%0 Journal Article
%T More Than Flow: Revisiting the Theory of Four Channels of Flow
%A Ching-I Teng
%A Han-Chung Huang
%J International Journal of Computer Games Technology
%D 2012
%I Hindawi Publishing Corporation
%R 10.1155/2012/724917
%X Flow (FCF) theory has received considerable attention in recent decades. In addition to flow, FCF theory proposed three influential factors, that is, boredom, frustration, and apathy. While these factors have received relatively less attention than flow, Internet applications have grown exponentially, warranting a closer reexamination of the applicability of the FCF theory. Thus, this study tested the theory that high/low levels of skill and challenge lead to four channels of flow. The study sample included 253 online gamers who provided valid responses to an online survey. Analytical results support the FCF theory, although a few exceptions were noted. First, skill was insignificantly related to apathy, possibly because low-skill users can realize significant achievements to compensate for their apathy. Moreover, in contrast with the FCF theory, challenge was positively related to boredom, revealing that gamers become bored with difficult yet repetitive challenges. Two important findings suggest new directions for FCF theory. 1. Introduction The application of flow theory to multiple Internet contexts [1¨C4] reflects its prominent role in information systems research. In their pioneering work, Csikszentmihalyi [5] proposed the four channels of flow (FCF) theory, that is, flow, boredom, frustration, and apathy, and also posited that skill and challenge are major components in each of those channels. Flow refers to the involvement of individuals in activities with full concentration and their subsequent enjoyment [6], whereas those individuals experience flow through high degree of skills to control challenges [1]. Such highly enjoyable experiences cause individuals to become more involved in related activities, allowing them to perceive enjoyment, control, and intrinsic enjoyment [2]. Therefore, high levels of skills and challenges create the perception of flow. Boredom occurs when a person experiences monotony, insipidity, and a lack of stimuli [7]. Individuals may feel disinterested and lacking in concentration for an activity, resulting in unpleasant emotions [8]. Moreover, boredom creates a passive perception towards stimuli [9]. Enhanced skills likely shift individuals from involvement to boredom [8]. Therefore, highly skilled individuals are more likely to familiarize themselves with the stimuli related to an activity, subsequently giving rise to boredom. Frustration refers to the inability of individuals to solve problems or satisfy demand involving discontent or insecure perceptions [7]. Although frustration may produce negative emotions under
%U http://www.hindawi.com/journals/ijcgt/2012/724917/