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Modelling the Balance Axiom in Flow Theory: A Physiological and Computational Approach in STEAM Education
David Antonio Rosas1, Natalia Padilla-Zea2, Daniel Burgos2,3
1GUMTS Research Group on Fashion, Technology, and Sustainability, Universidad de Diseño, Innovación y Tecnología (UDIT), Av. Alfonso XIII, 97, 28016 Madrid, Comunidad de Madrid, Spain.
Sensors (Basel, Switzerland)
|January 10, 2026
Summary
This study found that physiological guidance helps teachers and students reach the Zone of Proximal Development faster. It also provides mathematical support for Flow Theory
Area of Science:
- Educational Psychology
- Human-Computer Interaction
- Learning Sciences
Background:
- Flow Theory describes optimal engagement states.
- The axiom of balance is central to Flow Theory.
- Understanding flow in group learning settings is complex.
Purpose of the Study:
- To investigate the axiom of balance in Flow Theory using a physiological and group-based approach.
- To explore the impact of a synchronous physiological flow advisory system on student learning and teacher guidance.
- To apply nonlinear analysis to group flow dynamics.
Main Methods:
- A quasi-experimental study with mixed methods across two action-research cycles.
- Involved 56 students in control and experimental groups in STEAM courses.
- Utilized Polar H10 bands for physiological data collection and nonlinear analysis.
Main Results:
- Experimental groups reached the Zone of Proximal Development more quickly with physiological guidance.
- Preliminary evidence supports the axiom of balance in Flow Theory with physiological data.
- Nonlinear analysis of group contexts quantified previous contradictions in Flow Theory.
Conclusions:
- Physiological guidance can enhance the learning process and teacher support.
- The study offers mathematical and physiological validation for Flow Theory principles.
- Findings suggest potential redefinitions and new hypotheses within Flow Theory.
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