Optimizing Flow-State and Learning Outcomes in Sports Nutrition Education: Infographic-Based Learning as an Educational Tool

Abstract

Background and Study Aim. Creative teaching methods like infographics in sports nutrition education use flow theory from positive psychology to get students deeply engaged and immersed in tasks and improve learning outcomes. This research examines how visual aids, especially infographics, impact learning experiences and outcomes in niche areas like sports nutrition.

Material and Methods. A total of 234 female students selected as samples of Avinashilingam Institute for Home Science and Higher Education for Women, TN India, were drawn from various departments engaged in sports nutrition as one of their generic elective courses. The researcher designed an infographic for selected sports nutrition course topics. The samples underwent six weeks of infographics-based intervention. A researcher made a questionnaire comprised of six latent variables: "Learning Attributes (LA), Subjective Norms (SN), Perceived Behavioral Control (PBC), Perceived Usefulness (PU), Intention to Adopt Infographic Method of Learning (IAIML), Perceived Ease of Use (PEU)." For the observable variables of each item, responses were rated from samples on a seven-point Likert scale. The establishment of convergent validity ensured that the test items fit well into constructs based on factor loading. A researcher developed a proposed measurement model to assess hypotheses, drawing on insights from a literature study and theoretical implementations.

Results. The results discovered that PU, PEU, and SN influence LA, whereas PU influences PEU as a pathway to enhancement of infographic-based learning performance. PU and LA merely influence IAIML. In contrast, IAIML remains uninfluenced by PEU, SN, and PBC.

Conclusions. The research confirms the role of flow theory in optimizing the educational experience through infographic-based interventions.