本研究旨在探索學習過程中的「心流體驗」，希冀幫助大學端發展沉浸式學習法，並彌合心流理論研究之鴻溝。
在文獻回顧中，本文從心流理論視角，探究積極影響大學生心流的出現或其品質的變數。其中，研究者從繁多的變數中，發現其中五組變數相似度高，並根據這些變數的相似性，分為五組變數。接著，研究者將這五組相似變數作為本研究之訪談基礎，並發展出五組變數的相關問題，進一步深入訪談優異表現大學生的心流體驗、看法和沉浸式學習法，最後共分為五次半結構性訪談。
依照本文的訪談結果，研究者歸納出五種沉浸式學習主題之建議，以供未來的學生參考，並沉浸在心流體驗。這些建議可作為學生的學習指南，幫助他們建立出一套符合自己人格特質的學習系統。另外，本研究訪談結果亦指出，「教授」這個角色在學生的沉浸式學習過程中，佔有舉足輕重的影響地位。因此，本研究為願意營造沈浸式學習環境的教授們提出幾點建議。
本文結果闡明，在大學環境中，發展一系列客觀的心流體驗引導方法或沉浸式學習法的不可行性，及以因材施教的視角為每個學生創造個人化學習法的必要性。本文結果亦表明，研究背景在工作環境的心流理論文獻，可以作為在大學環境中進行研究的基礎。最後，從訪談中整理出的建議表明，心流體驗過程中，會或多或少存在一些與情境特徵相關的差異。因此，體驗心流的能力，是可以受到外部環境的影響。

The aim of this thesis is to fill in the gap in the literature mostly focused on flow in the context of work setting and develop flow-inducing methods in the university environment.
A review of available flow literature was performed with the goal to detect variables that should positively affect the emergence or the quality of flow experience. The variables were consequently grouped into five sets based on their similarities. These sets were used as a foundation for conducting five semi-structured interviews with high-performing university students. The interviews provided opinions and methods that the participants use with regards to the created sets.
The analysis of the interviews produced themes that were modified into several suggestions that students can follow in order to experience flow. These suggestions serve as a guide for students assisting them in creating their own study systems that suit their unique personalities. The interviews also found that professors play a significant role in creating a flow-inducing environment. The thesis thus proposes several suggestions for professors willing to create such environment.
The results of the thesis clarify the unfeasibility of developing objective methods for the inducement of flow in the university setting and the necessity for personalization of the methods for each student. The results also suggest that research about flow in the context of the work environment can serve as a base for research conducted in the university setting. Lastly, the suggestions that emerged from the interviews indicate that there is at least some variance in flow accredited to situational characteristics and thus, the ability to experience flow can be influenced by the outside environment.

Thesis Approval Form .......................................................................................i
Acknowledgement...........................................................................................ii
摘要..................................................................................................................iv
Abstract.............................................................................................................v
List of Figures.................................................................................................viii
List of Tables..................................................................................................viii
1 Introduction ................................................................................................. 1
2 Literature Review...........................................................................................3
2.1 Introduction of Flow: Conditions, Characteristics, and Variables .......... 4
2.2 Benefits of Flow and the Quality of Flow Experience..............................10
2.3 Questionable Flow Variables................................................................... 13
2.3.1 Importance to the future ..................................................................... 13
2.3.2 Enjoyment and Wish to be Doing the Activity .................................... 14
2.3.3 Is Flow a State or a Trait Characteristic?.............................................. 15
2.4 Conclusion on the Literature Review...................................................... 16
3 Methodology .............................................................................................. 17
3.1 Creating Sets of Variables Derived from the Literature Review............. 17
3.1.1 Omitted Variables ................................................................................ 18
3.1.2 Sets of variables ................................................................................... 21
3.2 Research Design....................................................................................... 25
3.2.1 Participants Selection........................................................................... 25
3.2.2 Data Collection ..................................................................................... 26
3.2.3 Data Analysis......................................................................................... 27
4 Findings....................................................................................................... 27
4.1 Focused Concentration........................................................................... 28
4.2 Feeling that Activity is Rewarding in Itself.............................................. 31
4.3 Challenge and Skills................................................................................ 33
4.4 Clear Goals, Immediate Feedback and Self-esteem............................... 35
4.5 Dopamine Detox ..................................................................................... 38
4.6 Suggestions for Students and Professors .............................................. 40
5 Conclusion .................................................................................................. 44
6 References................................................................................................... 47
7 Appendix..................................................................................................... 50
7.1 Consent Form........................................................................................... 50
7.2 Questionnaire Measuring the Capability and Depth of Flow Experience...................................................................................................... 52
7.3 Transcriptions of the Interviews............................................................. 54

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