A2-2ᩍ⫱ศ㔝࡟࠾ࡅࡿࣇ࣮ࣟయ㦂ࡢホ౯ᡭἲࡢ◊✲ືྥ࡟ࡘ࠸࡚
Literature review of scale and evaluation methods for “flow experience” ineducational fieldsຍ⸨ Ὀஂ*1 *2㸪 㕥ᮌ ඞ᫂*2Yasuhisa KATO*1 *2㸪 Katsuaki SUZUKI*2*1 ᪥ᮏ㟁ಙ㟁ヰᰴᘧ఍♫*1 Nippon Telegraph and Telephone Corporation*2 ⇃ᮏ኱Ꮫ኱Ꮫ㝔 ♫఍ᩥ໬⛉Ꮫ◊✲⛉ ᩍᤵࢩࢫࢸ࣒Ꮫᑓᨷ
*2 Graduate School of Instructional Systems, Kumamoto University
Email: ykato@st.gsis.kumamoto-u.ac.jp࠶ࡽࡲࡋ㸸㏆ᖺ㸪&VLNV]HQWPLKDO\L ࡀᥦၐࡋࡓ㸪ࠕࣇ࣮ࣟࠖ࡟㛵ࡍࡿ◊✲ࡀ┒ࢇ࡟⾜ࢃࢀ㸪ᵝࠎ࡞ศ㔝ࡢㄽᩥ࡛ᗈࡃᘬ⏝ࡉࢀ࡚࠸ࡿ㸬ᩍ⫱ศ㔝࡟࠾࠸࡚ࡶ㸪య⫱ᩍ⫱➼ࢆࡣࡌࡵ◊✲ࡢᗈࡀࡾࢆࡳࡏࡘࡘ࠶ࡿ㸬ᮏ✏࡛ࡣ㸪ᩍ⫱ศ㔝࡟࠾ࡅࡿࣇ࣮ࣟయ㦂ࡢホ౯ᡭἲࡢ◊✲ືྥࡢᩥ⊩ㄪᰝࢆ⾜࠸㸪ࣇ࣮ࣟ≧ែࡢᣦᶆࡸホ౯᪉ἲࡢഴྥࢆ᫂ࡽ࠿࡟ࡍࡿ࡜ඹ࡟ࡑࡢㄢ㢟࡟ࡘ࠸࡚㏙࡭ࡿ㸬ࡉࡽ࡟㸪,&7 ࢆά⏝ࡋࡓᏛ⩦࡬ࡢ㐺⏝ࡢྍ⬟ᛶ࡟ࡘ࠸࡚ゝཬࡍࡿ㸬࣮࣮࢟࣡ࢻ㸸ࣇ࣮ࣟ㸪ホ౯᪉ἲ㸪ホ౯ᣦᶆ㸪◊✲ືྥ㸪ᩥ⊩ㄪᰝ

1.

ࡣࡌࡵ࡟䠄௳ᩘ䠅800

ఱ࠿㛵ᚰࡢ࠶ࡿ஦࡟ክ୰࡟࡞ࡗ࡚࠸ࡿ᫬࡟㸪᫬㛫ࢆᛀࢀ㸪ᡃࠎࡣ⾜Ⅽࡢᑐ㇟ࡑࡢࡶࡢ࡟ច࠿ࢀ࡚ᴦࡋࡉࢆឤࡌ㸪ࡑࡢ⾜Ⅽ࡟ἐධࡋ࡚࠸ࡃ࡜㸪ࣇ࣮ࣟ≧ែ㸦᭱㐺⤒㦂㸧࡟⮳ࡿ࡜ゝࢃࢀ࡚࠸ࡿ(1)㸬ᚰ⌮Ꮫࡸయ⫱ᩍ⫱ࢆ୰ᚰ࡟㸪ࡇࡢࠕࣇ࣮ࣟࠖ࡟㛵ࡍࡿ◊✲ࡀ㏆ᖺ┒ࢇ࡟࡞ࡾࡘࡘ࠶ࡿ㸪ᮏ✏࡛ࡣ㸪ᩥ⊩ㄪᰝࢆᇶ࡟㸪ᩍ⫱ศ㔝࡟࠾ࡅࡿࣇ࣮ࣟ࡟㛵ࡍࡿ◊✲㸪≉࡟ࣇ࣮ࣟࡢホ౯ᣦᶆࡸホ౯᪉ἲࢆᴫほࡋ㸪ㄢ㢟ࡢ᳨ウࢆ⾜࠸㸪ICT ࢆά⏝ࡋࡓᏛ⩦࡬ࡢ㐺⏝ࡢྍ⬟ᛶࢆ᳨ウࡍࡿ㸬

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䠄ᖺ䠅

ᅗ㸯SCOPUS ࡟ࡼࡿ᳨⣴⤖ᯝࣇ࣮ࣟ◊✲ࡢቑຍ

ࡣ㸪ESM(Experience Sampling Method)ࢆ฼⏝ࡋ࡚࠸ࡿࡶࡢࡀ᭱ࡶከࡃ 6 ௳㸪ḟ࠸࡛㉁ၥ⣬ 5 ௳㸪㠃᥋ 4௳㸪ほᐹ 2 ௳㸪ࢸࢫࢺ 2 ௳࡛࠶ࡗࡓ㸬ྛホ౯᪉ἲ࡟ࡘ࠸࡚ࡣᚋ㏙ࡍࡿ㸬ࣇ࣮ࣟࡢ◊✲ᑐ㇟ࢆ㸪ࠕ㌟యࠖ
㸪ࠕᛮ⪃ࠖ㸪ࠕࡑࡢ௚ࠖ࡟ศ㢮ࡍࡿ࡜㸪ᛮ⪃ࡀ᭱ࡶከࡃ 15 ௳㸪㌟యࡣ 6 ௳㸪ࡑࡢ௚ࡀ 17 ௳࡛࠶ࡗࡓ㸬
3.2 CiNii࡛ᚓࡽࢀࡓᩥ⊩࡟ࡘ࠸᳨࡚⣴⤖ᯝ⣙ 90 ௳ࡢ୰࡛㸪ࣇ࣮ࣟ⤒㦂ࡢ◊✲ࡀ 35௳㸪ホ౯ࡣ 25 ௳࠶ࡗࡓ㸬ホ౯᪉ἲࡣ㸪㉁ၥ⣬ࡀ 23௳㸪㠃᥋ 2 ௳㸪ESM1 ௳㸪ࢸࢫࢺ 1 ௳࡛࠶ࡗࡓ㸬㌟యࡢࣇ࣮ࣟࡀ᭱ࡶከࡃ 21 ௳㸪ᛮ⪃ࡣ 8 ௳㸪ࡑࡢ
௚ࡀ 8 ௳࡛࠶ࡿ㸬Ꮫ⾡ᩥ⊩ࡢࢹ࣮ࢱ࣮࣋ࢫ”SCOPUS”࡟࠾࠸࡚㸪
Csikszentmihalyi ࢆᘬ⏝ᩥ⊩࡟ྵࡴᩥ⊩ᩘࢆ᳨⣴ࡍࡿ࡜㸪1996 ᖺ௨㝆⣙ 5,000 ௳࠶ࡾ㸪ᖺẖ࡟ᩥ⊩ࡢ௳ᩘࢆᲬࢢࣛࣇ࡟⾲ࡋࡓࡢࡀᅗ 1 ࡛࠶ࡿ㸬ᖺࢆ㏣࠺ẖ࡟ᩥ⊩ᩘࡀቑ࠼࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿ㸬ࡇࡢഴྥࡣู
ࡢࢹ࣮ࢱ࣮࣋ࢫ”Web of Science”࡛ࡢ᳨⣴⤖ᯝ(2)࡜ྠ
ᵝࡢഴྥࢆ♧ࡍ㸬ࡲࡓ㸪ᩍ⫱㛵ಀࡢᩥ⊩ࢹ࣮ࢱ࣮࣋ࢫ”ERIC”࡛ࡢ᳨⣴࡟࠾࠸࡚ࡶቑຍഴྥࢆ♧ࡋ㸪ᩍ⫱ศ㔝࡟࠾࠸࡚ࡶ◊✲ࡀቑຍࡋ࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿ㸬ࡉࡽ࡟㸪᪥ᮏᅜෆࡢㄽᩥ᝟ሗࢹ࣮ࢱ࣮࣋ࢫ”CiNii”࡛ྠᵝࡢ᳨⣴ࢆ⾜ࡗ࡚ࡶྠࡌࡼ࠺࡞ഴྥࢆ♧ࡍ㸬௨ୖࡢࡇ࡜࠿ࡽ㸪ࣇ࣮ࣟࡢ◊✲ࡣ㸪ᾏእࡔࡅ࡛࡞ࡃ㸪᪥ᮏᅜෆ࡟࠾࠸࡚ࡶ㸪㏆ᖺቑຍഴྥ࡟࠶ࡾ㸪ࡑࡢᛂ⏝ศ㔝࡟ࡘ࠸࡚ࡶᗈࡀࡾࢆぢࡏࡘࡘ࠶ࡿ(2)㸬

4.

 (5,&࡜&L1LL࡟ࡼࡿ◊✲ࡢศ㢮
ERIC ࡜ CiNii ࡛ࡢ᳨⣴⤖ᯝࢆᇶ࡟ྛᩥ⊩ࡢㄪᰝࢆ⾜࠸㸪ホ౯᪉ἲࡢᢳฟཬࡧᑐ㇟࡟ࡼࡿศ㢮ࢆ⾜ࡗࡓ㸬 (5,&࡛ᚓࡽࢀࡓᩥ⊩࡟ࡘ࠸࡚᳨⣴⤖ᯝ⣙ 100 ௳ࡢ୰࡛ࣇ࣮ࣟ⤒㦂ࡢ◊✲ࡀ 33௳㸪ホ౯ࢆྵࡴࡶࡢࡀ 15 ௳࠶ࡗࡓ㸬ホ౯᪉ἲ࡜ࡋ࡚ࣇ࣮ࣟ⤒㦂ࡢホ౯᪉ἲ

ERIC ࡜ CiNii ࡢ᳨⣴࡛ᚓࡽࢀࡓᩥ⊩㸪ཬࡧ㸪ࡑࡢᩥ⊩ෆࡢᘬ⏝ᩥ⊩ࡢㄪᰝ࠿ࡽ㸪ࣇ࣮ࣟ⤒㦂ࡢホ౯ᡭἲࡢ௦⾲ⓗ࡞ࡶࡢࢆᣲࡆ㸪ࡑࡢ≉ᚩࢆ㏙࡭ࡿ㸬
4.1⤒ 㦂 ᢳ ฟ ἲ (ESM: Experience SamplingMethod)
Csikszentmihalyi ࡽ࡟ࡼࡗ࡚㛤Ⓨࡉࢀࡓࣇ࣮ࣟ◊✲ࡢࡓࡵࡢᡭἲ࡛㸪⿕㦂⪅ࡣ࠸ࡘ㬆ືࡍࡿ࠿ࢃ࠿ࡽ

− 52 −

教育システム情報学会
第 34 回全国大会࡞࠸࣏ࢣ࣋ࣝࢆᣢࡕ㸪ࡑࡢ࣏ࢣ࣋ࣝࡀ㬆ࡗࡓ᫬࡟㉁ၥ⣬࡟⟅࠼ࡿ᪉ἲ࡛࠶ࡿ㸬▷᫬㛫࡛⤊ࢃࡿᐇ㦂࡟ࡣ୙ྥࡁ࡛㸪᪥ᖖ⏕ά࡟࠾ࡅࡿࣇ࣮ࣟ⤒㦂ࡢ᩿∦ࢆᤊ࠼ࡿࡓࡵ࡟㛗ᮇ㛫࡟Ώࡗ࡚⾜ࢃࢀࡿホ౯ᐇ㦂࡛࠶ࡿ(1)㸬㸦౛࠼ࡤ 1 ᪥ 8 ᅇ㸪7 ᪥㛫➼㸧ESM ࢆ኱Ꮫࡢㅮ⩏࡟ᛂ⏝ࡋࡓ◊✲౛ࡶሗ࿌ࡉࢀ࡚࠸ࡿ(3)㸬
4.2 ㉁ၥ⣬ἲከࡃࡢ◊✲ࡀࡇࡢ᪉ἲࢆ⏝࠸㸪࠶ࡿ୍ᐃࡢάື⤊஢ᚋ㸪ᙜ᫬ࡢ≧ἣࢆ᣺㏉ࡾ㸪⿕㦂⪅ࡀ㉁ၥ⣬࡟⟅࠼ࡿ᪉ἲ࡛࠶ࡿ㸬኱Ꮫ࡛ࡢ࢜ࣥࣛ࢖ࣥᤵᴗ࡟࠾࠸࡚㸪㉁ၥ⣬ࡶ඲࡚࢜ࣥࣛ࢖࡛ࣥ⾜࠺◊✲ࡶ࠶ࡿ(4)㸬
4.3 ࢖ࣥࢱࣅ࣮ࣗ
Csikszentmihalyi ࡢ᭱ึࡢⴭస 5 ࡟࠾࠸࡚ࡣ㸪ࣟࢵࢡࢡࣛ࢖࣐࣮㸪ࢲࣥࢧ࣮㸪ࢳ࢙ࢫࣉ࣮ࣞࣖ࡟ᑐࡋ࡚࢖ࣥࢱࣅ࣮ࣗࢆ⾜ࡗ࡚࠸ࡿ㸬௚ࡢᡭἲ࡜⤌ࡳྜࢃࡏ࡚౑ࢃࢀࡿࡇ࡜ࡶ࠶ࡿ㸬
4.4 ほᐹほᐹ⪅ࡀࣜ࢔ࣝࢱ࢖࣒࡛⿕㦂⪅ࡢ≧ែࢆグ㘓ࡋ㸪⿵᏶ⓗ࡟ࣅࢹ࢜㘓⏬ࢆ฼⏝ࡍࡿ᪉ἲ࡛࠶ࡿ㸬㉁ၥ⣬ࡢ฼⏝ࡀ㞴ࡋ࠸ᗂඣ࡬ࡢ㐺⏝(6)ࡸ㸪ឤ᝟࡜Ꮫ⩦ࡢ㛵ಀࢆ᳨ドࡋࡓ◊✲(7)࡟ࡶ฼⏝ࡉࢀ࡚࠸ࡿ㸬
4.5 ࣇ࣮ࣟࡢホ౯ᑻᗘ㸸Flow State Scale (FSS)୍ὶࡢ࢔ࢫ࣮ࣜࢺ࡬ࡢ㠃᥋࡟ࡼࡿ㉁ⓗ◊✲ࢆᇶ࡟
㛤Ⓨࡉࢀࡓ(8)ࣇ࣮ࣟࡢホ౯ᣦᶆ࡛࠶ࡿ㸬9 ᅉᏊ 36 㡯
┠ 5 ௳ἲࡀ౑ࢃࢀࡿࡇ࡜ࡀከ࠸㸬FSS ࡢ᪥ᮏㄒ∧(9)
ࡶ㛤Ⓨࡉࢀ࡚࠸ࡿ㸬
4.6 ⏕⌮ⓗᣦᶆࡢά⏝fNIRS㸦㏆㉥እග㸧ࢆ฼⏝ࡋࡓ㸪ᑐᡓᆺࢤ࣮࣒࡟࠾ࡅࡿࢤ࣮࣒ࡢᴦࡋࡉࡢ◊✲(1)ࡀሗ࿌ࡉࢀ࡚࠸ࡿ㸬5.

ࣇ࣮ࣟࡢホ౯࡟࠾ࡅࡿㄢ㢟ホ౯ᐇ㦂ᚋࡢ㉁ၥ⣬ἲࡣ㸪ᐇ㦂୰ࡢ⮬ศࡢ≧ែࢆ
᣺ࡾ㏉ࡾ࡞ࡀࡽグ㏙ࡍࡿࡓࡵ㸪࣓ࢱㄆ▱ࡢ௓ධࢆ᤼㝖࡛ࡁ࡞࠸ྍ⬟ᛶࡀ࠶ࡿ㸬㉁ၥ⣬ἲࡢ㡯┠࡟ࡘ࠸࡚ࡣ㸪FSS ࢆ୰ᚰ࡟ᩘከࡃࡢ◊✲ࡀ࠶ࡾ㸪㌟యࣇ࣮࡛ࣟࡢホ౯ᣦᶆࡢ◊✲ࡣከ࠸ࡀ㸪ᛮ⪃ࣇ࣮ࣟ㸪࢜ࣥࣛ࢖࣮ࣥࣛࢽࣥࢢ➼࡟㛵ࡍࡿ◊✲౛ࡣᑡ࡞࠸㸬ESM ࡣ⿕㦂⪅࡟࠿࡞ࡾࡢ㈇Ⲵࢆ୚࠼㸪᪥ᖖ⏕ά࡟ࡶᙳ㡪ࢆ୚࠼࡚ࡋࡲ࠺㸬ࡲࡓ㸪⏕⌮ᣦᶆࡢά⏝ࡣྍ⬟ᛶࢆ⛎ࡵ࡚ࡣ࠸ࡿࡀ㸪⌧≧࡛ࡣ኱つᶍ࠿ࡘᐇ⎔ቃ࡟㏆࠸ᙧ࡛ࡢᐇ㦂ࡣ㠀ᖖ࡟㞴ࡋ࠸㸬ࣇ࣮ࣟ⤒㦂ࢆᚓࡸࡍ࠸ಶேࡢ㈨㉁࡟㛵ࡍࡿ◊✲ࡀ
ᑡ࡞࠸㸬

6.

ICTࢆά⏝ࡋࡓᏛ⩦࡬ࡢᛂ⏝ྍ⬟ᛶࢿࢵࢺࢥ࣐࣮ࢫ࡛ࡢᾘ㈝⾜ືࢆಁ㐍ࡉࡏࡿせᅉ࡜ࡋ࡚ࣇ࣮ࣟ⤒㦂ࡢࣔࢹࣝࢆᵓ⠏ࡋ㸪ㄆ▱ⓗ࡞ホ౯ᣦᶆࡔࡅ࡛࡞ࡃ㸪⾜ືⓗ࡞ഃ㠃࠿ࡽࡢホ౯ᣦᶆ㸪࢔ࢡࢭࢫࣟࢢࡢゎᯒ࡟ࡼࡾ㸪⁫ᅾ᫬㛫ࡸࢼࣅࢤ࣮ࢩࣙࣥ
ࣃࢱ࣮ࣥࢆ฼⏝ࡍࡿ᪉ἲࢆ♧၀ࡋ࡚࠸ࡿ(11)㸬
࢜ࣥࣛ࢖ࣥᏛ⩦࡛ࡢࣇ࣮ࣟࢆ㸪≧ែ࡛ࡣ࡞ࡃ㸪ࣉࣟࢭࢫ࡜ࡋ࡚ᤊ࠼ࡿࣔࢹࣝࢆᥦ᱌ࡋ㸪ࢸࢫࢺࡸᐇ㦂
ᚋࡢ㉁ၥ⣬ࡔࡅ࡛࡞ࡃ㸪୍ᐃࡢࢱࢫࢡ⤊஢ᚋ࡟ࣇࣟ

JSiSE20092009/8/19 - 8/21

࣮≧ែࢆ㏲ḟ☜ㄆࡍࡿ᪉ἲࢆᥦ᱌ࡋ࡚࠸ࡿ(12)㸬
ࢥࣥࣆ࣮ࣗࢱࢤ࣮࣒ࡢࣉ࣮ࣞࣖࡢ႐ࡧࢆࠕࢤ࣮࣒ࣇ࣮ࣟࠖ࡜ᐃ⩏ࡋ 8 ᅉᏊࣔࢹࣝࢆᥦ᱌ࡍࡿ◊✲(13)ࡸ㸪ୖグࢆ㹣࣮ࣛࢽࣥࢢ࡟㐺⏝ࡋ㸪ࠕ㹣ࢤ࣮࣒ࣇ࣮ࣟࠖࡢホ౯ᣦᶆࡢ᳨ドࢆ⾜࠺◊✲(14)ࡶ࠶ࡿ㸬7.

࠾ࢃࡾ࡟ᮏ◊✲࡛ࡣᩥ⊩ㄪᰝ࡟ࡼࡾ㸪ࣇ࣮ࣟ⤒㦂ࡢホ౯᪉ἲ࡟ࡘ࠸࡚ࡢᩍ⫱ศ㔝࡛ࡢ◊✲ືྥࢆᴫほࡋ㸪ࡑࡢㄢ㢟ཬࡧ ICT ࢆά⏝ࡋࡓᏛ⩦࡬ࡢᛂ⏝ྍ⬟ᛶࡢึᮇ᳨ウࢆ⾜ࡗࡓ㸬௒ᚋ㸪ホ౯᪉ἲࡢ᳨ウࢆ㐍ࡵ࡞ࡀࡽᐇࢩࢫࢸ࣒࡬ࡢ㐺⏝ࢆ┠ᣦࡍ㸬ཧ⪃ᩥ⊩(1) Csikszentmihalyi, M.: "Flow: The psychology of optimalexperience", Harper and Row (1990)(2) ▼ᮧ㑳ኵ ௚㸸 "ࣇ࣮ࣟయ㦂࡟㛵ࡍࡿ◊✲ࡢືྥ࡜௒ ᚋ ࡢ ྍ ⬟ ᛶ ", ⟃ Ἴ ኱ Ꮫ ᚰ ⌮ Ꮫ ◊ ✲ , No.36,pp.85-96 (2008)(3) すᮧᘯஅ㸸"ㅮ⩏୰ࡢࣇ࣮ࣟ⤒㦂ࡢⓎ⏕◊✲̽⚾ㄒࡢᐃἲ࡜ࡋ࡚ࡢ ESM-R ࡢ᳨ウ", ᮾ㑥Ꮫㄅ, Vol.30,
No.1, pp.61-88 (2001)(4) Shin, N: "Online Learner's "Flow" Experience: An
Empirical Study", British Journal of Educational
Technology, Vol.37, No.5, pp.705-720 (2006)(5) Csikszentmihalyi, M: "Beyond Boredom and Anxiety:Experiencing Flow in Work and Play", Jossey-Bass(1975)(6) Augustine, S.M., Zoss, M.: "Aesthetic Flow Experiencein the Teaching of Preservice Language Arts Teachers",
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