Modeling the physiological response of flow in groups: a mathematical approach
Abstract This paper advances in the understanding of motivation in terms of flow in groups from a physiological perspective. We use wearable devices to monitor the heart rate variation during a set of sessions of face-to-face STEAM project-based learning. By using Action Research with mixed-methods...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-03-01
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| Series: | Smart Learning Environments |
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| Online Access: | https://doi.org/10.1186/s40561-025-00375-4 |
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| author | David Antonio Rosas Natalia Padilla-Zea Daniel Burgos |
| author_facet | David Antonio Rosas Natalia Padilla-Zea Daniel Burgos |
| author_sort | David Antonio Rosas |
| collection | DOAJ |
| description | Abstract This paper advances in the understanding of motivation in terms of flow in groups from a physiological perspective. We use wearable devices to monitor the heart rate variation during a set of sessions of face-to-face STEAM project-based learning. By using Action Research with mixed-methods design, we observed a set of 28 students in real-world settings during 18 classes and used both customized and commercial tools to analyze data retrieved. Based on the cognitive absorption and motivation obtained from EduFlow-scale-based physiological data, we propose mathematical models to predict the Flow that a group will experience in a teaching–learning session. Our preliminary results may challenge the central axiom of Flow Theory, while clarifies the balance hypothesis. |
| format | Article |
| id | doaj-art-3dabe7ccd9204c5b941dd3660fbb3907 |
| institution | DOAJ |
| issn | 2196-7091 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj-art-3dabe7ccd9204c5b941dd3660fbb39072025-08-20T02:59:56ZengSpringerOpenSmart Learning Environments2196-70912025-03-0112111810.1186/s40561-025-00375-4Modeling the physiological response of flow in groups: a mathematical approachDavid Antonio Rosas0Natalia Padilla-Zea1Daniel Burgos2University of Design, Innovation and Technology (UDIT)Universidad Internacional de La Rioja (UNIR)Universidad Internacional de La Rioja (UNIR)Abstract This paper advances in the understanding of motivation in terms of flow in groups from a physiological perspective. We use wearable devices to monitor the heart rate variation during a set of sessions of face-to-face STEAM project-based learning. By using Action Research with mixed-methods design, we observed a set of 28 students in real-world settings during 18 classes and used both customized and commercial tools to analyze data retrieved. Based on the cognitive absorption and motivation obtained from EduFlow-scale-based physiological data, we propose mathematical models to predict the Flow that a group will experience in a teaching–learning session. Our preliminary results may challenge the central axiom of Flow Theory, while clarifies the balance hypothesis.https://doi.org/10.1186/s40561-025-00375-4Flow theoryEducationMathematical modelHeart rate variability |
| spellingShingle | David Antonio Rosas Natalia Padilla-Zea Daniel Burgos Modeling the physiological response of flow in groups: a mathematical approach Smart Learning Environments Flow theory Education Mathematical model Heart rate variability |
| title | Modeling the physiological response of flow in groups: a mathematical approach |
| title_full | Modeling the physiological response of flow in groups: a mathematical approach |
| title_fullStr | Modeling the physiological response of flow in groups: a mathematical approach |
| title_full_unstemmed | Modeling the physiological response of flow in groups: a mathematical approach |
| title_short | Modeling the physiological response of flow in groups: a mathematical approach |
| title_sort | modeling the physiological response of flow in groups a mathematical approach |
| topic | Flow theory Education Mathematical model Heart rate variability |
| url | https://doi.org/10.1186/s40561-025-00375-4 |
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