Challenges of Flow Theory Applied to Computers in Education
Resumo
A Teoria do Fluxo tem sido discutida em diversos aspectos nas ultimas décadas, em domínios como: trabalho, vida social e educação, entre outros. Na educação especificamente, uma serie de discussões tem permeado o cenário acadêmico, como: a importância do estado de fluxo na educação, o desenvolvimento de materiais didáticos que possam levar os estudantes ao estado de fluxo, a identificação do estado de fluxo, entre outros. Neste sentido, este trabalho tem o objetivo de apresentar à comunidade quatro desafios contemporâneos da Teoria do Fluxo aplicados a Informática na Educação.
Referências
Admiraal, W., Huizinga, J., Akkerman, S., & Ten Dam, G. (2011) “The concept of flow in collaborative game-based learning”. In: Computers in Human Behavior, 27(3), 1185-1194.
Andrade, F. R. H., Challco, G. C., Isotani, S. (2014) “Em Direção a Gamificação de Sistemas Tutores Inteligentes: Aplicando a Teoria do Fluxo no Design Instrucional de Canários Colaborativos de Aprendizagem”. In: Congress of the Brazilian Computer Society (Vol. 1, pp. 700 – 709). Brasilia-DF. Baird, B. (1991) “Perspectives on computers in preservice science teacher education”. ACM SIGCUE Outlook, 21(1), 5-16.
Csikszentmihalyi M. (1990) “Flow: The psychology of optimal experience”. New York: Harper-Collins.
Csikszentmihalyi, M. (1975) “Beyond boredom and anxiety”. Jossey-Bass Publishers. pp. 10–. ISBN 978-0-7879-5140-5. Retrieved 10 November 2013.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1992) “Optimal Experience: Psychological Studies of Flow in Consciousness”. Cambridge University Press. Csikszentmihalyi, M., Larson, R., & Prescott, S. (1977) “The ecology of adolescent activity and experience”. Journal of Youth and Adolescence, 6, 281-294.
Faiola, A., Newlon, C., Pfaff, M., & Smyslova, O. (2013) “Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user
behavior in game-based learning”. Computers in Human Behavior, 29(3), 1113-1121.
Fundação Getúlio Vargas - FGV. (2009) “Motivos da Evasão Escolar”. Available in: http://www.cps.fgv.br/cps/tpemotivos/ Accessed May, 18th, 2015.
Hoffman, D. L., & Novak, T. P. (1996) “Marketing in hypermedia computer-mediated environments: Conceptual foundations”. Journal of Marketing, 60(2), 50–68.
John Kirriemuir, Angela Mcfarlane. “Literature Review in Games and Learning”. A NESTA Futurelab Research report - report 8. 2004..
Jones, M. G. (1998) “Creating engagement in computer-based learning environments”. Retrieved April, 12, 2001.
Lee, P., M., Jheng, S., Y., & Hsiao, T., C. (2014). “Towards Automatically Detecting Whether Student Is in Flow”. In S. Trausan-Matu, K. E. Boyer, M. Crosby, & K. Panourgia (Eds.), Intelligent Tutoring Systems (pp. 11–18). Springer.
Malone, T (1980) “What Makes Things Fun to Learn? A Study of Intrinsically Motivating Computer Games”. Palo Alto: Xerox .
Moneta, G. B. (2012) “On the measurement and conceptualization of flow”. In S. Engeser (Ed.), Advances in flow research (pp. 23-50). New York: Springer.
Nakamura, J., & Csikszentmihalyi, M. (2002) “The concept of flow”. In: C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology(pp. 89–105). Oxford: Oxford University Press. Paiva, R. O. A., Bittencourt, I. I., da Silva, A. P., Isotani, S., & Jaques, P. (2015) “Improving Pedagogical Recommendations by Classifying Students According to their Interactional Behavior in a Gamified Learning Environment”. In: Proceedings of the ACM Symposium on Applied Computing.
Rodriguez-Sanchez, A. M., & Schaufeli, W. B. (2008) “Flow experience among information and communication technology user”. Psychological Reports, 102, 29–39. Sala, T. (2013) “Game Design Theory Applied: The Flow Channel”. Available on the Internet at. Accessed May, 19th, 2015. Santos, W. O., Silva, A. P., & Silva Junior, C. G. (2014) “Conquistando com o Resto: Virtualização de um Jogo para o Ensino de Matemática”. In: Proceedings of Brazilian Symposium on Computers in Education (Vol. 25, No. 1, pp. 317-321).
Scoresby, J., & Shelton, B. E. (2011) “Visual perspectives within educational computer games: effects on presence and flow within virtual immersive learning environments”. Instructional Science, 39(3), 227-254.
Andrade, F. R. H., Challco, G. C., Isotani, S. (2014) “Em Direção a Gamificação de Sistemas Tutores Inteligentes: Aplicando a Teoria do Fluxo no Design Instrucional de Canários Colaborativos de Aprendizagem”. In: Congress of the Brazilian Computer Society (Vol. 1, pp. 700 – 709). Brasilia-DF. Baird, B. (1991) “Perspectives on computers in preservice science teacher education”. ACM SIGCUE Outlook, 21(1), 5-16.
Csikszentmihalyi M. (1990) “Flow: The psychology of optimal experience”. New York: Harper-Collins.
Csikszentmihalyi, M. (1975) “Beyond boredom and anxiety”. Jossey-Bass Publishers. pp. 10–. ISBN 978-0-7879-5140-5. Retrieved 10 November 2013.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1992) “Optimal Experience: Psychological Studies of Flow in Consciousness”. Cambridge University Press. Csikszentmihalyi, M., Larson, R., & Prescott, S. (1977) “The ecology of adolescent activity and experience”. Journal of Youth and Adolescence, 6, 281-294.
Faiola, A., Newlon, C., Pfaff, M., & Smyslova, O. (2013) “Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user
behavior in game-based learning”. Computers in Human Behavior, 29(3), 1113-1121.
Fundação Getúlio Vargas - FGV. (2009) “Motivos da Evasão Escolar”. Available in: http://www.cps.fgv.br/cps/tpemotivos/ Accessed May, 18th, 2015.
Hoffman, D. L., & Novak, T. P. (1996) “Marketing in hypermedia computer-mediated environments: Conceptual foundations”. Journal of Marketing, 60(2), 50–68.
John Kirriemuir, Angela Mcfarlane. “Literature Review in Games and Learning”. A NESTA Futurelab Research report - report 8. 2004.
Jones, M. G. (1998) “Creating engagement in computer-based learning environments”. Retrieved April, 12, 2001.
Lee, P., M., Jheng, S., Y., & Hsiao, T., C. (2014). “Towards Automatically Detecting Whether Student Is in Flow”. In S. Trausan-Matu, K. E. Boyer, M. Crosby, & K. Panourgia (Eds.), Intelligent Tutoring Systems (pp. 11–18). Springer.
Malone, T (1980) “What Makes Things Fun to Learn? A Study of Intrinsically Motivating Computer Games”. Palo Alto: Xerox .
Moneta, G. B. (2012) “On the measurement and conceptualization of flow”. In S. Engeser (Ed.), Advances in flow research (pp. 23-50). New York: Springer.
Nakamura, J., & Csikszentmihalyi, M. (2002) “The concept of flow”. In: C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology(pp. 89–105). Oxford: Oxford University Press. Paiva, R. O. A., Bittencourt, I. I., da Silva, A. P., Isotani, S., & Jaques, P. (2015) “Improving Pedagogical Recommendations by Classifying Students According to their Interactional Behavior in a Gamified Learning Environment”. In: Proceedings of the ACM Symposium on Applied Computing.
Rodriguez-Sanchez, A. M., & Schaufeli, W. B. (2008) “Flow experience among information and communication technology user”. Psychological Reports, 102, 29–39. Sala, T. (2013) “Game Design Theory Applied: The Flow Channel”. Available on the Internet at
Scoresby, J., & Shelton, B. E. (2011) “Visual perspectives within educational computer games: effects on presence and flow within virtual immersive learning environments”. Instructional Science, 39(3), 227-254.
Publicado
20/07/2015
Como Citar
DOS SANTOS, Wilk; BITTERCOURT, Ig; ISOTANI, Seiji; SILVEIRA, Ismar; MARQUES, Leonardo.
Challenges of Flow Theory Applied to Computers in Education. In: WORKSHOP DE DESAFIOS DA COMPUTAÇÃO APLICADA À EDUCAÇÃO (DESAFIE!), 4. , 2015, Recife.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2015
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p. 81-90.
DOI: https://doi.org/10.5753/desafie.2015.10043.
