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Flow: the psychology of optimal experience

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... According to Csikszentmihalyi (2008), learners tend to become absorbed in language learning tasks and demonstrate a high degree of satisfaction and involvement when they participate in demanding tasks. Following Csikszentmihalyi (1991), flow is a state of mind characterised by intense concentration and total immersion in a task. This state of mind causes the learner to become energised and fully engaged in the task's procedures. ...
... In addition, when a learner is deeply engaged in a language learning task, their awareness of themselves could become more subconscious (Chen 2007;Egbert 2004). Csikszentmihalyi (1991) described the feeling of losing hold of self-consciousness as a joyful and relaxing experience. Language learners utilising technologies are believed to lose their feeling of self as well as their sense of time whilst performing language learning tasks (Liu and Song 2021;Wood, Griffiths, and Parke 2007). ...
... Furthermore, in their video-dubbing tasks, the learners experienced flow since they thought the tasks' difficulties matched their perceived abilities. According to flow theory, this resulted in strong motivation, enjoyment, and engagement in the video-dubbing tasks (Csikszentmihalyi 1991). ...
Article
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Background The utilisation of video‐dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video‐dubbing tasks can lead to more innovative and effective speaking techniques in language courses. Whilst a growing body of research has examined the effectiveness of video‐dubbing tasks in terms of fostering English language learners' speaking skills, further empirical studies are required to explore their effectiveness specifically in the English as a foreign language (EFL) context. Objectives To address this deficiency in the current literature, this study adopted a sequential explanatory mixed‐methods research design to explore the impact of video‐dubbing tasks on EFL learners' speaking skills, such as pronunciation, fluency, grammatical accuracy, vocabulary use, and flow experience. Methods Sixty EFL learners at a language institute were randomly assigned to a dubbing class with 30 EFL learners and a comparison class with the same number of EFL learners. The learners in the dubbing class collectively chose videos on the internet, deleted their soundtracks, practised the speeches and conversations, developed an alternate soundtrack, incorporated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented the video‐dubbing tasks in the class. The comparison group engaged in in‐class viewing and discussion of English films. A speaking test and flow experience questionnaire were utilised to collect the necessary quantitative data, and an individual semi‐structured interview was conducted to gather the required qualitative data. Results and Conclusions Two‐way repeated measures analysis of variance (ANOVA), a parametric test used to compare group means over time, was applied to analyse the quantitative data. The results revealed that both the dubbing and comparison classes improved the EFL learners' speaking skills; however, the dubbing group demonstrated significantly greater improvement than the comparison group. Moreover, the EFL learners reported experiencing a positive flow state—a deep state of focus and enjoyment—whilst completing the video‐dubbing tasks. The qualitative data, which corroborated the quantitative findings, further indicated that the learners perceived the video‐dubbing tasks as engaging, motivating, and beneficial for improving their speaking skills. Implications The practical and pedagogical implications of integrating video‐dubbing tasks into EFL speaking courses are discussed in detail.
... Furthermore, the "Learner's learning state" dimension emphasizes aspects that define students' state within extended reality environments which engulf users and surround them with virtual objects and information. Specifically, it involves the factor of flow (4 items) which corresponds to students' complete absorption and involvement in the educational activities (Csikszentmihalyi, 1990) and the factors of presence (3 items) and immersion (3 items) which correspond to students' sense and belief of actually being present and actively engaged in the extended reality learning environments (Slater, 2003). As extended reality applications have the potential to create learning experiences that enable learners to become fully engaged and engrossed in them, they can influence learners' state of flow (Csikszentmihalyi, 1990). ...
... Specifically, it involves the factor of flow (4 items) which corresponds to students' complete absorption and involvement in the educational activities (Csikszentmihalyi, 1990) and the factors of presence (3 items) and immersion (3 items) which correspond to students' sense and belief of actually being present and actively engaged in the extended reality learning environments (Slater, 2003). As extended reality applications have the potential to create learning experiences that enable learners to become fully engaged and engrossed in them, they can influence learners' state of flow (Csikszentmihalyi, 1990). Through the interactive nature of extended reality technologies, educational applications that offer interactive and engrossing learning experiences can be created which can influence learners' state of flow as well as their active engagement and learning outcomes (Perttula et al., 2017;Shernoff et al., 2003). ...
... Additionally, following the self-determination theory (Deci & Ryan, 2012), the tool emphasizes the need to account for learners' basic psychological and emotional needs which are explored in the "Learner's basic psychological needs" dimension that focuses on learners' enjoyment, autonomy, self-efficacy, and social interaction (Compeau & Higgins, 1995;Csikszentmihalyi, 1975;Fu et al., 2009;Högberg et al., 2019;Ijsselsteijn et al., 2013;Jennett et al., 2008;Lampropoulos et al., 2023;Moon & Kim, 2001;Ryan et al., 2006;Su, 2019;Teo, 2009). Within its "Learner's learning state" dimension, the tool highlights the importance of considering learners' state and embodiment within the educational environment (Csikszentmihalyi, 1990;Slater, 2003) through the examination of their sense of flow, presence, and immersion (Brockmyer et al., 2009;Fu et al., 2009;Högberg et al., 2019;Ijsselsteijn et al., 2013;IPQ, 2024;Jennett et al., 2008;Nowak & Biocca, 2003;Schubert et al., 2001, Slater & Steed, 2000Usoh et al., 2000;Wiebe et al., 2014;Witmer & Singer, 1998). The tool also considers the educational benefits in terms of learning outcomes, motivation, and engagement, elements that are vital in the educational process (Deci et al., 1991;Kearsley & Shneiderman, 1998;Kraiger et al., 1993), through its "Learner's learning performance" dimension (Fu et al., 2009;Högberg et al., 2019;Lam et al., 2014;Lampropoulos et al., 2023;Skinner & Belmont, 1993). ...
Article
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This study aims to create and validate an evaluation tool that assesses the learning effectiveness of extended reality applications (e.g., augmented reality, virtual reality, mixed reality, and the metaverse). Six research questions were formulated to guide this study. The Extended Reality in Education (XREd) questionnaire consists of 50-items derived from 25 existing and validated questionnaires and surveys. The tool uses a 1–5 Likert scale and its items correspond to 15 factors, which are categorized into 5 dimensions. Both the factors and dimensions are supported by related theoretical aspects and background, and are grouped as follows: (1) System usability: Ease of use and Instructional clarity, (2) Learner’s basic psychological needs: Enjoyment, Autonomy, Self-efficacy, and Social interaction, (3) Learner’s learning state: Flow, Presence, and Immersion, (4) Learner’s learning performance: Learning outcomes, Learning motivation, and Learning engagement, (5) Learner’s learning perceptions: Perceived usefulness, Learning preferences alignment, and Behavioral intention. To validate the tool, descriptive statistics and reliability tests, validity tests, and factor analyses, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modelling (SEM) were used. An extended reality application was developed and applied in higher education settings over the course of a semester. The experiment data was used to validate the created evaluation tool, which was then used to evaluate the effectiveness of the developed XR application and to answer the 6 research questions set to be explored. The results confirmed the validity of the XREd questionnaire and its effectiveness in evaluating extended reality applications. Additionally, its potential to be modularly integrated to evaluate non-extended reality learning applications was highlighted. Finally, the developed application was positively assessed by students, who regarded it as an effective learning tool that can support and enrich their learning experience and improve learning outcomes.
... Balance between difficulty and mastery is maintained for the player (or student) to enter the flow state, as defined by Mihaly Csikszentmihalyi, which is a state of deep engagement and focus where individuals are fully absorbed in the task at hand [15]. Flow is achieved when there is a balance between the difficulty of a task and the skill level of the participant, allowing for the optimal experience of immersion and engagement without causing frustration or boredom [15]. ...
... Balance between difficulty and mastery is maintained for the player (or student) to enter the flow state, as defined by Mihaly Csikszentmihalyi, which is a state of deep engagement and focus where individuals are fully absorbed in the task at hand [15]. Flow is achieved when there is a balance between the difficulty of a task and the skill level of the participant, allowing for the optimal experience of immersion and engagement without causing frustration or boredom [15]. ...
... One of the most compelling aspects of the Reimagined Class Experience is its ability to balance the need for structured learning with the creative freedom often associated with games. Instructors, much like game designers, can craft experiences that challenge students appropriately, keeping them in a state of flow, as described by Csikszentmihalyi [15]. The evidence provided by Bryant's study [7] and Harrold's work [24] highlights how mastery-based systems and flexible pacing enable students to engage with material at their own speed, mitigating the fear of failure and promoting a growth mindset. ...
... Flow is a deeply rewarding state of optimal performance and intrinsic motivation in which a person is so immersed in their activity that nothing else seems to matter. It is a subjective mental state associated with an order in consciousness where all other thoughts and emotions not pertaining to the current activity are negated (Baumann, 2012;Crust et al., 2012;Csikszentmihalyi, 1990;Nakamura & Csikszentmihalyi, 2002). People who have been in flow later describe their experience as being "in the zone" or "dialed in" (Dillon & Tait, 2000;Watson & Nesti, 2005). ...
... He and his team at the University of Chicago studied thousands of people around the world, using interviews and questionnaires, to examine why people do activities for pleasure, even when there is no physical reward (Biasutti, 2011;Csikszentmihalyi, 1990). His studies revealed that every flow experience, competitive or not, pushes the individual to higher levels of performance and opens the pathways of their brains to new levels of consciousness. ...
... His studies revealed that every flow experience, competitive or not, pushes the individual to higher levels of performance and opens the pathways of their brains to new levels of consciousness. It was concluded that people who attain flow develop a stronger sense of self-worth because the goals they have chosen to pursue are met as a product of their invested attention (Csikszentmihalyi, 1990). ...
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I created and conducted this study on flow and the relationship between religion and athletic performance in collegiate athletes for my AP Research project in my junior year of high school. I received a five and earned an AP Seminar and Research certificate for completing this and another research-based AP course. It is important to note that I did not get consent to "publish"/post this as research from the sources I have cited. This document has not been peer-reviewed and should not be used as a source. I am sharing this project because I am proud of my hard work, and I want to show my research efforts to those who are interested. Please contact me if you have any questions or concerns!
... Depending on the environment, games can use different game mechanics, challenges, options, rewards and punishments for their motivational design (Adipat et al., 2021;Aguilera & Roock, 2022). In cybernetic design, we combine motivational design and flow theory (Csikszentmihalyi, 1990;Rouse, 2005) with the basis of LM-GM maps (Arnab et al., 2015), Bloom's taxonomy (Adijaya et al., 2023;Krathwohl, 2002;Ormell, 1974) and experiential learning (Kolb, 1986;Matsuo, 2015). Flow theory is akin to being in a state of creative immersion, where the challenge level matches one's skill level, leading to optimal engagement and satisfaction. ...
... A system of game rules includes challenges and opportunities to evaluate, reward and punish players to shape their behaviour. In role-playing games, including Live Action Roleplaying (LARP), players physically embody game characters influenced by real-life experiences (Csikszentmihalyi, 1990;Rouse, 2005). ...
... The guidelines consider different accessibility requirements and design elements (Heron et al., 2018), in addition to the model specific to TEGA analogue GBL (C. Sousa et al., 2022a), combined with flow elements (Csikszentmihalyi, 1990;Kiili et al., 2014). Teachers monitor play preparation and lessons through play tests, science play and reflection. ...
Chapter
This chapter explores the changing world of game-based learning and provides educators with a comprehensive exploration of the fundamentals and practical applications of educational game design. Beginning with an in-depth examination of game design principles, the chapter highlights a clever combination of engaging game mechanics and learning objectives. This research is concerned with the practical application of these principles beyond theory where teachers become equipped with clear insights that can guide them as they strategically integrate game design elements into their teaching methods. This chapter disregards memorisation to establish a dynamic learning setting that harmonises efficient information dissemination with captivating experiences. The Game-Based Learning (GBL) model offered here is based on the Training the Educators to Facilitate the Teaching and Assessment of Abstract Syllabus by the Use of Serious Games (TEGA) model initiative supported by the European Erasmus programme (project reference: 2020-1-UK01-KA203-079248). TEGA demonstrates the widespread application of game-based learning principles to revolutionise higher education by enhancing educational excellence and encouraging students' critical thinking, collaboration and analytical skills. This chapter serves as a guiding compass for educators navigating the dynamic landscape of educational game design. From aligning educational goals with game mechanics to adopting innovative initiatives, educators are empowered to create learning environments that are active, effective and enjoyable. Armed with these principles, this chapter invites educators to embark on a transformative journey to reimagine the future of learning through the powerful lens of game-based education.
... The experience of "flow", or total immersion, described by Csikszentmihalyi (1990) and which I will discuss later, is often achieved in educational analogue game contexts, providing a rich environment for investigating how engagement and intrinsic motivation can be maximised in learning. This immersion is amplified by the tangibility of the game materials and direct interaction with other players, highlighting its value in promoting deeply engaging educational experiences. ...
... However, I must emphasise the existence of a classic paradox between the seriousness of the learning processes discussed here and the supposedly autotelic nature of the activity of playing. In the context of psychology, one of the authors most associated with the concept of autotelic is Mihaly Csikszentmihalyi (1990), who, in order to explore his conceptualisation of flow, thinks about the way in which some activities are intrinsically rewarding, rather than being pursued for external rewards or goals. Two relevant and complementary lines of enquiry emerge from this idea: ...
... Understanding the importance of intrinsic motivation can be enhanced by considering the previously approached concept of flow (Csikszentmihalyi, 1990), since it closely matches the self-rewarding aspect of play, incorporating components that fulfil the psychological needs for competence, autonomy and relatedness (Keller et al., 2008(Keller et al., , 2011Schüler et al., 2013). This aspect can enhance the experience, making learning through games a highly rewarding process. ...
Chapter
This chapter explores the link between psychology and analogue GBL, by systematising empirical data and theoretical frameworks, to understand the psychological foundations of learning mechanisms within these gaming environments. The chapter identifies the psychological inquiry parameters relevant to analogue gaming and explores the behavioural disparities between intrinsic incentives for play and “serious” educational objectives. It also emphasises the tangible attributes of analogue games and their significance in human development and education, justifying their prioritisation over digital alternatives. Furthermore, it examines cognitive processes during gameplay, focusing on how analogue games promote learning, skill integration and practical application in real-life scenarios. The chapter also explores the motivational mechanisms inherent to analogue games, highlighting their potential to enhance player involvement and learning outcomes. As an ultimate goal, this work aims to clarify the complex relation between psychological processes and learning through analogue games, suggesting that they serve as a feasible platform for educational advancement.
... This combined element of familiarity and surprise is a basic component of aesthetic experience that can move us emotionally (Ullman et al., 2002;Torralba and Oliva, 2003;O'Callaghan, 2008;Barrett, 2015). The Aesthetic experience thus enables a mindset of "flow" and deep concentration, and also mediates the ways that we communicate with others (Csikszentmihalyi, 1990;Malchiodi, 2012;Starr, 2023). ...
... These compositional elements of symmetry and variation, identified in flowers and in drawings of flowers, are also to be found in mandalas (Csikszentmihalyi, 1990;Hass-Cohen, 2003 Mandalas like flowers, are associated with improved mood due to a feeling of being able to make sense of the world. Through a repeating pattern that is understandable, yet also interesting and variable with changing shapes and colors that repeat. ...
Article
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This paper compares the embodied aesthetic experience of three types of images: photographed flowers, drawn flowers, and mandalas, summarizing data from three former comparative papers. The findings denote the strong embodied emotional connection of participants (changes in mood expressed in neural and physiological responses) to images of real flowers, as compared to the more cognitive reactions to drawings of flowers and cognitive stimulation of flower-like mandalas. These findings are discussed in terms of methodological relevance for art therapy and nature therapy. While it is known that flowers arouse positive emotions, this more nuanced comparison has interesting implications for visual art therapy, and for the therapeutic effects of nature photos, as opposed to drawn interpretations of nature.
... Hertil beskriver den klassiske flowteori, hvordan man kan opnå en optimal tilstand af engagement, fordybelse og tilfredsstillelse i forbindelse med en opgave, hvis den rette balance mellem udfordringen og faerdigheder mødes (Knoop & Linstad, 2023). En flowtilstand afhaenger af, om man er investeret i et realistisk mål, og om evner matcher mulige handlinger (Csikszentmihalyi, 2009). Dette vil selvfølgelig afhaenge af de individuelle studerende, men meget tyder på, at niveauet/svaerhedsgraden i de strukturerede udviklingsaktiviteter i stilladseringseksperimentet ikke var passende. ...
... Dette lod til at skabe (for) mange frustrationer og (for) meget usikkerhed, som til tider gjorde det svaert for dem at løse eller komme videre med opgaverne. Flowteorien beskriver netop, hvordan beslutninger og handlinger i en tilstand af flow vil flyde naturligt uden tvivl og tøven (Csikszentmihalyi, 2009). En dimension, der bør udforskes og tilpasses naermere, er altså, hvordan der kan skabes et mere passende opgaveniveau. ...
Article
Denne artikel tager afsæt i en empirisk case, der repræsenterer en typisk underviserudfordring med et kort undervisningsforløb uden vejledning. I casen er der blevet implementeret et stilladseringseksperiment, der har til formål at træne de studerendes kompetencer, understøttet af underviser- og peerfeedback. Artiklen præsenterer resultaterne af eksperimentet baseret på mundtlige og skriftlige evalueringsdata samt underviserens observationer. Resultaterne viser, at der hos både underviser og studerende opstod indsigt i de studerendes faglige udfordringer. Underviseren brugte disse erkendelser til at tilpasse undervisningen, mens de studerende kunne identificere deres egne læringsbehov. Artiklen fremhæver også, at læsning, spejling og diskussion af hinandens opgaver udgjorde et læringspotentiale for de studerende. Samtidig understreges vigtigheden af at ramme de studerendes aktuelle faglige niveau samt facilitering og understøtning af peerfeedback. Artiklens formål er at give undervisere indsigt i, hvilken fordele og udfordringer der kan opstå, hvis stilladsering benyttes til at understøtte studerendes kompetenceudvikling.
... Similarly, Mihály Csíkszentmihályi's Flow Theory, which he introduced, depicts an ideal psychological state in which people are completely absorbed in a task, experiencing intense focus and satisfaction (Csíkszentmihályi, 1990). When a work strikes the perfect balance between difficulty and skill level-neither too easy nor too difficult-flow happens. ...
... 1495 http://jier.org 3. To identify the most effective gamification elements that contribute to improved engagement and learning. ...
Article
Gamification has arisen as a revolutionary instrument in education, utilizing game features such as points, badges, leaderboards, and interactive challenges to improve learning outcomes and student engagement. This study empirically examines the influence of gamification on educational platforms, assessing its effects on motivation, engagement, and information retention. A quantitative study methodology was employed, with a sample size of 111 participants to evaluate the efficacy of gamification via statistical analysis and hypothesis testing. The results indicate a robust positive link between gamified learning environments and student engagement, showing that interactive and reward-based learning mechanisms substantially improve student participation and understanding. Furthermore, gamification cultivates a competitive yet cooperative learning environment, enhancing retention rates and reinforcing instructional material. The study emphasizes essential tactics that educators and platform developers can implement to enhance gamification features for better learning results. These findings advance the conversation on digital education by offering a data-driven paradigm to improve student-centered learning experiences.
... On the other hand, play is a spontaneous, intrinsically motivated and spontaneous activity that allows students to explore, experiment, take risks, develop skills, build relationships, build community and express themselves through experiential, participatory and creative activities, achieving goals and realising opportunities in a safe and supportive environment (Csikszentmihalyi, 1990;Huizinga, 1938Huizinga, /1949Sutton-Smith, 1997). ...
... Moreover, these goals act as catalysts for intrinsic motivation, encouraging players to pursue mastery, progress and achievement within the game context (Ryan & Deci, 2000) to reinforce player commitment, satisfaction and loyalty. Importantly, these objectives stimulate strategic thinking, adaptability and skill development, requiring players to employ analytical judgement, tactical planning and creative problem-solving (Csikszentmihalyi, 1990). By recognising achievements and progress, goals bolster players' self-esteem, competence and self-efficacy, further enhancing their satisfaction and motivation within the game ecosystem. ...
Chapter
This study explores the multifaceted world of Game-Based Learning (GBL) in educational institutions and highlights its innovative potential and inherent challenges. Initially, this study provides a comprehensive examination of games and play and describes their various roles in creating engaging and innovative learning environments. Based on historical context and contemporary scholarly contributions, this study traces the evolution of GBL from ancient civilisations to modern digital representations and demonstrates its relevance. Critical examination of GBL integration demonstrates its ability to engage and motivate students and acquire skills consistent with current educational theories and frameworks. However, the study also identifies relevant limitations, such as the digital divide, the complexity of curriculum adaptation, and limitations in teacher training and evaluation. To address these challenges, this study highlights the need for a balanced approach between equitable access, personalised professional development, innovative assessment methods and strategies based on digital and analogue games. By synthesising theoretical insights, empirical findings and practical implications, this study ultimately explains the complex dynamics of GBL and provides actionable recommendations to realise its full potential in promoting inclusive, effective and transformative educational practices.
... The motivational principles of gamification enable learner empowerment through control mechanisms and achievement goals along with platform resources that drive socially interactive learning through collaborative components with competency-based elements. From Flow Theory researchers determined that continuous engagement depends on tasks that align perfectly with learners' capabilities (Csikszentmihalyi, 1990). Theoretical examinations reveal gamification platforms function as exciting delivery systems which optimize ESL learning possibilities. ...
... 3.Student performance and participation during the research period did not provide evidence of lasting improvement. Csikszentmihalyi (1990) criticizes gamification novelty because declining interest indicates potential drawbacks for its impact on learning results and student motivation over time. Students need regular updates to their gamified systems frequently since these upgrades maintain both function and student retention. ...
... The effectiveness of DGBL in language education can be understood through several established theories. Self-Determination Theory (SDT) (Deci & Ryan, 1985) explains how games enhance motivation by fulfilling learners' needs for autonomy, competence, and relatedness, while Flow Theory (Csikszentmihalyi, 1990) highlights how an optimal balance of challenge and skill in games sustains engagement. Additionally, Constructivist Learning Theory (Vygotsky, 1978) supports the idea that games provide meaningful, contextualized interactions that reinforce language acquisition. ...
Article
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This systematic literature review (SLR) examines digital game-based learning (DGBL) in language education, focusing on trends, challenges, and opportunities in the field. A bibliometric analysis was conducted on 63 peer-reviewed articles published after 2019, selected through a structured search in the Scopus database. Studies were included based on predefined criteria, requiring a focus on DGBL in language education, empirical data, and publication in English-language peer-reviewed journals or conference proceedings. The review identifies key contributors, influential publications, and common research themes within the DGBL landscape. Findings suggest that DGBL offers promising outcomes in student engagement, motivation, and language learning, particularly in vocabulary acquisition and communication skills. However, challenges such as insufficient technological infrastructure, limited teacher training, and misalignment with curriculum objectives affect its implementation. The review highlights areas requiring further research, including longitudinal studies on its long-term impact, the development of personalized game-based learning experiences, and a stronger focus on teacher integration strategies. While DGBL presents valuable opportunities for language education, its effectiveness depends 146 Philip Roth Studies Vol. 20 (2) 2024 on sustained investment in professional development, infrastructure, and interdisciplinary collaboration.
... In the field of cyberpsychology, the term "immersion" has gained recognition, particularly in delineating experiences within video gaming contexts. It is noteworthy that immersion is conceptualized as a suboptimal and non-extreme state, distinct from the flow state (Csikszentmihalyi, 1990), which characterizes an individual's intense absorption in an activity. In the context of gaming, individuals can be significantly immersed without necessarily experiencing flow during the gaming process (Cheng et al., 2015). ...
Article
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Introduction The Game Immersion Questionnaire (GIQ) serves as a tool for evaluating immersion within the realm of online gaming. Immersion is a crucial psychological state experienced by users interacting with digital environments, influencing their engagement, engrossment, and total involvement. While the original GIQ was structured around seven first-order factors and three second-order factors, its applicability beyond gaming contexts remains unexplored. This study extends the GIQ to capture the immersion experiences of a more expansive cohort of online users beyond gamers. Methods The extended GIQ was administered to a cohort of active internet users from Latvia ( n = 227), aged 13 to 65 (M = 26.6, SD = 8.4), with 53.7% identifying as female, 33% as male, and 13.2% as nonbinary. Factor analysis was conducted to examine the structure of the extended questionnaire and validate its applicability to a broader range of online users. Results Factor analysis revealed three first-order factors – Engagement, Engrossment, and Total Immersion – that together form a global second-order factor named the Level of Immersion in the Digital Environment. These findings align with the original hierarchical structure of the GIQ while extending its relevance to a wider population of online users. Discussion The extended GIQ provides insights into the immersion experiences of a diverse range of online users across various digital environments. By adapting the GIQ for broader use, this study contributes to the understanding of immersion beyond gaming and supports its application in different online contexts.
... Both scenarios can reduce the positive feedback received by employees. According to the concept of flow, the motivation of employees is highest when the difficulty of the task is matched to their abilities [54]. ...
Article
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Teams comprised of exceptional individuals are often thought to excel in performance, but the reality is that even such teams can face challenges in group environments. Problems like excessive coordination and declining motivation can undermine a team’s productivity. This study seeks to improve team cooperation through task allocation while addressing individual needs. However, conventional research methods struggle to capture the complexities of individual interactions and adaptability. Thus, the study employs Agent-Based Modelling (ABM) to investigate the impact of task allocation on team performance, both in centralised (top–down) and self-organising (bottom–up) approaches. The study uncovers several key findings: (a) assigning tasks of appropriate difficulty level can significantly improve team performance and satisfaction; (b) the self-organising task allocation approach excels in enhancing group satisfaction, highlighting the importance of providing employees with a sense of autonomy and control over their work; (c) the study identifies that the performance of teams under centralised and self-organising approaches is contingent on the team’s developmental stage, emphasising the need for tailored management strategies that align with the team’s current stage of development. The study challenges the conventional belief that exceptional individual performance automatically translates to outstanding team performance. It underscores the importance of recognising the role of individual needs and management strategies in shaping team dynamics, and ultimately, team performance.
... When tasks and activities are too easy, they may lead to boredom; whereas, when they are too difficult, they may lead to frustration, and students may give up (Bransford et al., 2000). However, when there is a balance between challenges and individual skills, students might experience flow, which is relevant for characterizing the quality of engagement in tasks and activities (Csikszentmihalyi, 1990;Whitson & Consoli, 2009). Accordingly, when students are provided with sufficiently challenging tasks, their engagement may be activated (e.g., Fredricks et al., 2019;Skinner et al., 2008). ...
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The aim of this study was to explore the variation in students' perceived instructional support and their behavioral and emotional engagement across three timepoints. The extent to which students' gender explained these associations and whether observed instructional support was associated with students' engagement were also investigated. The data included a sample of 1306 students (aged 10-15) and 79 teachers from 15 Norwegian public schools. Cross-classified multilevel modeling was applied to investigate these associations. The results revealed variation across the three timepoints in students' perceived instructional support and their behavioral and emotional engagement. Students' gender explained the association between students' perceived instructional support and behavioral engagement, with girls showing a stronger association. The study's results and practical implications are discussed, considering the importance of teachers' instructional support quality in enhancing students' engagement and learning. Educational relevance statement: Students' engagement in tasks and schoolwork is important for their learning and developing. The results indicate that students' engagement varies with the quality of teachers' instructional support; thus, when teachers provide high-quality instructional support, students report high levels of engagement. Consequently, teachers will benefit from improving their instructional support quality to engage their students in learning activities. Teachers' instructional support is malleable and can, unlike individual and family factors, be improved by schools and teachers. Professional development for student engagement benefits from including instructional support.
... LITERATURES Foreign Language Enjoyment. Enjoyment is "a sense of novelty and of accomplishment" (Csikszentmihalyi, 2008) and is conductive to one's long-term development and well-being (Seligman and Csikszentmihalyi, 2000). Csikszentmihalyi (2014) stated that foreign language enjoyment (FLE) refers to "good emotional states coming from breaking through homeostatic limits and stretching beyond oneself to accomplish something new or even unexpected, especially in the face of some difficult tasks" (p.201). ...
Article
This study examines the impact of instructor verbal immediacy on primary school students' foreign language enjoyment (FLE), highlighting its significance in cultivating pleasant emotions and augmenting motivation in language acquisition. The research utilized a mixed-methods approach to examine data from 100 sixth-grade students and two English instructors in Jiangsu Province, China, applying the Foreign Language Enjoyment Scale (FLES), classroom observations, and the rapport-management model. Research demonstrates that educators exhibiting high verbal immediacy—evidenced by initiating dialogues, providing feedback, and employing humor—substantially enhance students' Foreign Language Enjoyment (FLE) across four dimensions: illocutionary, discourse, participation, and stylistic. Quantitative study indicated that students instructed by educators with elevated verbal immediacy scores reported increased levels of FLE, but qualitative data underscored the significance of interactive and engaging pedagogical methods. The research finds that instructor verbal immediacy cultivates positive teacher-student connections, increases classroom engagement, and boosts students' pleasure of foreign language acquisition. These findings augment the literature by filling gaps in primary school EFL environments and offer pragmatic methods for educators to improve teaching efficacy. The paper recognizes limitations, such as the small number of participants and geographical emphasis and suggests future research to investigate varied demographics and the evolving nature of FLE over time.
... Hence the ideal of mindfulness in attending to phenomena in a clear yet nonjudgemental way (Kabat-Zinn, 2003). Also relevant here is Csikszentmihalyi's (1990) notion of flow, which relies on parity between task demands and capacity to manage them (Fong et al., 2015). ...
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Although the concepts of balance and harmony are increasingly appreciated as important in research on wellbeing, their precise meaning is often vague or unclear. This paper aims to elucidate these ideas by exploring responses by 15,275 people across 154 nations to two open-ended questions embedded after the online VIA Inventory of character strengths: “What does balance mean to you?” and “What does harmony mean to you?,” together with an item on which people prefer. Strikingly, while harmony was analysed as more positively valenced, people tended to prefer balance. This is perhaps because, using differential language-based analyses, we found people interpret harmony as mostly about relationships working well in synchrony, whereas balance seems to convey proportionality across most life domains, and hence may have more applicability and impact. The paper offers suggestions for future work on these topics, such as exploration of the relevance of culture and economics.
... Perceived risk theory helps in understanding consumer behavior by exploring how consumers handle uncertainty in decision-making (Bauer, 1960). Generally, the higher the perceived risk, the more likely a consumer is to be involved in a purchase decision (Pi & Sangruang, 2011;Spence et al., 1970 (Csikszentmihalyi, 1990). It is scientifically proven that enduring involvement significantly enhances consumer trust (Zhu et al., 2019) Consumers who are more engaged with a platform tend to trust it and its product providers more, and are less likely to be swayed by other media (Eslami & Ghasemaghaei, 2018;Teichert & Rost, 2003). ...
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Indonesia’s e-commerce market, particularly B2C, continues to expand, attracting both domestic and foreign investments. Despite this growth, a notable decline in B2C sales occurred. This drop is largely attributed to rising competition in the market, which has made it increasingly difficult for platforms to retain consumer interest. This study investigates the factors that influence Millennial Muslim consumers’ purchase intentions on B2C e-commerce in Indonesia using structural equation modeling. The respondents in this study were taken from the Millennial generation of e-commerce users. This generation was chosen because they are economically more established than Generation Z and in terms of technology use, are more expert than Baby Boomers. Initially, 700 responses were collected, but after excluding incomplete or non-qualifying data, 434 valid responses were analyzed. The findings reveal that perceived risk (β: 0.206), perceived quality (β: 0.440), and enduring involvement (β: 0.240) positively affect perceived trust, whereas situational involvement (β: -0.331) has a negative impact. Additionally, enduring involvement (β: 0.659), situational involvement (β: 0.133), and perceived trust (β: 0.103) were found to positively influence purchase intention, while perceived risk (β: -0.093) negatively affects it. The study emphasizes that enduring involvement (β: 0.659) is the strongest variable that increase purchase intention in B2C e-commerce. Enduring involvement refers to a consumer’s long-term interest and engagement with a product category, driven by personal relevance, values, or consistent motivations. AcknowledgmentThe authors would like to thank the Research and Innovation Institute (LRI), Universitas Muhammadiyah Surakarta, for the enormous financial support in writing this study through the funding scheme of the 2025 Outstanding Research of Study Program (RU-PRODI).
... However, almost a decade ago, Dörnyei and Ryan (2015) indicated that despite the fact that emotions play a huge role in human life, they had been rather neglected by second language acquisition (SLA) researchers, attributing this state of affairs to the prevalence of the cognitivist tradition within this particular field of science. This situation may have changed due to the exploration of the role of affect in language learning (Arnold, 1999) as well as the development of positive psychology and its focus on the factors that help people thrive and flourish (Csikszentmihalyi, 1990;Fredrickson, 2001;Seligman, 2011). Interest in building positive emotions, increasing student engagement and boosting the appreciation of life consequently led SLA scholars to move away from the emphasis on negative emotions, i.e., foreign language classroom anxiety , and adopt a more holistic view of language learners and study a broader range of emotions, such as foreign language enjoyment (Dewaele, MacIntyre, 2014). ...
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This Journal (Q1-2) special issue draws together diverse perspectives on silence, speech, and resources in language education from many international contexts, including Australian, British, Japanese, German, and Polish educational settings. These three themes intertwine in language education.
... Multiple factors contribute to teacher motivation, encompassing both material and psychological aspects. Research by Csikszentmihalyi (1990) and Bishay (1996) suggests that a teacher's daily experiences significantly influence the activities they find most psychologically rewarding. This can, in part, serve as an indicator of their overall motivation level. ...
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This study investigates how motivation affects the teaching standards of higher secondary English teachers in the public and private sectors of District Sialkot, Pakistan. The study employs a mixed-method descriptive research design, rooted in Frederick Herzberg's Motivation-Hygiene Theory (1959), to thoroughly examine the motivation and demotivation factors that impact teachers' performance. We gathered quantitative data through questionnaires to gain broad statistical insights and obtained qualitative data from focus group interviews to gain in-depth perspectives. The population consisted of English teachers from eight higher secondary schools, divided equally between the public and private sectors. We selected 30 teachers with at least 3 years of experience using purposive sampling. The research instruments included a self-developed Likert scale questionnaire and structured interview protocols. The theoretical framework is based on Frederick Herzberg’s Motivation-Hygiene Theory, which distinguishes between intrinsic motivators, such as achievement and recognition, and extrinsic hygiene factors, such as salary and working conditions. The researcher used statistical methods to analyse the quantitative data and subjected the qualitative data to thematic analysis. These insights are valuable for educational policymakers and administrators looking to improve teacher motivation and overall educational quality in District Sialkot.
... Epistemic factors, such as novelty and the balance between challenge and achievability, are also significant. While novelty sparks curiosity and situational interest, dynamically tailoring content to the learner's cognitive level often helps sustain this interest by creating "flow experiences, " characterized by heightened motivation and immersion (Csikszentmihalyi, 1990). However, research indicates that situational interest triggered by epistemic factors is less sustainable compared to interest supported by emotional or value-based influences (Schmidt and Rotgans, 2021). ...
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Introduction Adaptive learning platforms offer innovative teaching approaches by tailoring educational content to individual learner’s needs, abilities, and paces. Methods This study investigates the effects of an adaptive digital learning platform on user experience, motivation, and learning outcomes among 56 sixth-grade students from two German grammar schools. Students completed three bionics-focused modules— “polar bear”, “heat transfer”, and “temperature and heat”—integrated into science lessons. Data from questionnaires and performance tests assessed prior knowledge, learning success, cognitive activation, and situational interest. Results The findings indicate that 98% of students found digital media motivating, with 81% favoring a hybrid mix of traditional and digital teaching methods. Positive emotional responses were reported by 62% of participants, though 38% experienced uncertainty. The “polar bear” module achieved the highest learning gain (+41%), followed by “heat transfer” (+23%) and “temperature and heat” (+13%) module. Discussion These results suggest that adaptive digital learning platforms can enhance learning outcomes and cognitive engagement, particularly when the content aligns with student interests and needs.
... Hennessey's (2019) fi ndings reinforce this view, illustrating that students in highly autonomous educational settings demonstrate greater willingness to take risks, thereby improving their problem-solving abilities and fostering creative thinking. Csikszentmihalyi's (1997) Flow Theory further elucidates the connection between motivation and creativity, suggesting that individuals experiencing a state of "fl ow" exhibit heightened focus, satisfaction, and engagement, which collectively amplify their creative potential. This underscores the signifi cance of structuring educational experiences that balance challenge and engagement to eff ectively stimulate learning motivation. ...
Article
Theatrical films are gradually applied to education field in past years, especially in courses of business administration, psychology, and linguistics. Being a visualized and situated teaching tool, films could effectively deliver abstract concept as well as induce students’ emotional resonance and enhance deep learning. Students could promote the problem-solving skills and creativity through observing and imitating movie characters’ behaviors. This study examined a cohort of 172 international school students in Shaanxi Province. The intervention comprised a 16-week program (48 sessions) that combined theatrical film-based pedagogy with leadership development. Analysis of the data demonstrated three significant relationships: the integrated film-leadership instruction positively influenced student learning motivation; this instructional approach enhanced student creativity; and increased learning motivation corresponded with higher creativity levels. These findings contribute to both the theoretical framework and practical applications of film-based methodologies in leadership education, offering implications for future pedagogical design.
... The game should not be too easy or too difficult. They must consider the cognitive skills of the target audience and implement a progression system (Csikszentmihalyi, 1990;Moneta & Csikszentmihalyi, 1996) and feedback loops. Using too many game elements and over-stimulation is another temptation to avoid. ...
Chapter
This chapter explores the transformative potential of integrated Game-Based Learning (GBL) and interdisciplinary educational strategies to address the multifaceted challenges of the Anthropocene. It begins by identifying the limitations of traditional academic disciplines in preparing individuals for the complexities of the modern world and highlights the urgent need for innovative paradigms that can promote the development of adaptive critical thinking. Game-based integrated learning is presented as a comprehensive approach that crosses disciplinary boundaries and develops various skills such as critical thinking, collaboration and adaptability. Students are encouraged to solve problems, make informed decisions and observe the consequences of their actions, increasing engagement and motivation. This chapter also advocates interdisciplinary educational strategies that integrate project-based, experiential-based and community-based learning to develop a deep understanding of issues related to the Anthropocene. Despite technological barriers, access and equity issues, and assessment challenges, there is consensus about the transformative power of GBL when implemented effectively. It also highlights the important role of teachers in integrating GBL into their teaching practices and the importance of comprehensive educational programmes and ongoing support. As we move beyond education in the Anthropocene, GBL will become a beacon of innovation, preparing students to tackle complex real-world challenges with curiosity, adaptability, determination and in a changing world. You will become more resilient.
... The control-value theory (Pekrun & Perry, 2014) positions FLE as an achievement emotion that emerges when learners perceive activities as both manageable and valuable. Additionally, ow theory (Csikszentmihalyi, 1990) explains FLE as an optimal experience occurring when learners engage in appropriately challenging tasks that match their skill levels. ...
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This study employs Q methodology to investigate Chinese EFL students' foreign language enjoyment in GenAI-assisted English learning environments. Through Q-sorting and follow-up written responses from university students, this research identified three distinct patterns: (1) Instrumental Support Orientation , characterized by enjoyment derived from GenAI's immediate assistance and error correction features, but showing limited engagement with deeper learning processes; (2) Independent Learning Achievement , reflecting high satisfaction from autonomous goal attainment and learning efficiency while demonstrating resistance to peer interaction and collaborative learning; and (3) Learning Feature Exploration , emphasizing enjoyment through experimenting with various GenAI functionalities but expressing significant skepticism about language learning outcomes and anxiety reduction. These findings extend our understanding of FLE in technology-enhanced language learning by revealing how learners experience enjoyment through different pathways of GenAI interaction.
... Flow experience is a state of being absorbed in an activity, increasing user engagement and influencing purchase intention (Csikszentmihalyi, 2008). Results from previous research reveal that flow experiences increase emotional engagement and encourage purchases (Hoffman & Novak, 1996;Herrando et al., 2022). ...
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This research aims to identify external factors that influence purchase intention in the use of social media for Micro, Small and Medium Enterprises (MSMEs) in emerging markets, focusing on how user attitudes towards social media marketing strategies can influence consumer intentions to purchase MSME products. Quantitative approach is used with an explanatory research type, by collecting survey data from 413 social media users who engage with MSME products in East Java, Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to determine the significance of each factor. The results show that interactivity, informativeness, word of mouth (WOM), personalization, trendiness, entertainment, usefulness, and flow experience significantly positively affect Purchase Intention. Conversely, Irritation has a negative effect. User attitude towards social media is an important mediating factor that strengthens the influence of these variables on purchase intention, suggesting that positive experiences on social media can increase consumers' likelihood of purchase. Limitation of this study is conducted only within specific geographical area (East Java), which may affect the generalizability of the results. Further research can be conducted with a broader sample to validate these findings in other regions and markets. This research provides insights into the role of social media attributes and user experience in driving Purchase Intention in the MSME sector in emerging markets. It highlights the importance of positive user attitudes, thus filling the research gap regarding the impact of social media on consumer behavior in the context of MSMEs.
... This is the flow state in which our skills are perfectly aligned with the challenge we are facing, allowing us to be completely "in the moment," achieve highest performance, and have an incredibly positive overall experience. 8,9 The modulation of the noradrenergic and dopamine systems allows us to experience pleasure while staying fully engaged in a task. 10 Anandamide, named after the Sanskrit word ananda, meaning bliss, is also present at this level. ...
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As surgeons, we work in a high-stress, high-stakes environment to take care of our patients. In this setting, it is not uncommon for us to experience microaggressions—subtle or indirect actions or statements that communicate a demeaning or exclusionary message, often unintentionally. Microaggressions can bring us down, taking away from the fulfillment that attracted many of us to this profession. In this article, we introduce the Institute for Professional Excellence in Coaching energy leadership framework as a tool to understand and address microaggressions. We then apply it to real-life scenarios surgeons may encounter, demonstrating how this framework can help us to build resilience and recover our joy for our profession.
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This study investigates the impact of gamified project-based learning (GPBL) on the learning motivation of elementary students in rural China and investigates how they perceive GPBL. Using GPBL as an intervention, this study adopts a descriptive qualitative research design, where observation notes, interviews, and focus groups triangulate to illustrate students’ motivation and perceptions, along with documentation of photos and videos. This study presents behavioral, emotional, and attitudinal representations of the student’s motivation and motivational change during the implementation of GPBL. Analysis shows that PBL satisfies students’ need for autonomy, promotes their perceptions of the usefulness and value of learning, and increases their self-efficacy, which influences their intrinsic motivation, while the gamification mechanism works for their extrinsic motivation by regulating rewards. This study finds that students perceive GPBL as an intriguing and meaningful learning process for its novelty experience, usefulness, collaboration, and rewards.
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The journey of writing this book has been both transformative and enlightening. "Scaling Dreams Fearlessly" is not just a title; it represents a philosophy of embracing possibilities and overcoming challenges with determination and vision. In these pages, you will find a roadmap for transforming aspirations into achievements, blending practical strategies with inspiring stories from real-world experiences. The idea for this book emerged from observing the struggles and triumphs of those daring to pursue their dreams. Whether it is the fear of failure, the uncertainty of the unknown, or the weight of self-doubt, the obstacles faced by dreamers are universal. Our goal in writing this book is to provide actionable insights that help readers navigate these challenges while cultivating the courage to press forward. We wanted to create a resource that bridges the gap between ambition and action, offering readers both the inspiration and tools needed to succeed. Every chapter is a reflection of lessons learned, strategies tested, and triumphs celebrated. This book is not merely about achieving goals but about embracing the journey itself. It is about finding joy in the small victories, learning from setbacks, and appreciating the growth that comes from striving toward something meaningful. Writing this book allowed me to revisit our own experiences, examine the lessons we’ve learned, and articulate them in a way that we hope will resonate with you. As we wrote, we drew upon countless hours of research, conversations, and introspection. This process revealed to me the incredible potential within each of us to rise above limitations and achieve greatness. The stories shared within these pages are not just anecdotes; they are testaments to the resilience and determination of individuals who dared to defy the odds. From entrepreneurs breaking barriers to visionaries reimagining the future, their journeys have been a source of profound inspiration for me, and we hope they will be for you as well. As you turn these pages, we invite you to approach this book as a companion on your journey. Take the time to reflect on its lessons, apply its principles, and make it your own. This book is designed not to dictate but to inspire, offering frameworks and stories that you can adapt to your unique path. It is our hope that these pages inspire you to think boldly, act decisively, and find joy in every step of your pursuit. Welcome to a journey of fearless dreaming and purposeful action. In the end, this book is not just about achieving your dreams but about discovering who you are in the process. It is about finding meaning, cultivating resilience, and inspiring others through your journey. We believe that by sharing our stories and supporting one another, we can create a world where every dream is given the chance to flourish. May this book be a spark that ignites your passion, a tool that sharpens your focus, and a reminder that you are capable of greatness. Together, let us turn aspirations into achievements and scale dreams fearlessly.
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This article presents the results of a research study aimed at strengthening reading comprehension in secondary school students through the design and implementation of a virtual learning environment (VLE). The study was conducted using a mixed-methods approach, integrating qualitative and quantitative methodologies to assess the impact of the VLE on students' reading skills. Using interactive tools and collaborative activities, the virtual environment facilitated the development of critical competencies such as identifying main ideas, making inferences, and interpreting texts. The research was carried out with a sample of ninth-grade students from an educational institution in Montería, Colombia, selected through purposive sampling. The results showed significant improvements in students' reading comprehension, highlighting the role of the VLE as an effective pedagogical tool for promoting meaningful learning in diverse educational contexts. This study emphasizes the importance of integrating digital technologies into teaching and learning processes to strengthen reading competencies in secondary education.
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This study analyzes the relationship between Attention and Clarity in the organizational environment, analyzing how the perception of clarity in work processes can influence the ability of employees to maintain attention in their tasks. The research is based on theories on information processing, cognitive regulation and efficiency in performance, considering that clarity in organizational procedures and objectives facilitates concentration and reduces cognitive load. It is hypothesized that an increase in clarity in work processes is associated with an improvement in employee attention, suggesting that well-structured organizational environments can enhance individual performance. To evaluate this relationship, a quantitative design based on econometric techniques was used. The estimated simple linear regression model shows that the coefficient of the Clarity variable is positive and significant (p<0.001p < 0.001), indicating that employees who perceive greater clarity in their work environment tend to manifest a greater attention span in their activities. In addition, the model meets the fundamental assumptions of regression, including tests of specification, linearity, and absence of autocorrelation, allowing for reliable interpretation of the results. The findings suggest that organizational clarity is a factor that influences work care, which has implications in the design of organizational strategies aimed at performance optimization. It is recommended that future research extend the analysis by incorporating moderating variables such as task complexity and workload, in order to better understand the mechanisms underlying this relationship
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L'autrice illustra alcune possibilità di applicazione dell'epistemologia sistemica in un settore applicativo della psicologia, non prettamente clinico: la psicologia dello sport. Le richieste che giungono in questo ambito celano spesso tematiche profonde e relazionali che inibiscono la piena soddisfazione nella performance e l'efficacia di un programma di preparazione mentale. Talvolta emergono disagi non inquadrabili nosograficamente: un intervento di tipo meramente tecnico centrato sul miglioramento delle abilità mentali può non funzionare se non tiene conto del contesto in cui la richiesta viene effettuata e del malessere. Il lavoro illustra teoricamente e a livello pratico con esempi le possibilità applicative del pensiero sistemico nel lavoro con giovani atleti in fase di svincolo, dando strumenti per un lavoro possibile.
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Background: The COVID-19 pandemic led to widespread decreases in well-being, and people turned to various coping resources to mitigate declines in well-being. Method: In a large (N = 873) representative US adult sample collected in the fall of 2020, we examined the degree to which people coped using the arts and humanities and the perceived impact of the pandemic and how these factors were associated with well-being. Results: We found coping with the arts was associated with many facets of well-being and, for many of these associations, the more people felt impacted by the pandemic, the stronger the relationship with coping with the arts. We further examined the nature of people's typical arts engagement (e.g. immersion, reflectiveness) with the use of arts to cope. Conclusions: These findings suggest the arts may play a role in well-being experiences during challenging circumstances and the need for continued examination of the role the arts play in well-being.
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OBJECTIVES This study aims to explore how Esports can serve as a form of welfare for the senior generation, focusing on its impact on their cultural, recreational, and health-related well-being.METHODS A review of literature and case studies on Esports participation among senior citizens was conducted. Domestic and international examples were analyzed to identify potential benefits and challenges.RESULTS Findings indicate that Esports can enhance social participation, cognitive engagement, and recreational satisfaction for seniors. The generational familiarity with digital technology supports the integration of Esports into senior welfare programs.CONCLUSIONS Esports has the potential to become a valuable tool for improving the cultural and recreational welfare of the senior population. As seniors increasingly embrace digital lifestyles, Esports initiatives tailored to their needs could contribute to their overall well-being.
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This paper explores human-AI collaboration in scientific problem-solving through analogical reasoning, comparing the unconscious mind’s probabilistic exploration to AI models and the conscious mind’s step-by-step reasoning. Integrating unconscious thought theory and dual-process theory proposes frameworks in physics, cosmology, and free will. It discusses the unification of bosonization and string theory and the role of supersymmetric particles in dark matter. The paper also examines cognitive models in neuroscience and philosophy, addressing free will, identity, and culture, with implications for decision-making and mental health.
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Student activity in organizations plays an important role in developing knowledge and preparing them to enter the world of work. Through organizations, students are accustomed to conveying thoughts and ideas that can increase self-confidence and motivation to learn, which has a positive impact on academic achievement. This research aims to examine the role of student organizations in supporting student abilities, using descriptive methods. The research sample consisted of 10 students from the 2022/2023 information technology study program. The research results show that there is a significant influence between student involvement in student organizations on their learning achievement. Student organizations provide opportunities for students to develop their talents, interests and potential through productive, creative and practical activities carried out on campus, for example extracurricular activities, which in turn increase motivation and academic achievement. In addition, involvement in an organization can shape character, skills, self-confidence, as well as expand knowledge, insight and social networks. This research also reveals that students are involved in organizations not only for existence or popularity, but as a form of self-actualization. Therefore, it is recommended that the campus, such as the Deputy Chair III for Student Affairs and Study Programs, provide further support to encourage student organization activities that can improve student achievement. Overall, this research shows that involvement in student organizations has a significant positive relationship with learning motivation, which influences academic quality and preparation for the world of work.
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A world of academic discourse that shares knowledge through word and image frames this Phd thesis in which I explore the relationship between stone lithography and language - ‘language’ being understood here in its widest sense as written text, embodied, vocal and tacit communication, symbolic and excess information, visual image, and the means through which thought becomes manifest and subjectivity is expressed. At the core of the inquiry is the artisanal practice of stone lithography: a technology that led the development of printed communications in the nineteenth century as both a method of mass communication, and an emerging artists’ technique. Invented by the Bavarian playwright Alois Senefelder (1771-1834), stone lithography had a significant impact on the world of music publishing, and I draw on this lyrical inheritance of song, dance and spoken word. I also draw on the dark legacies of colonialism that laid the ground for the development of lithography in the Age of Empire. In the light of these historic contexts, my own studio practice, and a transdisciplinary field of knowledge, this collection of texts explores the multi-modal breadth of lithographic language making and demonstrates the heterogenous nature of the languages engendered by the practices of stone lithography.
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Research in STEAM education continues to develop, and yet the literature in this area is often theoretically ‘light’. Given the importance of theory to provide explanatory power, the aim of this paper is to offer a theoretical classification system to be used as a tool for researchers and practitioners in this area. Derived from literature searches on STEAM education within open science/schooling, secondary/tertiary education intersection and global challenges, 26 frameworks were identified from 26 academic sources and refined based on their coherence and strong theoretical heritage. A relational ontology was proposed as a recurring theme and is a foundational aspect of the final classification system, signifying a shift from traditional models of STEAM that trivialise the ‘arts’ as utility disciplines. The 26 individual frameworks are organised into four approaches: ‘experiential real-world interactions’, ‘human psychological and cognitive’, ‘social, spatial, and material interconnectivity’, and ‘cultural and equity’. The overall classification system provides a starting point for researchers and educators navigating theoretically driven yet diverse STEAM implementation and understanding its impact depending on, and in response to, their preferred methodology. This system is novel in its treatment of theoretical perspectives, and its dynamic nature allows for the inclusion of further frameworks in the future.
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