Flowing Technologies: The Role of Flow and Related Constructs in Human-Computer Interaction

Triberti, Stefano; Natale, Anna Flavia Di; Gaggioli, Andrea

doi:10.1007/978-3-030-53468-4_15

Cited by 14 publications

(21 citation statements)

References 72 publications

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“…But it has also been investigated in other areas, such as work (Csikszentmihalyi and Lefevre, 1989;Bryce and Haworth, 2002;Eisenberger et al, 2005;Peifer and Wolters, 2021), education (Carli et al, 1988;Bakker, 2005;Rathunde and Csikszentmihalyi, 2005), creativity (Csikszentmihalyi, 1996(Csikszentmihalyi, , 2006Csikszentmihalyi and Rich, 1998), leisure (Lefevre, 1988;Schallberger and Pfister, 2001), the arts (cf. Harmat et al, 2021), human-computer interaction (Triberti et al, 2021), or recently in high capacities (Moral-Bofill et al, 2020a). The field of music psychology has not been a stranger to this interest (cf.…”

Section: Introductionmentioning

confidence: 99%

Development of Flow State Self-Regulation Skills and Coping With Musical Performance Anxiety: Design and Evaluation of an Electronically Implemented Psychological Program

Moral-Bofill

Llave²,

Pérez-Llantada³

et al. 2022

Front. Psychol.

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Positive Psychology has turned its attention to the study of emotions in a scientific and rigorous way. Particularly, to how emotions influence people’s health, performance, or their overall life satisfaction. Within this trend, Flow theory has established a theoretical framework that helps to promote the Flow experience. Flow state, or optimal experience, is a mental state of high concentration and enjoyment that, due to its characteristics, has been considered desirable for the development of the performing activity of performing musicians. Musicians are a population prone to health problems, both psychological and physical, owing to different stressors of their training and professional activity. One of the most common problems is Musical Performance Anxiety. In this investigation, an electronic intervention program was carried out for the development of psychological self-regulation skills whose main objective was to trigger the Flow response in performing musicians and the coping mechanism for Musical Performance Anxiety. A quasi-experimental design was used with a control group in which pre- and post-measures of Flow State, Musical Performance Anxiety and, also, Social Skills were taken. Sixty-two performing musicians from different music colleges in Spain participated in the program. Results indicated that the intervention significantly improved Flow State (t = –2.41, p = 0.02, d = 0.36), and Sense of Control (t = –2.48, p = 0.02, d = 0.47), and decreased Music Performance Anxiety (t = 2.64, p = 0.01, d = 0.24), and self-consciousness (t = –3.66, p = 0.00, d = 0.70) of the participants in the EG but not CG. The changes in the EG after the program showed the inverse relationship between Flow and Anxiety. Two important theoretical factors of both variables (especially in situations of performance and public exposure), such as worry and the feeling of lack of control, could be involved. The results are under discussion and future lines of research are proposed.

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Section: Introductionmentioning

confidence: 99%

Development of Flow State Self-Regulation Skills and Coping With Musical Performance Anxiety: Design and Evaluation of an Electronically Implemented Psychological Program

Moral-Bofill

Llave²,

Pérez-Llantada³

et al. 2022

Front. Psychol.

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“…They complained that if they were physically present on Mars, they would be able to do in a few minutes what the rovers take a day or longer to accomplish. Thus, the work environment and the structure of the sociotechnical system involved in Mars exploration likely prevented the sort of flow experience that can accompany certain types of interactions with technology (Triberti et al, 2021 ). The lengthy timescales were well-suited, however, for participatory knowing, and for establishing a collective sense of presence on Mars by a distributed cognitive system.…”

Section: Discussionmentioning

confidence: 99%

“…A maximal sense of presence arises when all three layers coincide. Indeed, operators can experience flow under these conditions (Triberti et al, 2016 , 2021 ).…”

Section: How Is Presence On Mars Achieved?mentioning

confidence: 99%

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Distributed Cognition and the Experience of Presence in the Mars Exploration Rover Mission

Chiappe

Vervaeke

2021

Front. Psychol.

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Although research on presence in virtual environments has increased in the last few decades due to the rise of immersive technologies, it has not examined how it is achieved in distributed cognitive systems. To this end, we examine the sense of presence on the Martian landscape experienced by scientific team members in the Mars Exploration Rover (MER) mission (2004–2018). How this was achieved is not obvious because the sensorimotor coupling that typically underlies presence in mundane situations was absent. Nonetheless, we argue that the Three-Level model can provide a framework for exploring how presence was achieved. This account distinguishes between proto-presence, core-presence, and extended-presence, each level dependent on being able to respond effectively to affordances at a particular level of abstraction, operating at different timescales. We maintain that scientists' sense of presence on Mars involved core-presence and extended-presence rather than proto-presence. Extended-presence involved successfully establishing distal intentions (D-intentions) during strategic planning, i.e., long term conceptual goals. Core-presence involved successfully enacting proximal intentions (P-intentions) during tactical planning by carrying out specific actions on a particular target, abstracting away from sensorimotor details. This was made possible by team members “becoming the rover,” which enhanced their ability to identify relevant affordances revealed through images. We argue, however, that because Mars exploration is a collective activity involving shared agency by a distributed cognitive system, the experience of presence was a collective presence of the team through the rover.

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“…Thus, changes in mood may be related to flow status. Additionally, previous research suggests that the flow experience is related to the user’s perception of playfulness ( Triberti et al, 2021 ). If the user considers the participation process fascinating, the chance of flow triggering may increase.…”

Section: Theoretical Framework and Research Hypothesesmentioning

confidence: 99%

A study on the effects of perceived playfulness and emotional support in interactive learning environments for German language acquisition—A role-playing library system case

et al. 2022

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IntroductionThis study examines the emotional support offered by the non-player characters (NPCs) in an interactive learning environment, as well as the effects of the perceived playfulness of the interactive system on German language learning.MethodWe developed a role-playing library system to serve this purpose. 2,377 Chinese Internet users were surveyed using online questionnaire.ResultsA theoretical model of emotion- driven learning (ELM) was proposed based on the analysis results of valid recovered data. Additionally, NPCs were found to be effective in improving learning outcomes through emotional support.DiscussionAn interactive education system may be able to enhance the perceived playfulness of learning in order to enhance the learning experience.

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Flowing Technologies: The Role of Flow and Related Constructs in Human-Computer Interaction

Cited by 14 publications

References 72 publications

Development of Flow State Self-Regulation Skills and Coping With Musical Performance Anxiety: Design and Evaluation of an Electronically Implemented Psychological Program

Development of Flow State Self-Regulation Skills and Coping With Musical Performance Anxiety: Design and Evaluation of an Electronically Implemented Psychological Program

Distributed Cognition and the Experience of Presence in the Mars Exploration Rover Mission

A study on the effects of perceived playfulness and emotional support in interactive learning environments for German language acquisition—A role-playing library system case

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