... The flow theme was used to explain the intention of the participants who experienced the game to continue their activities and their willingness to repeat their actions. Flow theory was introduced by Csikszentmihalyi [29]. According to this theory, consumers experience positive emotions with a mood that will forget themselves and time in the virtual environment. ...
... These themes are; the age beyond sports, atmospheric, feelings, chaotic structure in access, flow, perception of reality and innovative brand. The findings revealed in the study show parallelism with some findings in the field [15], [28], [29]. The themes and sub-themes obtained in the study were put forward in an original way regarding the concepts of metaverse and sports. ...
A platform for augmented reality called Metaverse enables users to build interactive experiences that combine the virtual and real worlds. Additionally, it can be considered a virtual version of the concept or idea of cyberspace. People have many alternative options in Metaverse but they mostly use their choise by gaming. Therefore, this study examining the opinions of the participants who experienced the Nikeland sports game, which is the initiative of the Nike sports brand in the metaverse. Within the scope of the research, semi-structured interviews were conducted with the participants who experienced the Nikeland game. Seven themes were obtained: the age beyond sports, atmospheric, feelings, chaotic structure in access, flow, perception of reality and innovative brand in this research. As a result of the findings, although the game initiative of the Nike brand in the metaverse is still in its infancy, it has been seen that there is a belief that this initiative will come to better places in the future. As a consequent of the literature review of the metaverse and the opinions of the users who have experienced the Nikeland game, the researchers have obtained results that the concepts of sports and metaverse are not far from each other and that the sports brands in the metaverse will increase.
... Self-awareness is also diminished in a state of flow, and sense of time may disappear. The activity that produces flow experiences is inherently so satisfying that a person engages in it without considering the practical benefits or possible disadvantages of the activity (Csikszentmihalyi 1991). ...
... Figure 2 illustrates how increasing skills and task complexity raises a risk of either anxiety or boredom if the tasks do not match well the learner's abilities. Figure 2: Optimal Challenging Activity Flow Zone according to Csikszentmihalyi (1991). Lydén, 2023. ...
This article examines the concept of flow in foreign language learning,
considers its relationship with intrinsic motivation and focusing on its
applicability in the Multisensory Approaches to Language Learning
(MALL/MAKU) project. Flow, characterized by intense concentration and
reduced self-awareness, is considered as a means to create rewarding and
enjoyable language learning experiences. Intrinsic motivation, autonomy, and
teacher facilitation are identified as key factors contributing to flow in the
language learning setting. We conclude that understanding and integrating
flow can enhance language learning, particularly in workplace environment,
providing a foundation for effective pedagogical approaches that prioritise
enjoyment and engagement in the language learning process.
... An interesting concept is "flow, " which is a state that an individual reaches when they are fully focused on enjoying the activity they are carrying out (Csikszentmihalyi, 1990). As the game progresses, this flow channel must be maintained through the learning of constant skills/knowledge. ...
Background
Digital gamification applied to university students enrolled in health-related degrees is considered an innovative and beneficial tool that complements traditional teaching.
Objectives
To analyze the enjoyment experience obtained by university students in the Faculty of Health Sciences and to know the gender differences after participating in a digital game.
Design
Cross-sectional descriptive study.
Participants
A total of 156 university students from the Faculty of Health Sciences, University of Zaragoza.
Methods
The activity of a digital game took place in the academic year 2021–2022 and was carried out as a teaching innovation project with the final approval of the University of Zaragoza. The tools used were the Spanish version of the Gameful Experience Scale and a self-administered questionnaire on satisfaction and suitability reported by the activity.
Results
A total of 156 students participated with an age of 21.2 ± 6.2 years. The highest score is the enjoyment dimension (4 ± 0.7), and the lowest score is the negative affect dimension (1.5 ± 0.9). Cronbach’s alpha for the whole Gameful Experience Scale was 0.95. There were significant differences in three dimensions of the Gameful Experience Scale: male students had more enjoyment than female students ( p = 0.05), enjoyed a greater sense of domination ( p = 0.01), and had fewer negative effects ( p = 0.0). In the highest corresponding positions it was used for other topics such as learning (m 4.4; SD 0.5), motivation to learn (m 4.1; SD 0.8) or helping memorize concepts (m 4.4).4; SD 0.5).
Conclusion
Gender influences student satisfaction after carrying out a gamification activity, especially after a digital game. The dimensions in which gender differences were found were fun, absence of negative effects, and dominance.
... There is a growing literature on the effort to develop and enhance the flow experience by product, services, and website designers, all of whom see its achievement as central to their marketing strategies. The concept of flow as used here falls in the Csikszentmihalyi (1991), whose research on the experience of flow in, by now, thousands of people across cultures, ages, societies, jobs, and activities has consistently found that achieving the experience requires an intricate balance between complexity and skill, the determined and the indeterminate. Many researchers now understand flow to be a phenomenon that appears far along on a spectrum of familiarity with, mastery of, and repetition of particular behaviors toward the pole of addiction, a perspective that again draws attention to the politics of flow and of research on it. ...
This chapter analyzes the history of the meaning of the word "flow" as a means of grasping all of the implications of the importance that this word has come to play in thinking about the Internet and all aspects of digital information flows in the 21st century.
... In addition to consciously focusing on the activity, a driving force emerges that makes the individuals act for their action itself -while they get a reinforcing and rewarding experience. As Csíkszentmihályi states, such a state is an experience of flow in which a person is in a changed, positive state of mind and whatever they do is being done on the way far from the effects of the environment (Csíkszentmihályi, 2008). During the sessions for meditation (that we did nearly 50 times), we aimed to learn the basics of relaxation and meditation. ...
In our study, we began with the premise that education strives to successfully reintegrate prisoners into society. Under the term education, we consider several actions aimed at reintegration, including elementary, secondary and vocational training. What's more, we think any cultural activity can possibly support the right way of life after release. All of these must be based on the cultural self-expression of prisoners. In the study, we attempt to present the possible moments of the cultural life of the prison and the exploitation of prisoners' rights to culture. Within this, we draw attention to community cultural opportunities and their impact on inmates. We declare that cultural activities in prisons are highly important for reintegration as cultural programmes and artistic actions bring prisoners closer to the nature of the free world. We will discuss two countries [regarding the topic]-Poland and Hungary-and show the diversity of the cultural activities available to prisoners. We will also highlight a few examples of these.
... Here, a list of twelve emotions and feelings that one could experience while conducting physics experiments (e.g., frustration, excitement, competency, freedom) is presented to the students and the students can rate to which extent they experienced them. The items [D1] to [D3] are inspired by Schneider et al. (2016) based on the flow theory (Csikszentmihalyi, 2008), the items [D4] to [D12] are adapted from the short version of the Epistemically-Related Emotion Scales (Pekrun et al., 2016) and allow insights in the students' perception of the task especially regarding the adequacy of the level of difficulty, the degree of openness, and the achieved engagement during the experiment. Section [E] focuses on the students' activities rather than the emotions and feelings during the conduction of the experiment and also addresses the second guiding question. ...
As physics laboratory courses are an integral part of studying physics, many approaches have been pursued to evaluate their quality e.g., regarding the improvement of conceptual understanding, the students’ motivation, or the acquisition of adequate concepts about experimental physics. So far, most approaches either evaluate laboratory courses in their entirety like a course evaluation or focus on the students’ development of (specific) competencies. However, even though experimental tasks are the backbone of any laboratory course concept, specific instruments to evaluate individual experimental tasks are missing. Both approaches mentioned above are unsuitable for that aim since typical laboratory courses consist of multiple tasks and the development of competencies takes place on a larger time scale than the execution of individual tasks. Thus, as part of the Erasmus+ project DigiPhysLab (Developing Digital Physics Laboratory Work for Distance Learning), we developed a questionnaire to explicitly evaluate the quality of an individual experimental task. The questionnaire has been discursively developed and softly validated within our project group and is now available in four languages. In this contribution, we share our ideas behind and our experiences with the use of this instrument for piloting experimental tasks.
... A desirable level of difficulty is essential so that students do not perceive work as impossible but not so easy that they complete the task with little challenge. However, this desirable difficulty is different to the space between frustration and boredom as proposed by Csikszentmihalyi (2008). The desirable difficulty I seek in my teaching is a higher level of difficulty than that required for what Csikszentmihalyi calls a "flow state" (2008, pp. ...
Communicating is a key skill of leadership because sharing information facilitates effective decision-making, which allows students to then put these skills into practice and become more effective leaders and learners, increasing self-advocacy in an increasingly neoliberalised society. I describe the teaching and learning practices during a leadership communication skills course at a private university in Tokyo, which was part of an English Medium Instruction programme of study. Through the use of an arms-length pedagogy, students were encouraged to be proactive in completing tasks as a group before reflecting upon their performance in order to improve in future sessions. Teaching and learning are evaluated by reflecting upon critical incidents related to self-efficacy and self-determination theory. Data is triangulated with my journal entries and student self-evaluations which were submitted for assessment. The outcomes of teaching and learning suggest that the arms-length pedagogy is effective and allows students to take responsibility for integration, effective communication, and taking on and ceding leadership roles within an autonomous group. However, for students with low self-regulation skills or those who are reluctant to communicate, such pedagogy may not be so effective. It is hoped that these findings can inform the teaching of leadership communication skills in other contexts.
... Nevertheless, medium level (not so easy and not so hard) induces positive emotions (interest, pride and enjoyment) and increases player engagement. According to emotion and flow theories [35] [36], strong engagement in a task occurs when a player's skills align with the difficulty level of the task. If the level of difficulty is too high, it can lead to anxiety, while a difficulty level that is too low can result in boredom. ...
The future of video games lies in Affective Games, as the future of learning lies in Affective Learning that due to the proven role of human emotions in how we think and behave. The main goals behind studying emotions in all areas other than psychology and neuroscience are to maximize beneficial emotions, reduce detrimental ones and to develop adaptive systems. The combination of this concept and recent progress in technology has spurred researchers across various fields to focus on incorporating an emotional aspect into human-computer interaction. In Serious Games context, learner-player can experience two types of emotions, the first is related to the learning elements and the second is referred to video games elements. In both learning and video games contexts, recent studies have introduced affective models to conceptualize the influence of emotions within these spheres. However, a discernible trend emerges in the realm of Serious Games research. Notably, the majority of recent studies within this domain exhibit a notable inclination towards prioritizing aspects such as personalized emotion recognition, adaptive gameplay, real-time feedback mechanisms, emotion regulation training, immersive experiences via mixed reality, longitudinal studies, and collaborative cross-disciplinary initiatives. As a result, the nuanced pursuit of affective modeling for learners-players often experiences relegation, yielding precedence to these innovative trajectories. Within this conceptual framework, this article endeavors to examine the interconnection between the emotional experiences of learner-players and the educational and interactive components inherent in serious games.
... These are few and far between but nevertheless all of us may have experienced them at some time or other without paying attention to them. One instance is when we are in a state of "flow" [Csikszentmihalyi (1990)]. This could happen when we are so intensely absorbed in performing an activity that we completely lose track of self; the activity seems to be done in and through us rather than done by us as independent entities performing it. ...
This paper is on subjective wellbeing, more accurately the 'good life' in the sense of Aristotle. To account for the fact that suffering is an overwhelming fact of life, I acknowledge that it is intimately tied to our concept of self, our identity. I outline what may be deemed to be the common essence of all the major religions and what that core has to say about our identity, a view that seems to be consistent with emerging evidence in neuroscience. Identity from this perspective is very different from what we normally take our ourselves to be, and it is this fundamental misidentification that is the source of much of our suffering. This is the view of all the great spiritual traditions of the world, but perhaps most forcefully expressed in Buddhism. I then discuss what this implies for the important and burgeoning field of happiness studies. I also discuss how misguided applications of economic ideas to profoundly religious truths can result in distortions in what they intimate and thus perpetuate suffering.
... When gamification is applied, certain conditions are essential for learners to achieve their flow state. These conditions are related to facing achievable tasks, maintaining concentration, having clear goals, receiving instant feedback, controlling the action, getting involved effortlessly, not facing self-concern and losing the sense of time (Csikszentmihalyi, 1990;Sillaots, 2014). Game designers often aim for learners to find their flow state and engage with the learning material, but predicting the effects during the design phase is challenging. ...
Gamification, the use of game-based elements to motivate and engage learners, is a promising tool in inquiry-based learning. The strategy can be integrated in many ways to make the students perceive the content as more meaningful. Especially in online laboratory environments focusing on STEM subjects, gamification seems to facilitate students' immersion and, consequently, might influence students' learning outcome, motivation, confidence and flow perception. Previous research indicated gamification could be effective, but large portions of the research have been described as fragmented. An online laboratory environment with interactive elements, visuals and explanations introduced the participating higher education students to the efficiency of pulley systems. A narrative element in form of a storyline was integrated into the experimental condition, while the control condition solely focused on the content to isolate and measure the effect of gamification. No significant differences were found between the conditions concerning students' motivation, performance, confidence and flow. However, when considering the development within the conditions, students in the control condition perceived the learning environment to be significantly less of a challenge after finishing the study than before the start. Subjects in the experimental condition reported constant levels of challenge throughout the study. However, these results should be considered cautiously, as solely one form of gamification element was introduced. Further research will be required to observe the effects in a less isolated setting. Combining multiple gamification elements over a longer time could likely lead to a more thoroughly perceived learning experience and thereby to more significant differences between the experimental conditions.
... It is important to define realistic goals or sub-goals, clear objectives for performance and professional development. As Csikszentmihalyi (1990) comments, in music, as in other creative activities, goals are not always clearly defined beforehand. However, it is necessary to have internalised the criteria in order to know what is right and what is not. ...
Introduction: Flow state has been deemed a desirable state for performing musicians given its negative correlations with musical performance anxiety, its relationship to optimal performance, and its possible effect on creativity. In the field of music, there are a few studies that have assessed intervention programmes to promote flow state in performing musicians with varying results in terms of their success. The flow condition-experience model proposes three components that would be the conditions for flow state to occur and six components that describe the experience of being in a flow state. In addition, within the vast academic literature on this experience, other factors that could influence its occurrence have been proposed. The main objective of this research was to detect which are the most suitable predictors from a set of independent variables collected to distinguish performing musicians with a high flow level.
Methods: A binary logistic regression analysis was carried out with data from 163 musicians aged between 18 and 65. Independent variables were introduced in the analysis: skill-challenge balance, clear goals and clear feedback (condition-experience model); and also, gender, age, dedication, (musical) style, musical instrument and (performing) situation.
Results: The results showed that the three conditions of the condition-experience model and the situation variable had positive associations with flow state. The model explained 78% of the variance of the dependent variable and obtained a 90.8% correct classification rate.
Discussion: These variables seem to contribute most to a high flow level, and the importance of keeping in mind the intrinsic reasons why performers dedicate themselves to music is emphasised. The results and their implications for the training of performing musicians are discussed. Future lines of research are proposed, as well as collecting data on personality-related variables to introduce them into the regression model.
... Engagement, akin to Mihaly Csikszentmihalyi's "flow," involves being fully absorbed in an activity, losing track of time, and boosting productivity [4,8]. It hinges on one's passion and is subjectively assessed. ...
This chapter explores the profound influence of a positive workplace culture on work performance and organizational agility. It delves into the multidimensional aspects of positive psychology, organizational culture, and their interplay in creating a flourishing work environment. A positive workplace culture, informed by principles from positive psychology, sets the stage for a thriving and engaged workforce. By cultivating an environment that values employee well-being, growth, and collaboration, organizations can unlock the full potential of their teams and enhance overall performance. This chapter examines how a positive culture positively impacts work performance, leading to increased productivity, efficiency, and quality of work. We delve into the key elements of a positive workplace culture, including fostering a growth mindset, encouraging resilience in the face of challenges, and promoting psychological safety. Through these components, employees are empowered to take risks, innovate, and embrace change, contributing to enhanced organizational agility, which means companies can adapt quickly to changing market dynamics and seize new opportunities. Therefore, this chapter offers valuable insights for human resources (HR) professionals, managers, and leaders seeking to create a positive, agile work environment that fuels organizational success.
... The subject of the present study was the relationship between psychological well-being and character strengths among students of teacher education. For example, wisdom virtue has been related with creativity, motivation, knowledge, and subjective well-being (Csikszentmihalyi, 1990;Avey et al., 2012). Among high school students, strengths oriented towards others (e.g., forgiveness, prudence) predicted fewer depression symptoms, while the strengths of Transcendence (e.g., gratitude) predicted greater life satisfaction (Gillham et al., 2011). ...
The relation between character strengths and psychological well-being can have an important effect on students’ academic performance. We examined relationships between character strengths and psychological well-being as assessed by the Values in Action Inventory of Strengths and Brief Symptom Inventory. A sample of 98 teacher education students participated. The participants showed high scores in character strength scales. The five character strengths with the highest scores were kindness, fairness, teamwork, love, and honesty. The participants scored higher in character strengths that focused on other people than in the strengths that focused on the self, and higher on the so-called “strengths of the heart” than on “strengths of the head”. In our study, the character strengths most closely associated with well-being were love, humour, fairness, honesty, curiosity, and self-regulation. In conclusion, the character strengths are positively related to university students’ psychological well-being.
... Flow experience is a mental state describing a person's engagement in an activity (Csikszentmihalyi, 1991). In this state, people become completely absorbed in an activity to the exclusion of all else (Kiili, 2005). ...
Recently, issues of game-based learning have received increasing attention from
researchers. This study aimed to examine the effects of game-based learning on learners’ flow experience and motor skills. A digital typing game was used in the experimental group, while conventional drill-based software was used in the control group. A total of 105 8th-grade students from a junior high school in central Taiwan participated in this study. The results indicate that the students who learned with the digital game showed significantly better motor skills and higher flow experience than those who learned with the conventional technology-enhanced learning approach. Moreover, the results also revealed a significant gender difference in the game-based learning environment. Male students were found to be with a higher sense of satisfaction toward software technology and adapting
themselves more proficiently into the virtual time and space.
Citation: Liu, E. Z. F., Lin, C. H., Yeh, T. Y., Tsai, Y. L., & Huang, G. J. (2017). Effects of Digital Game-based Learning on Students’ Motor Skills and Flow Experience. Journal of Education of University of Taipei, 56(1), 67-90.
... Spatial presence leads to immersion, the feeling of being in the environment (Mantovani & Castelnuovo, 2003). Avatar and environment identification can cause a flow experience (Csikszentmihalyi, 1990;Lecon & Herkersdorf, 2014). The VW Second Life triggered a hype that also reached higher education in 2009 and 2010 but soon lost research interest (Rinn, Khosrawi-Rad, et al., 2023). ...
Virtual worlds (VWs) have been present in higher education for more than a decade but have regained substantial traction in recent years as a result of COVID-19 and the metaverse hype. Nonetheless, facilitating peer exchange and social interaction in VWs in higher education has not been sufficiently researched nor is specific design knowledge available. Therefore, we derive design principles systematically by collecting design requirements based on scientific contributions on VWs, encompassing the instructor viewpoint, before turning them into meta-requirements that we then merge to design principles. We translate these into tangible design features instantiated in a genuine VW teaching unit with master students. The evaluation in focus group interviews after the application of our design knowledge demonstrates the theoretical and practical value of our contribution to strengthening social interaction in distance learning settings from teachers' and learners' perspectives.
... For example, Rutrecht et al. [47] found that players' subjective time perception correlates with their experienced flow. Flow, firstly described in 1975 by Csikszentmihalyi [12,27,36], corresponds to the mental state of being in the zone. This state includes being highly focused and a strong feeling of immersion with a high level of enjoyment and fulfillment. ...
Temporal regularities and the timing of events and actions such as anticipating enemy movements or planning one's next move are essential components of almost every video game. Thus, to succeed in video games, it is advantageous to anticipate events and prepare relevant actions before they occur. This work explores whether elapsed time can be used as a predictive cue for implicitly anticipating events in video games. Inspired by findings from psychology, we implemented multiple time-event correlations in a custom video game by pairing specific delays with specific game events. Participants had to shoot targets that appeared at different locations. After a certain delay (e.g., 0.8 s), the targets appeared more frequently (80 % of all appearances) at a specific location (e.g., left up). Our analysis of 25 participants provides evidence that players implicitly learned the implemented time-event correlations and used them to anticipate the location of upcoming targets. This led to improved game performance. Although no participant realised the implemented temporal regularities, targets were shot faster when preceded by the frequently paired delay. Our findings pave the way for game developers and researchers alike to more creatively combine human temporal processing with temporal aspects of video games. CCS CONCEPTS • Human-centered computing → Empirical studies in HCI; Interaction techniques. KEYWORDS video games, time and timing in video games, time perception in video games, time-based event expectancy This work is licensed under a Creative Commons Attribution International 4.0 License.
... The most applied of those in the literature sample is the "Flow Theory" (16%). The Flow Theory suggests that an optimal experience occurs when the challenges and skills, in the case of this study a VR experience, are in balance, leading to a state of immersive concentration and enjoyment (Csikszentmihalyi, 1990). The second most encountered theory is the "Theory of Reasoned Actions" (10%). ...
The virtual reality (VR) technology has become increasingly relevant
in recent years due to the advantages that occur through the representation of the
real within a virtual world. One promising application area of VR is virtual
shopping, i.e., providing customers with the ability to visit virtual stores instead
of purchasing products on 2D websites or brick-and-mortar stores. To gain
insights into the opportunities of the technology in the realm of shopping, we
emphasize and discuss the literature on the use of VR for shopping based on a
systematic literature review, thereby deepening our understanding of virtual retail
concepts and synthesizing the empirical evidence on the advantages of VR. For
this purpose, we developed a Stimulus-Organism-Response (S-O-R) based
framework to summarize the key findings. The results comprise suggestions for
VR shopping applications as well as possible future research avenues.
... All of them are phenomenologically distinguishable and measurable Leontiev et al., 2018;Klein et al., 2019). This model gives a more detailed explanation of the flow experience and develops flow theory (Csikszentmihalyi, 1990). 2. Autocommunication theory provides an explanation of positive personality development through the mechanisms of self-reflection and positive solitude. ...
... Estados de fluxo de uma atividade Fonte:Csikszentmihalyi, 1991. ...
Desde o desenvolvimento dos primeiros jogos eletrônicos, novas tecnologias surgiram e ampliaram as possibilidades desse mercado e consequentemente as experiências de seus usuários. Esse trabalho expõe o processo de criação do jogo para computador Timor, sua construção visual, sonora e programação de algoritmos com inteligência artificial e como cada parte foi pensada de acordo com a experiência do usuário. Para além do desenvolvimento, também é relatado um teste feito com participantes sobre a experiência proporcionada pelo jogo. Por fim, são discutidos os pontos avaliados e o que é preciso alterar para melhorar a experiência dos usuários. Esse trabalho busca expor a criação e a avaliação de um jogo sob a ótica da experiência do usuário, um olhar que contempla os desenvolvedores, assim como os as pessoas que irão desfrutar do jogo.
... İşletme koşulları dikkate alınmadan aile bağlarına dayanan işe alma, çalışanlar arasında hak kayırmacılığı ya da yetki kayırmacılığı olarak adlandırılmaktadır. Yetki kayırmacılığı aile veya kültürel gelenekler temelinde ortaya çıkabilmekte, istikrarlı olabilmekte ve işletme içinde başkaları tarafından desteklenebilmektedir (Csikszentmihalyi, 1990). Bu tür bir kayırmacılık çok derinlere yerleşebildiği için işlevsiz, tehlikeli ve firmalar için zararlı olabilmektedir (Bloom ve Van Reenen, 2007). ...
Exam anxiety is a wide spread phenomenon. Although a learner is knowledgeable and well prepared, s/he often fails in examinations due to severe panickiness. In particular oral examinations can be problematic as the testee is directly exposed to the examinant, answers are immediately evaluated, form a picture of the testee’s knowledge and cannot be revised later on. This paper presents the concept and realisation of an online game that prepares learners for the situation of an oral examination. The game simulates the specific situation of an oral examination where questions of the examinant refer to the answers of the testee and try to find out what the testee’s real knowledge is.
The concept of the musical work plays a central role in the interpretative practices of musical performance. In particular the interplay of artform, work concept and the practices of repeatable concert production lead to an increased reification of the musical work and a focus on technical production. While many recent philosophers are trying to understand what sort of object the musical work is, notably Goehr and Benson have proposed differing alternatives. Goehr (The Imaginary Museum of Musical Works an Essay in the Philosophy of Music. Oxford: Clarendon, 1992) shows that the idea of the musical work is historically regulative of performance practice. Benson (The Improvisation of Musial Dialogue: A Phenomenology of Music. Cambridge: Cambridge University Press, 2003) sees work as an onto-existential possibility in which performance takes place and which is transformed by performance in turn. In this discussion I propose to use key concepts of Gadamer’s hermeneutics to develop a further detailed conception of interpretative performance and its relationship to work. Gadamer’s idea that play is ontologically fundamental to art and music, manifests itself in a working structure (Werkgebilde), unfolds within a history of effect (Wirkungsgeschichte) and seeks a blending of horizons (Horizontverschmelzung) are able to open the view towards a concept of the work that resists objectification. The initial and fundamental focus on play (rather than work) also exposes transformed attitudes and modalities of attention in the interpreter and performer.
Motivation is an important factor in paediatric speech therapy. Rehabilitation is often long-term work that requires many repetitions and home training with parents. Therefore, one of the most important tasks of paediatric speech-language pathologists (SLPs) is to find different ways, over and over again, to motivate children for training. As different types of games themselves have already been identified as important motivational tools used by SLPs, the purpose of this study was to investigate what kind of gamification elements SLPs use in therapy, in addition to the games themselves, to motivate children for training. 26 Finnish SLPs responded to an online questionnaire consisting of four open-ended questions. Our results indicate that SLPs typically use several different motivational methods, which they aim to personalize as much as possible to individually support motivation. SLPs make a special effort to increase children’s intrinsic motivation by employing motivational features commonly used in gamification, such as playfulness, the child’s own interests, and goal setting.
This paper explores the adult learning theory related to Profound Learning (PL). A discussion of the ways in which PL is linked to Formative Design processes and traditional teaching/learning models is presented. PL is defined, including PL practices, components, and an image of application of PL to Formative Design processes. A linkage between PL, Formative Design, design thinking, and community is briefly made before reviewing already accomplished research.
How did the digital displacement of the Covid-19 pandemic, compounded by socio-political precarity and a terrible winter storm, require a significant “shift in consciousness” (O’Sullivan, The project and vision of transformative education. In E. O’Sullivan, A. Morrell, & M. A. O’Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis (pp. 1–12). Palgrave Macmillan, 2002) from a professor teaching online during the spring of 2021? What pivots were needed to move a facilitator of social justice practice to find a capacity for anatopic, healing-centered engagement during an extraordinary time of loss and struggle? This reflective practitioner essay attempts to ‘nail Jell-O to the wall.’ It considers how a series of disorienting dilemmas during an online drama-based pedagogy graduate-level course invited moments of transformative struggle which supported moves toward personal healing and pedagogical change.
This chapter applies Flow Experience and Theory of Planned Behavior to construct a theoretical framework for assumption making and the assumptions made are validated by data gained from questionnaires. 6933 students from 54 institutions in China participated in the investigation, with 5456 valid questionnaires returned. This study employs partial least squares (PLS) regression and confirmative factor analysis (CFA) to analyze and estimate the measurement model and the structural model. The results indicate that the experience of home-based learning significantly influenced the attitudes of Chinese university students, which in turn had a positive influence on their intention to continue online learning. The research findings provide a theoretical framework and practical guidelines on building a scientific online learning platform with appropriate online learning environments and tasks for a post-COVID-19 era blended-learning in Chinese universities.
Virtual exchange (VE) has gained prominence as a means to improve students' intercultural competence and foreign language abilities through forums and other supplemental activities. This study examines a supplemental activity referred to as the student-generated survey (SGS) implemented in the IVEProject, a large-scale VE with, at the time of this research, over 3000 contributing EFL students per exchange. Stemming from a sociocultural perspective with an aim to promote student agency, curiosity and discussion, the SGS allows students to participate in a survey composed of questions generated by themselves and/or their peers. Aiming to investigate how the SGS affects IVEProject participants' intercultural competence, this cross-sectional study focuses on data collected from 768 participants from 10 countries during the May-July 2021 exchange. Quantitative analysis of nine six-point Likert scale items showed that students who took the SGS and discussed its results had statistically significant increases in multiple items related to components of Deardorff's Pyramid Model of IC compared with students who did not. Furthermore, these gains were more noticeable among students who additionally took part in the question-generation process of the SGS. Thematic analysis of an open-ended question found 96% of student comments to be positive, falling under the themes 'intercultural development' and 'enjoyment and contentment.' The findings from quantitative and qualitative data shed light on the positive effect of the SGS on IC development, offering a beneficial reference point for international VE contexts.
Este artigo tem como objetivo abordar a crescente importância da propriedade intelectual nas práticas das empresas sustentáveis e da responsabilidade social mercadológica. Enfatiza como as organizações estão reconhecendo a necessidade de considerar não apenas os aspectos financeiros, mas também os impactos sociais e ambientais de suas atividades. O texto destaca a contabilidade sustentável como uma abordagem abrangente que avalia não apenas os ganhos monetários, mas também as contribuições para a sociedade e o meio ambiente. Além disso, explora a responsabilidade social como um componente central da identidade corporativa, destacando como as empresas estão adotando práticas éticas e sustentáveis como estratégia competitiva. O artigo enfatiza a integração dessas práticas nas operações diárias das empresas, ressaltando os desafios, como a necessidade de métricas claras de sustentabilidade, e as oportunidades, como a atração de consumidores e investidores conscientes. Conclui que a abordagem conjunta da contabilidade sustentável e responsabilidade social é essencial para enfrentar os desafios globais e garantir um futuro empresarial viável.
Growth in skill and confidence as an author requires writers to work at the edge of their competence. International doctoral students studying at institutions where English is the language of instruction (but not their native language) may encounter additional writing challenges. English often is regarded as “the language of science” and some university faculty members worldwide are pressured by their institutions to publish in Anglophone outlets. The main arguments in favor of this practice are that it increases visibility of research and elevates the institution’s international reputation. Doctoral students and early career faculty whose first language is English can encounter writing difficulties when they are confronted by the task of writing for new discourse communities consisting of scholars and researchers. Even well-established, prolific authors need to make an additional effort in expanding their writing skills when they pursue new writing projects. Across the spectrum of facility with academic writing, particular situations can cause self-doubt, demand the development of new skills, and increase the probability of failure. Why do some authors avoid writing, others stay in their comfort zones, and still others become increasingly versatile and accomplished? The field of positive psychology provides some clues. Studies of fluency, optimal experiences, and identity-based motivation help to explain the growth of competence as academic authors. Successful scholar/authors accept that learning to write well is a lifelong ambition that is a perpetual work in progress.
Extensive research has been conducted on the complex and multidimensional nature of happiness across various fields of study, employing different theoretical and empirical approaches. This comprehensive review aims to integrate findings on the definition and measurement of happiness, focusing on hedonic subjective experience versus eudaimonic self-actualization, as well as global versus domain-specific assessments. In this review, influential theories are explored, including set point genetics, adaptation contrast, positive emotions, motivation needs, goal self-concordance, homeostasis regulation capabilities opportunity and social connection. Additionally, discussed are individual predictors such as personality traits (e.g., extraversion and neuroticism), a wide range of emotions from joy to sadness, values related to self-transcendence versus self-enhancement religious faith and spirituality beliefs family dynamics social relationships income health environmental factors cultural dimensions reflecting individualism-collectivism masculinity-femininity. The implications for policy practice education are also addressed in this discussion. It emphasizes the importance of incorporating indicators that measure well-being into policies practices educational systems implementing interventions aimed at fostering positive experiences integrating happiness-related content into curricula. Future research could involve the creation of more refined and reliable measures, carrying out thorough comparative experiments on various theories, analyzing complex relationships between multiple predictors, developing participatory applications that are customized for specific local contexts, and conducting comprehensive assessments to determine the impacts and outcomes of interventions. By adopting an interdisciplinary and culturally sensitive approach based on evidence, we can continue to advance the field of happiness science and promote greater human well-being.
The preservation of cultural heritage is a basilar to support the feeling of identity and community. In this context, cultural tourism emerges as an effective strategy that, when combined with participatory activities, may increment tourist perceptions, contributing simultaneously to the acquisition of knowledge associated with cultural heritage. This literature review aimed to explore how mobile augmented reality applications using games, narrative, or craft design and convey knowledge associated with the cultural heritage of a particular place. In addition, it was intended to understand how their evaluation protocol is administered, as well as how can this genre of applications influence the tourist experience. The literature search was operationalized in the Scopus, Web of Science and ACM Digital Library electronic databases and used studies from 2018 until November 16, 2022. In total, 16 studies were analyzed in this literature review. The results demonstrate that the integration of game, narrative, and craft in augmented reality mobile applications for cultural heritage is diverse, with narrative being the most prevalent. Regarding how the evaluation phase is conducted, despite using each study using different protocols, the data collection instruments can be patterned, highlighting the use of independent questionnaires and scales. Nevertheless, the findings of this literature review suggest that augmented reality mobile applications with participatory activities can positively influence the touristic experience, constituting a powerful element of engagement and immersion, guaranteeing that some creative and technical aspects are ensured.
This chapter explores attunement, that is, a feeling of convergence of the self and the dream of a better life—as a fundamental element of the structure of feelings of the collective dream with emphasis on the era of Gamal Abdelnasser. It delves into this connection between the subject and material world when the latter seems to accommodate the subject’s propensities and aspirations. I focus on the process of building the High Dam as an experience of attunement as presented in al-Abnudi’s poetry collection: Letters of Hiraji al-Qot (1969) which is a poetry collection in the Egyptian vernacular as well as the reportage The Man of the High Dam (1967) by Sonallah Ibrahim, Kamal al-Qilsh, and Raouf Mousad about the experience of the community of the Dam builders which was formed in Aswan and how it was, for the builders, to take part in the “building of the nation” through building the Dam. I make use of Lefebvre’s rhythmanalysis to understand how subjects may tune into the world through an increasing sense of personal expansiveness and territory-making.
The purposes of this research were: (1) to study and justify customer behaviors in live-streaming e-commerce; (2) to study the flow state drivers and post-flow state mediators as crucial factors influencing compulsive buying; (3) to analyze a quantitative survey is used to collect the data. Artificial neural networks and structural equation modeling (SEM) provide the analysis for evaluating the validity of the hypotheses; and (4) to find both theoretical and practical implications provide many insights to help expand the understanding of consumer behaviors in live-streaming e-commerce. The samples used in this study were 517 valid persons who are frequently watching live-streaming e-commerce in China. The stimulus-organism-response (SOR) model captures the stimuli (both personal and flow activity levels), the organism (trust, enjoyment, and flow experience), and the responses (represented by loyalty, addiction, and compulsive buying). Theoretical Contributions is that the validated SEM structure shares the pattern of the SOR model, capturing the stimuli (both personal and flow activity levels), the organism (trust, enjoyment, and flow experience), and responses (represented by loyalty, addiction, and compulsive buying). Practical Implications is that Consumer behavior should be guided by notions of social capital, social exchange, and trust. The social context is an essential stimulant in a socio-commercial environment like live streaming e-commerce. This study gives several examples, such as the capacity of perceived social values to increase consumer trust predictably; and the social influence on consumers to elicit affective emotions like enjoyment through interactions and support from others throughout the decision-making process and in the environment of live-streamed shopping.
ResearchGate has not been able to resolve any references for this publication.