Paper Info
Title
Does a Longer Usage Mean Flow Experience? An Evaluation of Learning Experience with Curriculum Sequencing Systems (CSS).
Abstract
This article reports on a study concerning an optimal learning experience by curriculum sequencing systems (CSS) that is being frequently used in adaptive e-learning systems design. In doing so, we first implemented a CSS application – ‘IT-Tutor’ to teach tertiary students vis-à-vis ‘Computer Network’ – using ‘dynamic sequencing approach (DSA)’. Next, we evaluated the usage of IT-Tutor through Csikszentmihalyi’s flow experience theory, in order to project their learning experience. This empirical study showed that, to some extent, CSS with DSA provided learners with a better learning experience against static-time lined learning path, and the usage pattern generated from this rather different learning experience would be a possible learning outcome that counts. Further, in the experimental context, learning with DSA can be seen to promote learning motivation and ambitious behaviours rather than the other learning environments.
Year
DOI
Venue
2011
10.1109/DELTA.2011.12
Electronic Design, Test and Application
Keywords
Field
DocType
css application,different learning experience,better learning experience,usage pattern,longer usage mean flow,flow experience theory,adaptive e-learning systems design,curriculum sequencing systems,possible learning outcome,learning experience,empirical study,learning environment,dynamic sequencing approach,materials,computer network,electronic learning,adaptive systems,psychology,flow,computer networks
Adaptive system,Optimal learning,Computer science,Systems design,Synchronous learning,Learning experience,Curriculum,Multimedia,Empirical research
Conference
ISBN
Citations 
PageRank 
978-1-4244-9357-9
4
0.41
References 
Authors
15
2
Name
Order
Citations
PageRank
Norliza Katuk1154.20
Hokyoung Ryu223629.04