Targeting motivation - Adapting flow theory to instructional design

Flow theory identifies several structural variables that can be manipulated by an instructional designer. Modifying these variables may cause an incre ase in the likelihood that a learner will be motivated to continue with the lesson. While some researchers suggest activity contents, such as challeng e and goal and induce flow experience [1], others hypothesize flow is enhan ced by vividness and interactivity of the presentation [2]. This study inve stigates the effect of activity content, its presentation, and the interact ions between the two on flow experience (intrinsic motivation) in instructi onal activity. The results suggested that the activity content has major in fluences on motivation, but presentation is a double-edge sword. Hypermedia presentation adds appeals to instructions that motivate students if they a re used appropriately. When the content relevance is complicated, complex p resentations can be distracting. Consequently, hypermedia elements should b e used sparingly at the beginning of a lesson when challenges are high and students are unfamiliar with the material. As the lesson progresses it coul d be used gradually as the content challenges are reduced.