Development and Validation of the AI and Flow Learning Questionnaire (AIFLQ)

Authors

  • Dalma Lilla Dominek Ludovika University of Public Service

DOI:

https://doi.org/10.24368/jates399

Keywords:

Artificial Intelligence; Flow; Education; Questionnaire

Abstract

As artificial intelligence (AI) becomes more embedded in education, comprehending its influence on students' psychological involvement is crucial. Flow theory, created by Csíkszentmihályi, provides a framework for examining optimal learning experiences characterized by intense concentration and intrinsic motivation. This study introduces the AI and Flow Learning Questionnaire (AIFLQ), an enhanced and psychometrically validated iteration of Dominek's original tool. A 24-item, 5-point Likert-scale questionnaire was administered to university students (N=44) in AI-assisted classes. Exploratory factor analysis identified three dependable dimensions: Immersion, Balance, and AI Integration (Cronbach's alpha: 0.805, 0.738, 0.825). Statistical findings revealed significant gender disparities in flow, with female participants achieving higher scores, and a marked impact of educational attainment on immersion. Despite AI being associated with increased variance and diminished scores, the instrument exhibits significant potential for assessing student engagement in digital contexts. The AIFLQ functions as a comprehensive metric for forthcoming investigations on flow experiences within AI-augmented learning environments.

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Published

2025-05-23

How to Cite

Dominek, D. L. (2025). Development and Validation of the AI and Flow Learning Questionnaire (AIFLQ). Journal of Applied Technical and Educational Sciences, 15(1). https://doi.org/10.24368/jates399

Issue

Vol. 15 No. 1 (2025): 2025 in progress

Section

Articles and Studies

License

Copyright (c) 2025 Dalma Lilla Dr Dominek

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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