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Designing Authentic Assessments: Engaging Business Students in Flow Experience with Digital Technologies
16 references·0 citing·37 second hop
Designing Authentic Assessments: Engaging Business Students in Flow Experience with Digital Technologies (2020)Designing Authentic Assessments: Engaging…Contract cheating: a survey of Australian university students (2018)Contract cheating: a survey o…Contract cheating and assessment design: exploring the relationship (2018)Contract cheating and assessm…Essential features of serious games design in higher education: Linking learning attributes to game mechanics (2016)Essential features of serious…What does germane load mean? An empirical contribution to the cognitive load theory (2014)What does germane load mean? …Core elements of exemplary academic integrity policy in Australian higher education (2011)Core elements of exemplary ac…The “I's” Have It: A Framework for Serious Educational Game Design (2010)The “I's” Have It: A Framewor…Online learner’s ‘flow’ experience: an empirical study (2006)Online learner’s ‘flow’ exper…Cognitive Load Theory and Instructional Design: Recent Developments (2003)Cognitive Load Theory and Ins…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Development and Validation of a Scale to Measure Optimal Experience: The Flow State Scale (1996)Development and Validation of…Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…Csikszentmihalyi, Mihaly. (1990). Flow: The Psychology of Optimal Experience (1992)Csikszentmihalyi, Mihaly. (19…Flow: the psychology of optimal experience (1990)Flow: the psychology of optim…Journal of leisure research (1988)Journal of leisure researchCognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load During Problem…Beyond boredom and anxiety (1975)Beyond boredom and anxietyThe origins of intelligence in children. (1952)Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction (2016)Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction (2019)Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts (2020)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Cognitive Load Theory (2011)Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. (1988)Les passions de l'âme: On obsessive and harmonious passion. (2003)Objectification Theory and Psychology of Women: A Decade of Advances and Future Directions (2008)The Concept of Flow (2014)How We Think (1910)How we think. (1910)Perception in chess (1973)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Academic Dishonesty (1993)Individual and Contextual Influences on Academic Dishonesty: A Multicampus Investigation (1997)Academic Dishonesty (2017)Open artificial intelligence platforms in nursing education: Tools for academic progress or abuse? (2022)ChatGPT in higher education: Considerations for academic integrity and student learning (2023)Student perspectives on the use of generative artificial intelligence technologies in higher education (2024)Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign (1979)Subjective Well-Being (1984)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)Subjective well-being: Three decades of progress. (1999)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)Understanding and measuring tourist destination images (1999)The Rise of the Environmental Justice Paradigm (2000)Development of a Multi-Dimensional Scale for Measuring the Perceived Value of a Service (2002)
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References

  • 1990Flow: the psychology of optimal experience12,655 cited
  • 1988Cognitive Load During Problem Solving: Effects on Learning12,413 cited
  • 1998Cognitive Architecture and Instructional Design6,167 cited
  • 1975Beyond boredom and anxiety5,708 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,977 cited
  • 2003Cognitive Load Theory and Instructional Design: Recent Developments3,167 cited
  • 1996Development and Validation of a Scale to Measure Optimal Experience: The Flow State Scale1,664 cited
  • 1988Journal of leisure research694 cited
  • 2010The “I's” Have It: A Framework for Serious Educational Game Design521 cited
  • 2018Contract cheating: a survey of Australian university students520 cited
  • 2006Online learner’s ‘flow’ experience: an empirical study310 cited
  • 2016Essential features of serious games design in higher education: Linking learning attributes to game mechanics272 cited
  • 1992Csikszentmihalyi, Mihaly. (1990). Flow: The Psychology of Optimal Experience212 cited
  • 2014What does germane load mean? An empirical contribution to the cognitive load theory209 cited
  • 2011Core elements of exemplary academic integrity policy in Australian higher education

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208 cited
  • 2018Contract cheating and assessment design: exploring the relationship200 cited
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