Flow Theory, Evolution &amp; Creativity

Velikovsky, J. T.

doi:10.1145/2677758.2677770

Cited by 10 publications

(4 citation statements)

References 18 publications

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“…Loads of research has dealt with the concept of flow [6,36], and how to balance challenge and skills so that games are engaging for certain target groups [5,11,12,24,32]. This research typically involves technology implementation, controlled studies experiments, and algorithm tweaking to get to the desired effect.…”

Section: Embodied Sketching As a Methodsmentioning

confidence: 99%

Co-creating embodied sketches playing as a method to design with children

Segura

2015

Proceedings of the 12th International Conference on Advances in Computer Entertainment Technology

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Designing body games, games in which the main source of enjoyment comes from bodily engagement, is not an easy task. This article reports on a holistic design approach that considers the social and physical setting of the activity as design resources, together with the technology. We introduce the concept of embodied sketching as a method to gauge how different configurations of resources make for a good design. We report on the experience of using embodied sketching in exploratory workshops with children, as a way to co-create design ideas. The explorations were based on simple games implemented in a technological prototype, which allowed organizers and children to collectively explore game variations by changing the rules of the game, the physical configurations, and the roles of players. We report on our takeaways from four workshops at four different schools in three different countries.

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Section: Embodied Sketching As a Methodsmentioning

confidence: 99%

Co-creating embodied sketches playing as a method to design with children

Segura

2015

Proceedings of the 12th International Conference on Advances in Computer Entertainment Technology

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“…Il processo viene avviato dalla consapevolezza dell'inadeguatezza delle risposte già in proprio possesso e, quindi, nella ricerca di un adeguamento al problema che ci si pone (Brownell, 1942). I serious games hanno il potenziale per migliorare le capacità di risoluzione dei problemi, completando un determinato livello di gioco, affrontando i problemi secondari e fronteggiando le sfide proposte all'interno del gioco stesso (Velikovsky, 2014). Molti games, infatti, essendo visti essenzialmente come risoluzione di diverse attività e criticità, addestrano la capacità di problem-solving in diversi campi (Hense & Mandl, 2012); • team working.…”

Section: Soft Skills a Scuola E Gamificationunclassified

Gamification as a tool for learning and assessment of soft skills at school

Altomari

Valenti²

2023

Form@re

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Learning and assessing new skills is a challenge in education that teachers must take up primarily, playing a key role in the educational success of each student. With this perspective, soft skills (or transversal skills) are often considered of secondary importance, instead, if developed properly, they are among the skills required in the world of work, as well as in the purely educational world. Such skills, activated and enhanced through an innovative tool such as gamification, could be an answer to this gap. Serious games, in fact, are not only a means of entertainment or playfulness but are increasingly finding their place in the educational field. La gamification come strumento di apprendimento e di valutazione delle competenze trasversali a scuola. L’apprendimento e la valutazione di nuove abilità rappresentano una sfida nel settore educativo che deve essere colta principalmente dai docenti, giocando, questi, un ruolo fondamentale nel successo formativo di ciascuno studente. In quest’ottica, le soft skills (o abilità trasversali) vengono spesso considerate di secondaria importanza, invece, se sviluppate adeguatamente, rientrano tra le competenze richieste nel mondo del lavoro, oltre che in quello prettamente scolastico. Tali abilità, attivate e potenziate attraverso uno strumento innovativo quale la gamification, potrebbero rappresentare una risposta a questa lacuna. I serious game, infatti, non sono solo un mezzo di intrattenimento o ludico ma trovano sempre più spazio in ambito educativo.

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“…Csikszentmihályi (1990) developed the concept of -flow‖ to mean -the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it‖ (Csikszentmihályi, 1990). While this phenomenon was originally studied in leisure activities (Csikszentmihályi, 1975), studies have expanded to include a wide range of activities, including, but not limited to, research in education (Hamari et al, 2016;Egbert, 2004;Shernoff et al, 2003), work-related activities (Eisenberger et al, 2005;Fullagar and Della Fave, 2017;Fullagar and Kelloway, 2009;Ghani and Deshpande, 1994;Moneta, 2012;Salanova et al, 2006;Yan et al, 2013), and technology-facilitated environments such as video games, social media, and online learning (Peppler and Solomou, 2011;Velikovsky, 2014;Hamari et al, 2016).…”

Section: Individual Flowmentioning

confidence: 99%

“…More recently, researchers have continued to find evidence for the value of a flow-like state of engagement in everything from fiction writing (Paton, 2012), video games and transmedia (Velikovsky, 2014), and music education (Custodero, 2012). Hamari et al (2016) considered the effectiveness of two educational games through the lens of flow theory, and found that this deep engagement in the game derived from flow clearly improved learning, in particular the challenge aspect of the game, since an appropriate level of challenges is key to flow.…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing group flow: A framework

Duncan¹,

West²

2018

Educ. Res. Rev.

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This literature review discusses the similarities in main themes between Csikszentmihályi theory of individual flow and Sawyer theory of group flow, and compares Sawyer's theory with existing concepts in the literature on group work both in education and business. Because much creativity and innovation occurs within groups, understanding group collaboration characteristics, including group flow, is critical to designing, leading, and sustaining effectively creative groups. Sawyer's theory, being the first to describe flow within groups, can be difficult to conceptualize because of the high number of included constructs. By synthesizing the ideas, we propose a simpler model for conceptualizing group flow consisting of the principles of vision, ownership and contribution, and effective communication. We propose that using this condensed version of Sawyer's leading principles might enable more research on this important topic, as well as improved practice in developing and leading innovative groups.

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Flow Theory, Evolution & Creativity

Cited by 10 publications

References 18 publications

Co-creating embodied sketches playing as a method to design with children

Co-creating embodied sketches playing as a method to design with children

Gamification as a tool for learning and assessment of soft skills at school

Conceptualizing group flow: A framework

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