26−I2−1                      㻌㻌Ꮫ⩦⎔ቃ࡟ᑐࡍࡿࣇ࣮ࣟ⌮ㄽࡢ㐺ྜᗘࢳ࢙ࢵࢡࣜࢫࢺࡢᥦ᱌࡟ࡘ࠸࡚
Proposal of Compatibility Checklist of Learning Environments with Flow Theoryຍ⸨ 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㏆ᖺࠊ&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⫱➼ࢆ୰ᚰ࡟◊✲ࡢᗈࡀࡾࢆࡳࡏࡘࡘ࠶ࡿ㸬ᮏ✏࡛ࡣ㸪ᩍᤵ⪅ཬࡧᩍᮦタィ⪅࣭㛤Ⓨ⪅ࢆᑐ㇟࡜ࡋࡓ㸪Ꮫ⩦⎔ቃࡸᩍᮦࡢ෌タィࡢࡓࡵࡢ㸪ࣇ࣮ࣟ⌮ㄽ㐺ྜᗘࢳ࢙ࢵࢡࣜࢫࢺ࡟ࡘ࠸࡚ᥦ᱌ࡍࡿ㸬ࡇࡢࢳ࢙ࢵࢡࣜࢫࢺࢆ฼⏝ࡍࡿࡇ࡜࡛㸪Ꮫ⩦⎔ቃࡀ࡝ࡢ⛬ᗘࣇ࣮ࣟ⌮ㄽ࡜㐺ྜࡋ࡚࠸ࡿ࠿ࢆ⮬ᕫデ᩿ࡋ㸪ᨵၿⅬࢆぢ࠸ࡔࡍࡓࡵࡢࡁࡗ࠿ࡅࢆᚓࡿࡇ࡜ࡀྍ⬟࡜࡞ࡿ㸬ࡲࡓ㸪ࣇ࣮ࣟ⌮ㄽ࡟㛵ࡍࡿ▱㆑ࡢᑡ࡞࠸฼⏝⪅࠿ࡽ⤒㦂⪅ࡲ࡛㸪ᵝࠎ࡞฼⏝⪅࡟ᑐᛂྍ⬟࡞㸪ࢳ࢙ࢵࢡࣜࢫࢺࢆྵࡴ㸪ࣇ࣮ࣟ⤒㦂ࡸᏛ⩦⎔ቃᨵၿࡢᡂຌ⤒㦂ࡢ⵳✚࣭ඹ᭷࡞࡝ࢆ⤫ྜࡋࡓࢩࢫࢸ࣒ࡢᥦ᱌
࡟ࡘ࠸࡚ࡶ㏙࡭ࡿ㸬࣮࣮࢟࣡ࢻ㸸ࣇ࣮ࣟ⌮ㄽ㸪ࢳ࢙ࢵࢡࣜࢫࢺ㸪Ꮫ⩦⎔ቃ

1.

ࡣࡌࡵ࡟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㸬ᮏ✏࡛ࡣ㸪Ꮫ⩦⎔ቃ࡟ᑐࡍࡿࣇ࣮ࣟ⌮ㄽࡢ㐺ྜᗘࢆࡣ࠿ࡿࢳ࢙ࢵࢡࣜࢫࢺࡢᥦ
᱌ࢆ⾜࠸㸪ࣇ࣮ࣟ⌮ㄽࡢ㐺⏝ศ㔝࡟ࡘ࠸࡚ࡢ▱ぢࢆᚓࡿ࡜ඹ࡟ࣇ࣮ࣟ⌮ㄽ࡟ᇶ࡙ࡃᏛ⩦⎔ቃࡢᨵၿ᪉ἲ
࡟ࡘ࠸࡚ࡢᐇ㊶౛ࢆ㞟✚ࡍࡿࡇ࡜ࢆ┠ᣦࡍ㸬ࡲࡓ㸪ࣉࣟࢺࢱ࢖ࣉࢩࢫࢸ࣒ࡢᵓ⠏ࢆ㏻ࡋ࡚㸪ࢳ࢙ࢵࢡࣜࢫࢺࡑࡢࡶࡢཬࡧ฼⏝᪉ἲ࡟ࡘ࠸࡚ࡢᨵၿࢆᅗࡿ㸬

2.

ࢳ࢙ࢵࢡࣜࢫࢺ࡜ࡣ ࢳ࢙ࢡࣜࢫࢺࡢᐃ⩏ࢳ࢙ࢵࢡࣜࢫࢺ࡜ࡣ኱㎡ᯘ࡟࠾࠸࡚ࡣ㸪ࠕ↷ྜࡍࡿࡓࡵࡢ⾲ࠖ࡜࠶ࡿࡀ㸪ᮏ✏࡛ࡣ㸪Ꮫ⩦⎔ቃᨵၿࡢࡓࡵࡢࢳ࢙ࢵࢡࣜࢫࢺࢆᑐ㇟࡟ࡋ࡚࠸ࡿࡢ࡛㸪ࠕ࠶ࡿ┠ⓗࡸ௙ᵝࢆ‶ࡓࡋ࡚࠸ࡿ࠿࡝࠺࠿ࢆタィẁ㝵࠶ࡿ࠸ࡣ㐠⏝ẁ㝵࡟࠾࠸࡚㸪☜ㄆࡍࡿࡓࡵࡢ㐨ලࠖ࡜ࡋ࡚ࢳ࢙ࢵࢡࣜࢫࢺࢆᐃ⩏ࡍࡿ㸬 ࢳ࢙ࢡࣜࢫࢺࡢᐇ౛ࢳ࢙ࢵࢡࣜࢫࢺ࡜ࡋ࡚ࡣᵝࠎ࡞ศ㔝࡛ᵝࠎ࡞౛ࡀᥦ᱌ࡉࢀ࡚࠸ࡿ㸬౛࠼ࡤ㸪す࣑ࢩ࢞ࣥ኱Ꮫࡢホ౯ࢳ࢙ࢵࢡࣜࢫࢺࣉࣟࢪ࢙ࢡࢺ(2)࡛ࡣ㸪ᩍ⫱ศ㔝ࡔࡅ࡛ࡣ࡞ࡃ㸪୍⯡ⓗ࡞ព࿡࡛ࡢ͆ホ౯͇ࡢࡓࡵࡢ 30 ௨ୖࡢࢳ࢙ࢵࢡࣜࢫࢺࡢᐇ౛ࢆබ㛤ࡋ࡚࠸ࡿ㸬ࡲࡓ㸪ᅜ❧᝟ሗᏛ◊✲ᡤࡢㄽᩥ᝟ሗࢼࣅࢤ࣮ࢱ CiNii(3)࡛͆ࢳ
࢙ࢵࢡࣜࢫࢺ ᩍ⫱͇ࢆ࣮࣮࢟࣡ࢻ࡜ࡋ᳨࡚⣴ࡍࡿ࡜⣙ 300 ௳ࡀࣄࢵࢺࡍࡿ㸬ᩍ⫱ศ㔝࡟࠾ࡅࡿලయⓗ࡞ࢳ࢙ࢵࢡࣜࢫࢺࡢ౛࡜ࡋ࡚ࡣ㸪౛࠼ࡤ㸪ᩍᮦసᡂࡢࡓࡵࡢ㸵ࡘࡢ㐨ලࢳ࢙ࢵࢡࣜࢫࢺ(4)ࡸ GBS ⌮ㄽࡢ㐺ᛂᗘࢳ࢙ࢵࢡࣜࢫࢺ(5)㸪Ꮫ⩦ពḧᐇ᪋ࢳ࢙ࢵࢡࣜ
ࢫࢺ (6)㸪࣒࢝ࣜ࢟ࣗࣛホ౯⏝ࢳ࢙ࢵࢡࣜࢫࢺ (7)㸪➼ከࡃࡢࢳ࢙ࢵࢡࣜࢫࢺࡀᥦ᱌ࡉࢀ࡚࠸ࡿ㸬 ࢳ࢙ࢵࢡࣜࢫࢺࡢ㛤Ⓨ ࢳ࢙ࢡࣜࢫࢺ㛤Ⓨ⏝ࢳ࢙ࢵࢡࣜࢫࢺす࣑ࢩ࢞ࣥ኱Ꮫホ౯ࢭࣥࢱ࣮࡟࠾࠸࡚㛤Ⓨࡉࢀࡓ㸪ࢳ࢙ࢵࢡࣜࢫࢺ㛤Ⓨ⏝ࢳ࢙ࢵࢡࣜࢫࢺ㸦Checklist
Development Checklist: CDC㸧࡟ࡣ㸪௨ୗࡢ 12 ࡢ኱㡯┠ࡀタᐃࡉࢀ࡚࠸ࡿ㸬㸦㸯㸧ࢳ࢙ࢵࢡࣜࢫࢺࡢࢱࢫࢡࢆ᫂ࡽ࠿࡟ࡍࡿ㸪㸦㸰㸧ࢳ࢙ࢵࢡ࣏࢖ࣥࢺࡢೃ⿵ࣜࢫࢺࢆసᡂࡍࡿ㸪㸦㸱㸧ࢳ࢙ࢵࢡ࣏࢖ࣥࢺࢆศ㢮ࡋ㸪௙ศࡅࡍࡿ㸪㸦㸲㸧ศ㢮ࢆᐃ⩏ࡋ㸪ලయ໬ࡍࡿ㸪㸦㸳㸧ศ㢮ࡢ㡰␒ࢆỴᐃࡍࡿ㸪㸦㸴㸧ࢳ࢙ࢵࢡࣜࢫࢺࡢึᮇࣞࣅ࣮ࣗࢆ⾜࠺㸪㸦㸵㸧ࢳ࢙ࢵࢡࣜࢫࢺࡢ୰㌟ࢆᨵゞࡍࡿ㸪㸦㸶㸧ពᅗࡋࡓ⏝㏵࡟౑࠺ࡓࡵ࡟ࢳ࢙ࢵࢡࣜࢫࢺࢆᥥࡁ㸪ᩚ࠼ࡿ㸪㸦㸷㸧ࢳ࢙ࢵࢡࣜࢫࢺࢆホ౯ࡍࡿ㸪㸦㸯㸮㸧ࢳ࢙ࢵࢡࣜࢫࢺࢆ௙ୖࡆࡿ㸪㸦㸯㸯㸧ࢳ࢙ࢵࢡࣜࢫࢺࢆᛂ⏝ࡋ㸪ᬑཬࡉࡏࡿ㸪㸦㸯㸰㸧ᐃᮇⓗ࡞ࢳ࢙ࢵࢡࣜࢫࢺࡢࣞࣅ࣮࣭ࣗᨵゞࢆ⾜࠺㸬
3.2 ࣇ࣮ࣟࢫࢸ࣮ࢺࢫࢣ࣮ࣝ(FSS)ࢫ࣏࣮ࢶࡸయ⫱࡛ࡢ฼⏝ࢆ᝿ᐃࡋ㛤Ⓨࡉࢀࡓࣇ࣮ࣟ≧ែࡢホ౯ᑻᗘ࡟ FSS (Flow State Scale)ࡀ࠶ࡿ
(8)(9)(10)㸬ࡑࡇ࡛⏝࠸ࡽࢀ࡚࠸ࡿ௨ୗࡢ㸷ᅉᏊࢆᮏ✏ࡢࢳ࢙ࢵࢡࣜࢫࢺࡢ኱㡯┠ࡢᇶᮏ࡜ࡍࡿ㸬㸦㸯㸧ᣮᡓ࡜ࢫ࢟ࣝࡢࣂࣛࣥࢫ㸪㸦㸰㸧ព㆑࡜⾜ືࡢ⼥ྜ㸪㸦㸱㸧᫂☜࡞┠ᶆ㸪㸦㸲㸧ࣇ࢕࣮ࢻࣂࢵࢡ㸪㸦㸳㸧ࢱࢫࢡ࡬ࡢ㞟୰㸪㸦㸴㸧ไᚚឤ㸪㸦㸵㸧⮬ព㆑ࡢḞዴ㸪㸦㸶㸧᫬㛫ឤぬࡢኚᐜ㸪㸦㸷㸧⮬ᕫ┠ⓗⓗ⤒㦂㸪࡛࠶ࡿ㸬
3.3 ࣇ࣮ࣟ⌮ㄽ㐺ྜᗘࢳ࢙ࢵࢡࣜࢫࢺ
FSS ࡟ຍ࠼࡚㸪௚ࡢࣇ࣮ࣟయ㦂࡟㛵ࡍࡿ⌮ㄽࡸ࢔

−149−

教育システム情報学会 JSiSE2010
第 35 回全国大会 2010/8/26−8/28

                     㻌㻌ࣉ࣮ࣟࢳἲ(11)(12)ࢆᇶ࡟㸪CDC ࡢ㸦㸰㸧㹼㸦㸳㸧ࡢࢫࢸࢵࣉ࡟ἢࡗ࡚ࢳ࢙ࢵࢡࣜࢫࢺࡢ㡯┠ࢆ࠸ࡃࡘ࠿㏣ຍࡋ㸪ࡉࡽ࡟㡰␒➼ࢆ⪃៖ࡋࡓୖ࡛㸪ࣇ࣮ࣟࢆ⤒㦂ࡍࡿࡓࡵࡢ᮲௳㸪ࣇ࣮ࣟ⤒㦂᫬ࡢ≉ᚩ㸪ࣇ࣮ࣟ⤒㦂ᚋࡢែᗘ㺃⾜ືࡢኚ໬㸪ࡢ኱ࡁࡃ㸱ࡘ࡟ศࡅࡿࡇ࡜࡛㸪ࣇ࣮ࣟ⌮ㄽ㐺ྜᗘࢳ࢙ࢵࢡࣜࢫࢺࡢཎ᱌ࢆసᡂࡋࡓ㸦ᅗ㸯㸧㸬౛࠼ࡤ㸪᭱ึࡢࢳ࢙ࢵࢡ㡯┠ࡣ㸪ࠕ㐟ࡧ࣭ᴦࡋࡉ㸪‶㊊ឤࠖࡢ኱㡯┠ࡢ୰ࡢ㸪ࠕᏛ⩦⪅ࡀάືࢆᴦࡋ࠸࡜ឤࡌ࡚࠸ࡿࠖ㸪࡛࠶ࡿ㸬௒ᚋᙧᡂⓗホ౯ࡸᐇ㐠⏝➼ࢆ㏻ࡌ࡚㝶᫬㏣ຍ࣭๐ῶ࣭ಟṇࢆຍ࠼࡚࠸ࡃࡇ࡜࡜ࡍࡿ㸬ᤵ⤒㦂ࡀ㇏ᐩ࡞฼⏝⪅࡟ᑐࡍࡿヲ⣽࡞ࢳ࢙ࢵࢡࣜࢫࢺ࡛࠶ࡿ㸬▱㆑࣭⤒㦂ඹ࡟㇏ᐩ࡞⇍㐩⪅࡟ᑐࡋ࡚ࡣ㸪ᅗ㸯ࡢ኱㡯┠ࡔࡅ࡜ࡍࡿ⡆␎໬ࡋࡓࢳ࢙ࢵࢡࣜࢫࢺࢆᥦ౪ࡋ㸪▱㆑࣭⤒㦂ࡢ୧᪉ࡀ㇏࡛ࡣ࡞࠸ࡀ࠶ࡿ⛬ᗘ࠶ࡿ฼⏝⪅࡟ᑐࡋ࡚ࡣ㸪ᅗ㸯ࡢྛࢳ࢙ࢵࢡ㡯┠࡟ᑐࡋ࡚ヲ⣽࡞ㄝ᫂ࡸᐇ౛ࡀᚲせ࡟ᛂࡌ࡚⾲♧ࡉࢀࡿ௙⤌ࡳࢆᥦ౪ࡍࡿ㸬ࡲࡓ㸪ࣇ࣮ࣟ⌮ㄽ࡟ᑐࡍࡿ▱㆑ࡀᑡ࡞࠸฼⏝⪅࡟ᑐࡋ࡚ࡣ㸪ࡲࡎ㸪ࣇ࣮ࣟ⌮ㄽࡢධ㛛ᩍᮦ࡛ᴫせࢆᢕᥱࡋࡓᚋ࡛㸪ࢳ࢙ࢵࢡࣜࢫࢺࡢά⏝ࢆᥦ౪ࡍࡿ㸬ࡲࡓ㸪Web ୖ࡟࠾࠸࡚㸪ࣇ࣮ࣟ⤒㦂࣭ᩍ⫱ᐇ㊶ࡢඹ᭷ᶵ⬟ࡀᥦ౪ࡉࢀ࡚࠸ࡿ㸬6.

࠾ࢃࡾ࡟ᮏ◊✲࡛ࡣ FSS ࢆᇶ࡟㸪CDC ࡢࣉࣟࢭࢫ࡟ἢࡗ࡚ࣇ࣮ࣟ⌮ㄽࡢ㐺ྜᗘࢳ࢙ࢵࢡࣜࢫࢺࡢᥦ᱌ࢆ⾜ࡗࡓ㸬௒ᚋ㸪ᙧᡂⓗホ౯➼࡟ࡼࡾࢳ࢙ࢵࢡࣜࢫࢺ㡯┠ࡢጇᙜᛶࡢ᳨ド࣭ᨵⰋ㸪㐠⏝᪉ἲࡢホ౯࣭ᨵၿࢆ⾜࠸㸪ࡉࡽ࡟᳨ウࢆ㐍ࡵ㸪ࣉࣟࢺࢱ࢖ࣉࢩࢫࢸ࣒ࡢヨ⾜㐠⏝࣭ࣇ࢕࣮ࣝࢻࢸࢫࢺࢆ┠ᣦࡍ㸬ཧ⪃ᩥ⊩ᅗ ࣇ࣮ࣟ⌮ㄽ㐺ྜᗘࢳ࢙ࢡࣜࢫࢺ4.

ࢳ࢙ࢵࢡࣜࢫࢺࡢά⏝࣭㐠⏝᪉ἲᮏࢳ࢙ࢵࢡࣜࢫࢺࡣᇶᮏⓗ࡟ࡣᩍᤵ⪅ࡸᩍᮦタィ⪅࣭సᡂ⪅ࢆᑐ㇟࡜ࡋ㸪௨ୗࡢᡭ㡰࡛ά⏝ࡍࡿࡇ࡜ࢆ๓ᥦ࡜ࡋ࡚࠸ࡿ㸬㸦㸯㸧⮬ศࡀᑐ㇟࡜ࡍࡿᏛ⩦⎔ቃࢆ᣺ࡾ㏉ࡿ㸬㸦㸰㸧ྛ㡯┠࡟ᑐࡋ࡚࡝ࡢ⛬ᗘྜ⮴ࡋ࡚࠸ࡿ࠿ࢆྛ⮬࡛ホ౯ࡍࡿ㸬㸦㸱㸧㐺ྜᗘࡀప࠸㡯┠࡟ᑐࡋ࡚㸪ྛ⮬࡛ᨵၿⅬࢆ⪃࠼ࡿ㸬㸦㸲㸧ᨵၿ࣏࢖ࣥࢺࡢᐇ㊶ࢆ⾜࠺㸬㸦㸳㸧ᨵၿ࣏࢖ࣥࢺࡀຠᯝࢆୖࡆࡓ࠿࡝࠺࠿ࡢࣇ࢕࣮ࢻࣂࢵࢡࢆᢞ✏ࡍࡿ㸬㸦㸳㸧௚ࡢ฼⏝⪅ࡢ⤒㦂ࡸᐇ㊶ࢆཧ⪃࡟ࡍࡿ㸬ୖグࡢά⏝᪉ἲ࡜฼⏝⪅࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡ
ࢆ㏻ࡋ࡚㸪ࢳ࢙ࢵࢡࣜࢫࢺ⮬యࡢࣈࣛࢵࢩࣗ࢔ࢵࣉ࣭㐠⏝᪉ἲࡢᨵၿࢆ㝶᫬⾜࠺㸬5.

ࣉࣟࢺࢱ࢖ࣉࢩࢫࢸ࣒ࡢ㛤Ⓨ➹⪅ࡽࡀᥦ᱌ࡍࡿ㸪ࣇ࣮ࣟ⌮ㄽࢆά⏝ࡋࡓᏛ⩦⎔ቃ࣭Ꮫ⩦ᩍᮦ෌タィࡢࡓࡵࡢ⤫ྜⓗ࡞࢔ࣉ࣮ࣟࢳ᪉
ἲ(13)࡟࠾࠸࡚㸪฼⏝⪅ࡢ▱㆑ࡸ⤒㦂࡟ࡼࡾ୕ẁ㝵ࡢࢳ࢙ࢵࢡࣜࢫࢺࢆᥦ౪ࡍࡿ㸬ᅗ㸯࡛♧ࡋࡓࢳ࢙ࢵࢡࣜࢫࢺࡣ㸪ࣇ࣮ࣟ⌮ㄽࡢ▱㆑ࡀ㇏ᐩ࠿࠶ࡿ࠸ࡣ㸪ᩍ(1) Csikszentmihalyi, M.: "Flow: The psychology of optimal
experience", Harper and Row (1990)(2) Western Michigan University: "Evaluation Checklist
Project", at <http://www.wmich.edu/evalctr/checklists/index.html>(3) ᅜ❧᝟ሗᏛ◊✲ᡤ : "CiNii - NIIㄽᩥ᝟ሗࢼࣅࢤ࣮ࢱ",at < http://ci.nii.ac.jp/>(4) 㕥ᮌඞ᫂ : "ᩍᮦタィ࣐ࢽࣗ࢔ࣝ̿⊂Ꮫࢆᨭ᥼ࡍࡿࡓࡵ࡟", ໭኱㊰᭩ᡣ, (2002)(5) ᰿ᮏ῟Ꮚ, 㕥ᮌඞ᫂ : "ࢦ࣮࣮ࣝ࣋ࢫࢩࢼࣜ࢜(GBS)⌮ㄽࡢ㐺ᛂᗘࢳ࢙ࢵࢡࣜࢫࢺࡢ㛤Ⓨ", ᪥ᮏᩍ⫱ᕤᏛ఍ㄽᩥㄅ, Vol.29, No.3, pp.309-318 (2006)(6) Keller, J.M.: "Motivational Design for Learning andPerformance: The ARCS Model Approach", Springer,(2009)(7) ᰿ὠ᭸ᐇ: "࣒࢝ࣜ࢟ࣗࣛホ౯⏝ࢳ࢙ࢵࢡࣜࢫࢺࡢᥦ
᱌", ᇸ⋢኱Ꮫ⣖せ ࠝᩍ⫱Ꮫ㒊ࠞ ᩍ⫱⛉Ꮫ, Vol.52,
No.2, pp.167-180 (2003)(8) Jackson, S.A. and Marsh, H.W.: "Development andvalidation of a scale to measure optimal experience: TheFlow State Scale", Journal of sport and exercise
psychology, Vol.18, No.1, pp.17-35 (1996)(9) ᕝ➃㞞ே, ᙇᮏᩥ᫛ : "Flow State Scale(᪥ᮏㄒ∧)ࡢ᳨ウ : ࡑࡢ1", ᪥ᮏయ⫱Ꮫ఍኱఍ྕ, No.51, pp.183(2000)(10) Jackson, S.A., Martin, A.J. & Eklund, R.C.: "Long andShort Measures of Flow: The Construct Validity of theFSS-2, DFS-2, and New Brief Counterparts", Journal ofSport and Exercise Psychology, Vol.30, pp.561-586(2008)(11) Kiili, K.: "Digital Game-Based Learning: Towards anExperiential Gaming Model", Internet and Higher
Education, Vol.8, No.1, pp.13-24 (2005)(12) Novak, T.P. & Hoffman, D.L.: "Measuring the flow
experience among web users", Interval Research
Corporation, Vol.31, (1997)(13) Kato, Y. & Suzuki, K.: "An approach for Redesigning
Learning Environments with Flow Theory", International
Conference for Media in Education, (2010)−150−