Flow Theory
Overview
Flow Theory is the “feeling of complete and energized focus in an activity,” accompanied “with a high level of enjoyment and fulfillment” (Chen, 2008). Recognized as an “optimal psychological state,” Flow incorporates a balance between challenge and student ability, engaging their undivided attention (Oppland, 2016; Spencer, 2017).
Flow Theory is the “feeling of complete and energized focus in an activity,” accompanied “with a high level of enjoyment and fulfillment” (Chen, 2008). Recognized as an “optimal psychological state,” Flow incorporates a balance between challenge and student ability, engaging their undivided attention (Oppland, 2016; Spencer, 2017).
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Key Concepts
Components of Flow
To achieve flow, specific components must be met to maintain a balance of challenge and skill including
Neurological Role
During the occurrence of a flow state, the prefrontal cortex reaches a heightened level of cognition, also recognized as hyper-focus. The individual subconsciously logs out of their basic receptors into a transient process, where they lose awareness of time, surroundings, and basic needs.
Components of Flow
To achieve flow, specific components must be met to maintain a balance of challenge and skill including
- include the designation of clear and concise goals,
- promotion of student participation,
- the removal of distractions, and
- providing immediate feedback, to both the teacher and student
Neurological Role
During the occurrence of a flow state, the prefrontal cortex reaches a heightened level of cognition, also recognized as hyper-focus. The individual subconsciously logs out of their basic receptors into a transient process, where they lose awareness of time, surroundings, and basic needs.
Practical Suggestions for Educators
Scaffolding
Plan a lesson to include a wide range of appropriate sample questions. If the questions are too easy, some students may lose interest. If the questions are too complex, other students may become anxious.
Student Choice/Agency
Allowing students to have some choice in the classroom emphasizes their presence as focused and intrinsically motivated learners. Student choice can be demonstrated individually, such as students creating their own goals, but can also be used more broadly, such as the class choosing their preferred method of assessments.
Feedback
Obtain formative feedback from students about a lesson, assignment, test, or any other aspect of teaching. This feedback can be used to adjust teaching to student ability and interest level, thereby increasing the possibility of obtaining flow.
Scaffolding
Plan a lesson to include a wide range of appropriate sample questions. If the questions are too easy, some students may lose interest. If the questions are too complex, other students may become anxious.
Student Choice/Agency
Allowing students to have some choice in the classroom emphasizes their presence as focused and intrinsically motivated learners. Student choice can be demonstrated individually, such as students creating their own goals, but can also be used more broadly, such as the class choosing their preferred method of assessments.
Feedback
Obtain formative feedback from students about a lesson, assignment, test, or any other aspect of teaching. This feedback can be used to adjust teaching to student ability and interest level, thereby increasing the possibility of obtaining flow.
Resources
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching.
San Francisco, CA: Jossey-BassClark, D. (2004). Reigeluth`s elaboration theory for instructional design. The Performance Juxtaposition Site.
Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
Poppas, C. (2014, December 6). Instructional design models and theories: elaboration theory. [Web log post]. Retrieved
from http://elearningindustry.com/elaboration-theory
Reigeluth, C., Merrill, M. D., Wilson, B., & Spiller, R. (1980). The elaboration theory of instruction: a model for sequencing and
synthesizing instruction. Instructional Science, 9(3). doi:10.1007/bf00177327
Chen, J. (2008). Flow Theory. Flow in Games: A Jenova Chen MFA Thesis. Retrieved from https://www.jenovachen.com/flowingames/flowtheory.htm
Cherry, K. (2018). ‘Flow’ Can Help You Achieve Goals: Understanding the Psychology of Flow. Very Well Mind. Retrieved from
https://www.verywellmind.com/what-is-flow-2794768
FightMediocrity [Username]. (2015). Flow by Mihaly Csikszentimihalyi: Animated Book Review [Video file]. Retrieved from
https://www.youtube.com/watch?v=8h6IMYRoCZw
Oppland, M. (2016). Mihaly Csikszentmihalyi: All about flow & positive psychology. Positive psychology program. Retrieved from
https://positivepsychologyprogram.com /mihaly-csikszentmihalyi-father-of-flow/#comments
Schmidt, J.A. (2010). Flow in educational. Elsevier Limited. Retrieved from https://www.niu.edu/eteams/pdf_s/CHALLENGE_FlowEducation.pdf
Spencer, J. [Username]. (2017). What is Flow Theory? What does this mean for our students? [Video file]. Retrieved from
https://www.youtube.com/watch?v=iUsOC R1KKms
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching.
San Francisco, CA: Jossey-BassClark, D. (2004). Reigeluth`s elaboration theory for instructional design. The Performance Juxtaposition Site.
Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/elaboration_theory.html
Poppas, C. (2014, December 6). Instructional design models and theories: elaboration theory. [Web log post]. Retrieved
from http://elearningindustry.com/elaboration-theory
Reigeluth, C., Merrill, M. D., Wilson, B., & Spiller, R. (1980). The elaboration theory of instruction: a model for sequencing and
synthesizing instruction. Instructional Science, 9(3). doi:10.1007/bf00177327
Chen, J. (2008). Flow Theory. Flow in Games: A Jenova Chen MFA Thesis. Retrieved from https://www.jenovachen.com/flowingames/flowtheory.htm
Cherry, K. (2018). ‘Flow’ Can Help You Achieve Goals: Understanding the Psychology of Flow. Very Well Mind. Retrieved from
https://www.verywellmind.com/what-is-flow-2794768
FightMediocrity [Username]. (2015). Flow by Mihaly Csikszentimihalyi: Animated Book Review [Video file]. Retrieved from
https://www.youtube.com/watch?v=8h6IMYRoCZw
Oppland, M. (2016). Mihaly Csikszentmihalyi: All about flow & positive psychology. Positive psychology program. Retrieved from
https://positivepsychologyprogram.com /mihaly-csikszentmihalyi-father-of-flow/#comments
Schmidt, J.A. (2010). Flow in educational. Elsevier Limited. Retrieved from https://www.niu.edu/eteams/pdf_s/CHALLENGE_FlowEducation.pdf
Spencer, J. [Username]. (2017). What is Flow Theory? What does this mean for our students? [Video file]. Retrieved from
https://www.youtube.com/watch?v=iUsOC R1KKms