The emotional dimension of flow

Learning activities are often perceived as a tedious work tasks. To address this perception, concepts such as Gamification and Game-Based Learning have been introduced to make learning more enjoyable. Deep focus states, such as Immersion and Flow, describe situations where learners are highly focused and disregard the work aspect of the activity. To verify a hypothesis postulated in previous publications, linking an emotional aspect to the Flow Model, this paper presents a study concept, its execution and discusses the findings about the correlations between achieving a deep focus state and the learner’s current emotional state.