Engagement Flow Design through Interactive Learning Experiences

Abstract

This study investigated how interactive learning conditions combined to support engagement flow among public elementary school teachers in Santa Maria, Isabela. A configurational explanatory research design was employed with 89 teachers selected through criterion-stratified random sampling. Data were gathered using the Engagement Flow Design through Interactive Learning Experiences Scale, which assessed task interactivity, responsive feedback, collaborative participation, adaptive challenge, and engagement flow. Median and interquartile range were used to describe construct distributions, while fuzzy-set Qualitative Comparative Analysis identified necessary and sufficient configurations associated with high engagement flow. Results showed generally high levels of task interactivity, responsive feedback, collaborative participation, and overall engagement flow, whereas adaptive challenge, continuity of attention, and challenge-skill alignment were comparatively weaker. No single instructional condition was individually necessary for high engagement flow. However, three sufficient pathways emerged: task interactivity combined with responsive feedback and collaborative participation; task interactivity combined with responsive feedback and adaptive challenge; and responsive feedback combined with collaborative participation and adaptive challenge. Responsive feedback appeared in all successful configurations, indicating its central role in sustaining learner involvement. The findings demonstrated that engagement flow depended on complementary instructional conditions rather than isolated classroom practices. Strengthening feedback processes, calibrating task difficulty, and structuring purposeful interaction may therefore improve the quality and continuity of interactive learning experiences in elementary classrooms.