This textbook chapter has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to see what editing changes I have made whilst reading through the chapter. Responses to this feedback can be made by starting a new section below or continuing to improve the chapter if you wish. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.
Overall, the theory scope and coverage is very good, with reasonable depth and some evidence of critical thinking and integration of perspectives.
I thought perhaps there could have been a clearer focus on flow as motivation (as distinction from emotion). e.g., see 2nd paragraph of w:Flow (psychology). However, later in the chapter, particularly with the focus on education, the focus was stronger on motivation.
Some brief explanation of arousal and skill level is probably necessary earlier on in order to explain the flow concept.
Research studies were well integrated and used to support/inform discussions of theory.
Explain ESM method
What does "biased toward skills" mean in the section on cross-cultural aspects of flow?
As a general guide, when describing important research findings, try to indicate the size of effects rather than simply whether or not there was an effect or relationship.
Written expression was reasonably good and the chapter was written in a friendly, interesting manner, but the chapter would have benefited from a thorough proofread and additional draft.
Some paragraphs were overly long - in general, communicate one key idea per paragraph in three to five sentences.
Clarity of written expression could have been improved in several places e.g., "Shernoff, Csikszentmihalyi & et.al (2003) argue how students can be expected to reach adult goals of participation and belongingness when active and meaningful participation is not consistently provided in class."
The chapter summary only consisted of bullet-points - it would have been stronger as prose.
Spelling, grammar and proofreading
Use Australian spelling e.g., internalized -> internalised
Check consistency of capitalisation e.g., Flow Theory, Flow theory, flow theory (the latter would be fine)
Good use of images, but they were generally uncaptioned. APA style captioning was not used.
In 1975 Csikszentmihalyi published the graph shown to the right. -> Instead refer to Figure 1.
Use ampersand (&) inside brackets and "and" outside brackets.
When there are three or more authors, subsequent citations should use et al. e.g., Smith, Bush and Western (2001) and then in the next paragraph cite Smith et al. (2001).
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
