Flow in Education Scale (EduFlow)

Strongly Somewhat Somewhat Strongly

Disagree Neutral Agree Not
Questions Disagree Disagree Agree Agree
sure
1 2 3 4 5 6 7
1.) I trust my ability to
meet the high
demands of the
situation.
2.) I am wholly
absorbed in what I
am doing.
3.) I don’t care about
what others may
think of me.
4.) I have the feeling I
am living a very
exciting
experience.
5.) I feel completely in
control of my
actions.
6.) I am deeply
focused on what I
am doing.
7.) I am not
concerned about
the judgement of
others.
8.) This activity brings
me a sense of
well-being.
9.) At each step, I
know exactly what
I have to do.
10.) I am losing
track of time.
11.) I am not
worried about
what others might
think of me.
12.) When I talk
about this activity,
I feel such a deep
emotion that I
want to share it.

Source:
Heutte, J., Fenouillet, F., Martin-Krumm, C., Boniwell, I., & Csikszentmihalyi, M. (2016). Proposal for a
conceptual Evolution of the flow in education (EduFlow) model. 8th European Conference on Positive Psychology
(ECPP2016), Angers, France.
 General and Learning-related Characteristics
Note: Some questions can have multiple answers
1.) Age (years old)  Others:_______________________
 16 – 19 8.) Amount of assignments in virtual lectures
 20 – 23  Too much
 24 above  Appropriate
2.) Sex  A little
 Male 9.) Virtual Lecture type
 Female  Combining recorded lectures and real-
3.) Year Level time video lectures
 Level III  Real-time video lectures
 Level IV  Recorded lectures
4.) Virtual lecture learning place  Others:________________________
 Home 10.) Disadvantages of virtual lectures
 Dormitory/Boarding house  Difficulty in maintaining concentration
 Café while in class
 Library  Difficulty in self-learning
 Reading room  Connection failure or slow transmission
 Others:_____________ speed
5.) Virtual learning tool  Hesitating to ask questions to the
 Laptop professor
 Tablet PC  No answer after asking the professor
 Smartphone  Difficulty preparing learning tools for
 Desktop PC taking classes
 TV  Others:________________________
6.) Technical difficulties in virtual lectures 11.) Degree of change in sleep patterns during
 Connection failure as a result of too many virtual lectures
users  None
 Building a high-quality internet  A little
communication network (e.g. WIFI,  Much
cellular data)  Too much
 Preparation of auxiliary equipment such 12.) Advantages of virtual lectures
as webcams and speakers  No restriction on class time and place
 Equipment preparation for lecture access  Repeated learning with video playback
(e.g. computer, tablet PC)
 Classes without risk of infection with
 Others:_______________________ COVID-19
7.) Attendance patterns during virtual
 Reduction of commuting time
lectures
 Improving concentration
 Take classes according to timetable
 Others:________________________
 Take all classes at once
 Split a lecture several times
 Take lectures over and over again

Source:
JinRyung Park, Minjeong Seo, Influencing Factors on Nursing Students’ Learning Flow during the COVID-19
Pandemic: A Mixed Method Research, Asian Nursing Research, Volume 16, Issue 1, 2022, Pages 35-44, ISSN
1976-1317, https://doi.org/10.1016/j.anr.2021.12.006.
(https://www.sciencedirect.com/science/article/pii/S1976131721000955)
 The Flow State Scale (FSS; Short version)
Strongly Disagre Strongly
Neutral Agree
Questions Disagree e Agree
1 2 3 4 5
1.) Challenge-Skills Balance
2.) Action-Awareness Merging
3.) Clear Goals
4.) Unambiguous Feedback
5.) Concentration On Task
6.) Sense of Control
7.) Loss or Inhibition of Self-Awareness
8.) Time Transformation
9.) Autotelic Experience

Source:
Jackson, S. A., Martin, A. J., & Eklund, R. C. (2008). Long and Short Measures of Flow: The Construct Validity
of the FSS-2, DFS-2, and New Brief Counterparts. Journal of Sport and Exercise Psychology, 30(5), 561–587.
doi:10.1123/jsep.30.5.561