A simple approach to relating the optimal learning and the meaningful learning experience in students age 14–16

Abstract

Using a questionnaire applied in real time to students in stages 14–16 during a distance class, the authors appraise whether they experience feelings that lead to a central experience of flow, according to the flow theory of positive psychology. Students are exposed to a planned session that considers the moments of the training sequence and consciously integrates technological tools to support learning. A formal evaluation system, which includes formative and summative evaluations, determines if students build meaningful learning. This research contributes to understanding that an optimal learning experience characterized by the pedagogical principles of curiosity, concentration, challenge, and enjoyment, favor the construction of meaningful learning. Furthermore, the simplicity of the proposed experimental design suggests a direct way to replicate the study in later learning stages and assess the efficiency of new technology-based pedagogies within the distance education paradigm imposed by the 2020 pandemic crisis.