Flow and physical objects in experiential learning for industrial engineering education

Abstract

The paper explores the impact of physical learning objects and learning styles on flow and learning outcomes in industrial engineering education. Learning is conceptualized with the theory of experiential learning. Comparitive case studies yield data involving more than 100 students since 2009. The findings provide a strong argument for utilizing physical objects in education consistent with construtionist theory. It is futhermore found that flow may have negative impact on the learning scope. © IFIP International Federation for Information Processing 2013.