1. Motivation Theory & Instructional Gaming
Flow state interaction
Csikszentmihalyi (1985)
By Demet Metan

2. Salen and Zimmerman (Rules of Play)
Frame – time and space
‘Magic circle’: The space where the game takes place. New reality is created by
The rules of the game
Its players

3. Lusory Attitude The state of mind to enter into the play of a game
Players accept the limitations because of the pleasure a game can afford.

4. Types of Motivation Psychologists – Two kinds of motivation
Extrinsic: rewards (money, prestige)
Intrinsic: the joy of doing something, key in understanding the FLOW (example: a hobby)

5. Motivation and Flow Theory
In Flow, subjects describe their experiences as intrinsically rewarding. Csikszentmihalyi (1985)
Flow- When individuals engage in activities and lose awareness of time and space, they are involved with flow experiences.

6. Nine dimensions of "the flow"?
Clear goals
Unambiguous and immediate feedback
Skills that just match challenges
Merging of action and awareness
Centering of attention on a limited stimulus field
A sense of potential control
A loss of self-consciousness
An altered sense of time
An autotelic experience

7. Change of Feelings
Csikszentmihalyi’s research on the feelings changed by the skills and challenge

8. Activities
"too difficult" to organize oneself towards more satisfying activities, instead pursue apathetic activities like watching TV

9. Games and Difficulty level
Similarly, many games today give the player chance to adjust the level of difficulty of the game for you to stay in the FLOW
Columns and other arcade games allow you to change the difficulty level (wikipedia)

10. Gaming and Education
The diagram below illustrates the potential for well-designed educational games
Games  Play  Flow  Motivation  Learning

11. Play versus Work
Play is a voluntary activity involving active often physical engagement that is pleasurable for its own sake (Lloyd P. Rieber, 1995)
Play versus Work (Blanchard,1995)

12. 4 Range of Human Activities
Play A
(Playful Work) B
(Playing at Leisure)
External Goal
Internal Goal
Work
Leisure C
(Non-play Work) D
(Non-play Leisure)
Not-play

13. Conclusion
Educationists look for ways to use this motivation theory for teaching and learning
Ask themselves how to
Make learning stratifying and rewarding
Intrinsically motivate people for learning

14. Thanks
Questions
and/or
comments