The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 1 was conducted to test the effect of online interactivity manipulated by dynamic visual learning tools on student’s flow experience, level of telepresence, actual performance in test, and perceived values of such activities. Study 2 was designed to test the effect of personalizability of difficulty levels in the interactive online activity on students’ learning experience. The results found that interactive online learning tools can facilitate student’s active learning process by increasing attention, curiosity, and interest about the online activity, and by reducing awareness of physical surroundings. In addition, the interactive activity significantly improved students’ test scores. This study also found that personalized difficulty options available in the interactive online activity significantly increased students’ perceived hedonic value (i.e., enjoyment) of and the level of satisfaction with the activity. The results emphasize the critical role of interactive visual learning tool in the online activities in improving students’ flow experience and actual performance. Personalizability of task levels is also recommended to be used in online activities to increase students’ perceived hedonic value and satisfaction with such online activities.

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交互式视觉学习工具的作用及其在在线学习中的个性化能力：流程体验

这项研究的目的是检验以流为指导视角的交互式在线学习工具对大学生学习的影响。进行了研究1，以测试通过动态视觉学习工具操纵的在线互动对学生的流动体验，远程呈现水平，测试中的实际表现以及这些活动的感知价值的影响。研究2旨在测试交互式在线活动中难度级别的个性化对学生学习体验的影响。结果发现，交互式在线学习工具可以通过增加对在线活动的关注，好奇心和兴趣，并减少对周围环境的意识，来促进学生的主动学习过程。此外，互动活动大大提高了学生的考试成绩。这项研究还发现，交互式在线活动中可用的个性化难度选项显着提高了学生对该活动的享乐价值（即享受）和满意度。结果强调了交互式视觉学习工具在改善学生的流动体验和实际表现的在线活动中的关键作用。还建议在在线活动中使用任务级别的个性化功能，以提高学生对此类在线活动的享乐价值和满意度。结果强调了交互式视觉学习工具在改善学生的流动体验和实际表现的在线活动中的关键作用。还建议将任务级别的个性化用于在线活动中，以提高学生对此类在线活动的享乐价值和满意度。结果强调了交互式视觉学习工具在改善学生的流动体验和实际表现的在线活动中的关键作用。还建议在在线活动中使用任务级别的个性化功能，以提高学生对此类在线活动的享乐价值和满意度。