Towards flow theory on the design of a tutoring system for improving affective quality

Csikszentmihalyi's flow theory states that the components that lead to an optimal state of intrinsic motivation and personal experience may further lead to optimal learning. However, little evidence suggests that a tutoring system (TS) aimed at providing flow preconditions impacts student learning when the contents are the same. Therefore, this study tests this hypothesis by modifying a TS used in an international English language institute (IELI) to provide flow preconditions of students and maintain a balance between the skill level of students and the difficulty level of learning tasks. Fifty-five students in the IELI were separated into two groups to use the modified TS and the original TS. Analysis results indicate an improved engagement and affective quality, as well as reduced frustration levels of the students who used the proposed TS.