Exploring learners’ flow experience and cognitive load of using smartphones as experimental tools in a smart learning environment

Hypothesis 1: learners using SETs in physics laboratories (as an experimental group) would report high flow experience.
Hypothesis 2: Using SETs in physics laboratories would reduce learners’ intrinsic and extraneous cognitive load but enhance their germane cognitive load.
Hypothesis 3: Flow experience was negatively correlated with the intrinsic and extraneous cognitive load while remarkably positively related with the germane cognitive load.

The data set includes all participants in the research. You can see students' basic information, like gender and research group, and their flow experience and cognitive load through this set. Using all these data, you can explore the difference in flow and cognitive load between the two groups. Besides, the correlation between flow and cognitive load would be further detected.
The results indicated that students learning with smartphones reported higher flow experience and germane cognitive load but a lower extraneous and intrinsic cognitive load than those learning with traditional tools. Moreover, the flow was positively correlated with the germane cognitive load but negatively related to extraneous and intrinsic cognitive load in this study.