{'fraction_non_alphanumeric': 0.02040816326530612, 'fraction_numerical': 0.0, 'mean_word_length': 6.072072072072072, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Motivation of Students' Flow Experience and Enhancement of Their Satisfaction to Multimedia-Based Translation Classroom Teaching

Flow, as a positive form of intense engagement and enjoyment which the individual loves to experience time and again, can be regarded as an important factor to represent students' satisfaction to the multimedia translation teaching in the classroom. This article, from the perspective of flow theory, argues that encouragements to students' participation in the classroom teaching and frequent occurrence of their flow experience can be achieved through the following aspects: teaching arrangement with clear aim, synchronizing control to students' translating process, timely feedback of teacher-student interaction, and courseware with virtual reality.