Examining the Flow Dynamics of Artificial Intelligence in Real-Time Classroom Applications Zoltán Szűts, Tünde Lengyelné Molnár, Réka Racskó, Geoffrey Vaughan, Szabolcs Ceglédi, Dalma Dominek Computers, 2025 The integration of artificial intelligence (AI) into educational environments is fundamentally transforming the learning process, raising new questions regarding student engagement and motivation. This empirical study investigates the relationship between AI-based learning support and the experience of flow, defined as the optimal state of deep attention and intrinsic motivation, among university students. Building on Csíkszentmihályi’s flow theory and current models of technology-enhanced learning, we applied a validated, purposefully developed AI questionnaire (AIFLQ) to 142 students from two Hungarian universities: the Ludovika University of Public Service and Eszterházy Károly Catholic University. The participants used generative AI tools (e.g., ChatGPT 4, SUNO) during their academic tasks. Based on the results of the Mann–Whitney U test, significant differences were found between students from the two universities in the immersion and balance factors, as well as in the overall flow score, while the AI-related factor showed no statistically significant differences. The sustainability of the flow experience appears to be linked more to pedagogical methodological factors than to institutional ones, highlighting the importance of instructional support in fostering optimal learning experiences. Demographic variables also influenced the flow experience. In gender comparisons, female students showed significantly higher values for the immersion factor. According to the Kruskal–Wallis test, educational attainment also affected the flow experience, with students holding higher education degrees achieving higher flow scores. Our findings suggest that through the conscious design of AI tools and learning environments, taking into account instructional support and learner characteristics, it is possible to promote the development of optimal learning states. This research provides empirical evidence at the intersection of AI and motivational psychology, contributing to both domestic and international discourse in educational psychology and digital pedagogy.
The Study of Instructors' Digital Competence in Higher Education—Comparative Analysis Dalma Lilla Dominek, Szabolcs Ceglédi, Nóra Barnucz Informacios Tarsadalom, 2024 Studying the efficiency of information and communication technology (ICT) in education is a relevant issue today, as it is important to exploit the development of digital competence at all levels of education (Drent and Meelissen 2008). In this paper, the digital competence of teachers at the Ludovika University of Public Service (hereinafter: LUPS) (N=824) was investigated through the DigCompEdu self-assessment questionnaire. First, we hypothesized that, although teachers’ digital competences may need to be improved, their motivation to use digital technologies in the classroom is positive. Second, we assume that independent variables (e.g., age, gender, having a doctoral degree) would affect the teachers’ digital competences. According to the results, the majority of the teachers are open to integrating new ideas and methodological innovations in the classroom, willing to test new methods, and creative and critical in the use of different digital solutions.
Flow Measurement in Cultural Institutions in the Framework of an Elective Subject at a Hungarian University Dalma Lilla Dominek, Marton Demeter, Szabolcs Ceglédi Journal of Museum Education, 2024 The last few decades have seen a growing trend toward the analysis of creativity and flow experiences in pedagogy, but we have only a limited knowledge of how cultural institutions can contribute to flow experiences in learning processes. Our study argues that the effectiveness of learning might be enhanced by the experiential accumulation of knowledge and that the experience of the flow state is also crucial for developing creativity. Focusing on the learning experience of 261 undergraduate students in museums and other cultural institutions, our 20-item Flow State Survey tests if pedagogical events in cultural institutions can help students experience a flow state. Our results support the conclusions of previous research as we found a significant correlation between the appropriate level of challenge and the likelihood of experiencing flow. Moreover, we found high scores for flow experience in the case of both genders, but with significantly higher values for females on a “merging of action” factor. All things considered, we conclude that museums and cultural institutions, when offering appropriate events, can boost the likelihood that students will experience flow-like states; thus, these institutions can provide an ideal environment for creative learning.
RECENT SCHOLAR PUBLICATIONS
Examining the Flow Dynamics of Artificial Intelligence in Real-Time Classroom Applications Z Szűts, T Lengyelné Molnár, R Racskó, G Vaughan, S Ceglédi, ... Computers 14 (7), 275 , 2025 2025 Citations: 6
IKT-kompetenciák a Nemzeti Közszolgálati Egyetem oktatóinak körében N Barnucz, V Botos, S Ceglédi, DL Dominek Ludovika Egyetemi Kiadó , 2025 2025
The Study of Instructors’ Digital Competence in Higher Education—Comparative Analysis. DL Dominek, S Ceglédi, N Barnucz Information Society/Információs Társadalom (InfTars) 24 (3) , 2024 2024 Citations: 4
Digitális kihívások a felsőoktatásban: Az NKE oktatóinak digitális készségeinek kvantitatív vizsgálata N Barnucz, V Botos, S Ceglédi, DL Dominek Acta Medicinae et Sociologica 15 (38), 5-21 , 2024 2024 Citations: 4
Flow Measurement in Cultural Institutions in the Framework of an Elective Subject at a Hungarian University DL Dominek, M Demeter, S Ceglédi Journal of Museum Education 49 (2), 248-259 , 2024 2024 Citations: 3
Alkoss–A találékonyság pszichológiája! Kreativitás mint képességvizsgálat a Tóth-féle kreativitás becslő skála segítségével a Nemzeti Közszolgálati Egyetem hallgatóinak körében DL Dominek, S Ceglédi Magyar Pedagógia 121 (4), 395-407 , 2021 2021 Citations: 4
MOST CITED SCHOLAR PUBLICATIONS
Examining the Flow Dynamics of Artificial Intelligence in Real-Time Classroom Applications Z Szűts, T Lengyelné Molnár, R Racskó, G Vaughan, S Ceglédi, ... Computers 14 (7), 275 , 2025 2025 Citations: 6
The Study of Instructors’ Digital Competence in Higher Education—Comparative Analysis. DL Dominek, S Ceglédi, N Barnucz Information Society/Információs Társadalom (InfTars) 24 (3) , 2024 2024 Citations: 4
Digitális kihívások a felsőoktatásban: Az NKE oktatóinak digitális készségeinek kvantitatív vizsgálata N Barnucz, V Botos, S Ceglédi, DL Dominek Acta Medicinae et Sociologica 15 (38), 5-21 , 2024 2024 Citations: 4
Alkoss–A találékonyság pszichológiája! Kreativitás mint képességvizsgálat a Tóth-féle kreativitás becslő skála segítségével a Nemzeti Közszolgálati Egyetem hallgatóinak körében DL Dominek, S Ceglédi Magyar Pedagógia 121 (4), 395-407 , 2021 2021 Citations: 4
Flow Measurement in Cultural Institutions in the Framework of an Elective Subject at a Hungarian University DL Dominek, M Demeter, S Ceglédi Journal of Museum Education 49 (2), 248-259 , 2024 2024 Citations: 3
IKT-kompetenciák a Nemzeti Közszolgálati Egyetem oktatóinak körében N Barnucz, V Botos, S Ceglédi, DL Dominek Ludovika Egyetemi Kiadó , 2025 2025
