By ensuring that learning activities meet certain conditions, students enter a flow (state of mind). They can then learn optimally. According to Csikszentmihalyi (the creator of the theory), the determining factors are “challenge level” and “skill level” for performing a task motivatedly: someone is happiest when their skills are engaged at a high level during the execution of a task or activity (see image). The feeling of flow can be characterized by the following eight features: 1. Extreme concentration and goal orientation. 2. A clear goal emerges. 3. Loss of self-consciousness where one fully focuses on the activity and forgets oneself. 4. The activity is rewarding. For example, it is very enjoyable. 5. A clear sense of control over the situation and/or activity. 6. A sense of a manageable challenge (not too difficult, but also not too easy activities). 7. Providing immediate feedback so that success and failure are visible and one can learn from it immediately. 8. Loss of time awareness, making time fly by. To achieve these characteristics during learning, one can, for example, take into account basic needs such as the zone of proximal development and cognitive load.
Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In S. J. Lopez & C. R. Snyder (Eds.), Oxford library of psychology. Oxford handbook of positive psychology (p. 195–206). Oxford University Press.