Karen Cameron Learning Theories and Comparison

Flow Theory
Flow theory, as coined by Csikszentmihalyi, suggests that individuals are intrinsically
motivated to learn. A state of flow is reached when nothing else seems to matter to the
individual and they are consumed in what they are learning and doing. I often see my son
and husband experience flow while playing video games. They lose all sense of time,
sometimes forgetting to eat and almost always staying up later than anticipated. When
flow is reached, it is as if time stands still. Tasks which challenge, but not frustrate
individuals are included in this theory, they should be just out of reach of the individual.
In his TEDtalk Can Skateboarding Save Our Schools, Dr. Tae talks about these types
of challenges he refers to them as goldilocks challenges and relates them to learning
new tricks in skateboarding. According to Csikszentmihalyi, the whole point of flow is
not the end product, but rather the journey, what the individual did to get there.
Situated Learning Theory
Situated Learning takes place within the physical and social context in which it is to be
used. As learning and involvement in the culture increase, the participant moves from
the role of observer to fully functioning agent (Herrington and Oliver). Researchers and
teachers alike, agree that in a classroom, the best way to incorporate situated learning is
through a computer program. Computers allow for individuals to be virtually transported
to another place. A situated learning environment would ensure that the interactive
multimedia resource is used within a social contextwith students working in groups,
discussing the issues, reporting back, presenting findings, interviewing and debating the
issuesto ensure that students have the opportunity to articulate, negotiate and defend
their knowledge, (Herrington and Oliver).
Constructivist Theory
Constructivist theorists generalize that individuals learn by doing, and are not necessarily
born with knowledge. Constructivist teachers spend less time standing in the front of the
room teaching and more time facilitating learning. Through probing questions and high
order thinking, teachers can help students discover for themselves the big ideas they need
to learn, teacher interactions should encourage and extend children's thinking, (Dangel,
Guyton, & McIntyre).
Activity Theory
Activity theorists believe learning occurs through activity. The activity consists of goaldirected hierarchy of actions that are used to accomplish the object the tasks, action and
operations that transform the object, (Jonassen & Rohrer-Murphy). Activities develop
into actions and then to operations, they become more natural and less purposeful.
Activity theory claims that learning and doing are inseparable, and that they are initiated
by intention. Activity theorists use instructional design to create their lessons using six
steps: clarify purpose of activity system, analyze the activity system, analyze the activity
structure, analyze tools and mediators, analyzing the context, and analyzing activity
system dynamics.

Motivation Theory
What motivates you to learn? That is the question at the bottom of what motivational
theorists try to answer. In his article, Keller describes five principles which may
especially help in online learning environments where learning is almost solely on the
individual. He takes these principles from the ARCS model: principle 1 Attention,
gaining the learners attention, building curiosity and maintaining engagement; principle
2 relevance, the learner must believe that the knowledge needed is relevant to their
goals; principle 3 confidence, learners must believe they can succeed if they master
their goal; principle 4 satisfaction, motivation occurs when learners anticipate and
experience satisfying outcomes; finally principle 5 self-regulating strategies, motivation
to learn is solidified when learners employ strategies to protect their intentions. (Keller)
Theory Comparison
I am comparing flow, activity and motivational theories. I can see flow and motivation
being very similar both are intrinsic and both rely heavily on the learner. Flow comes
with finding your inner zone and find challenges that are just hard enough without being
too difficult. In order to find your flow, you must have some personal motivation. This
is where motivational theory comes in. Attention, relevance, confidence and satisfaction
(part of the ARCS model) all play an important part in flow and all are a part of
motivation. I believe the ARCS model is the most versatile learning theory because it
can be applied to all the theories. And, if there was one piece that I would take out of the
ARCS model, it would be relevance. Students/learners need to find relevance in what
they are learning without that, there will be no learning, or at least not very deep
learning. In a close second, is satisfaction, students need to feel satisfied when they
finish a task.
Activity theory says we learn by doing. And, I believe that flow can be found during
activity. When a learner is engrossed in their activity, not focused on the outcome, but on
the journey of completing the task, they find flow and almost transcend time while they
discover the learning goals. Finding flow allows the learner to proceed from one task to
another without question and without complaint. This plays into motivation because
students can apply the ARCS model to the activity. The more successful they are within
the activity, the more confidence they will build and they will gain greater satisfaction,
thus resulting in solidifying strategies that protect their outcomes. However, activity
differs from motivation because it is extrinsic. The desire to learn comes from doing and
the reward that is gained by accomplishing the tasks.

Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York:

HarperPerennial.(Book Review)
Dangel, J. R., Guyton, E., & McIntyre, C. B. (2004). Constructivist pedagogy in primary
classrooms: Learning from teachers and their classrooms. Journal of Early Childhood
Teacher Education, 24 (4), 237-245.
Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning:
Implications for the instructional design of multimedia. in Pearce, J. Ellis A. (ed)
ASCILITE95 Conference Proceedings (253-262). Melbourne: University of Melbourne.
Jonassen, D. H. & Rohrer-Murphy, L. (1999). Activity theory as a framework for
designing constructivist learning environments. Educational Technology Research and
Development, 47(1), 62-79.
Keller, J. (2008). First principles of motivation to learn and e3-learning. Distance
Education, 29 (2), 175-185.

Tae, D. (2011, June 7). Can Skateboarding Save Our Schools? Retrieved February 6,
2015, from https://www.youtube.com/watch?v=lHfo17ikSpY