Mohammad Zghair AL-Khafaji (1)
General Background Modern university education requires innovative teaching frameworks to manage individual learning differences and improve student engagement. Specific Background First-year education students frequently face performance declines and diminished optimism in foundational educational psychology courses. Knowledge Gap However, the empirical application of cognitive flow theory within systematic instructional design to address achievement and optimism remains insufficiently explored in higher education. Aims This study evaluates the effectiveness of an instructional design based on cognitive flow strategies in improving achievement and optimistic thinking. Results Quasi-experimental results from 61 students show that the experimental group significantly outperformed the control group in academic achievement and demonstrated marked improvements in optimistic thinking. Novelty A systematic five-stage instructional design integrating task-skill balance and immediate feedback was constructed and tested. Implications Adopting flow-based instructional design creates stimulating learning environments, enhances intrinsic motivation, and fosters positive psychological growth in teacher preparation programs.
Key Findings Highlights
Keywords : Instructional Design, Cognitive Flow Theory, Academic Achievement, Optimistic Thinking, Educational Psychology
S. G. Al-Aqabi, Thinking Patterns and Levels of Academic Achievement, 1st ed., Amman, Jordan: Dar Al-Yazouri Scientific Publishing and Distribution, 2019.
S. M. A. Al-Atawi, Learning Theories and Their Applications in E-Learning, 1st ed., Riyadh, Saudi Arabia: King Saud University Press, 2020.
D. Al-Jadaani, Keys to Improving Academic Achievement Through Textbooks, 1st ed., Jeddah, Saudi Arabia: South Jeddah Office, 2020.
M. A. Al-Mun'im, Instructional Design and Applied Programs, 1st ed., Amman, Jordan: Dar Al-Rayah for Publishing and Distribution, 2019.
S. G. T. Al-Safrawi, Active Learning Strategies: Scientific Activities and Applications, 1st ed., Amman, Jordan: De Bono Center for Thinking Skills, 2020.
K. K. Al-Sir, S. F. Saeed, and K. R. Al-Kalabi, Contemporary Teaching Strategies and Their Practical Applications, 1st ed., Gaza, Palestine: Higher Education Press, 2021.
Y. F. Alwan, A. K. Al-Jubouri, and S. M. Al-Shammari, Modern Models in Constructivist Theory, 1st ed., Amman, Jordan: Dar Al-Kutub Al-Ilmiya, 2023.
J. Aziz, Thinking Styles, 1st ed., Amman, Jordan: Al-Radwan Publishing and Distribution House, 2019.
D. A. H. M. Baqli, Thinking Patterns, 1st ed., Amman, Jordan: Dar Al-Radwan for Publishing and Distribution, 2017.
S. M. Dakhil Khairallah and M. A. M. Al-Kinani, The Psychology of Education: Between Theory and Practice, 1st ed., Beirut, Lebanon: Dar Al-Nahda Al-Arabiya, 2020.
D. M. Essam, Learning Theories, 1st ed., Amman, Jordan: Al-Manahij Publishing and Distribution House, 2023.
H. M. Ghazi, Dictionary of Educational and Psychological Terms, 1st ed., Amman, Jordan: Dar Al-Wifaq Publishing and Distribution, 2021.
H. O. Kiess, Statistical Concepts for Behavioral Sciences, 3rd ed., London, UK: Allyn and Bacon, 1996.
M. Mash'aleh, Curriculum Planning: Integrating Multiculturalism, Structuralism, and Educational Reform, 1st ed., Amman, Jordan: Dar Al-Fikr for Publishing and Distribution, 2018.
J. A. Muhammad, Strategies for Teaching and Enjoyable Learning: Applied Models, 1st ed., Amman, Jordan: Al-Muttahida Publishing and Distribution, 2022.
H. K. Nazzal, Thinking Skills (Concept, Types, and Measurements), 1st ed., Baghdad, Iraq: Noor Al-Hussein Library for Printing, 2018.
R. M. Razouqi and N. R. Muhammad, Thinking and Its Patterns, vol. 3, Beirut, Lebanon: Dar Al-Kutub Al-Ilmiya, 2018.
K. S. Shawahin, Modern Guidelines in Educational Measurement and Evaluation, 1st ed., Amman, Jordan: Modern Book World for Publishing and Distribution, 2018.
A. Yousef, Instructional Design: Concept, Foundations, and Models, 1st ed., Amman, Jordan: Dar Al-Rayah for Publishing and Distribution, 2021.