In Flow with Task Repetition During Collaborative Oral and Writing Tasks

The present study draws on Flow Theory to examine the relationship between task repetition and quality of learners’ subjective experience during execution. is defined as a positive experiential state characterized by intense focus involvement in meaningful challenging, but doable tasks, which has been associated with enhanced self-confidence performance (Csikszentmihalyi, 2008). While research shows that certain characteristics interact differentially flow experiences, no specifically examined such interaction repetition. Participants (n=24) were randomly assigned Task Repetition or Procedural group. All participants first completed two-way decision-making gap both oral written modalities either repeated identical comparable one week later. Data collected perception questionnaire, immediately following each task. Results show positively influenced experience, modality was an important mediating factor.