Flow has been described as a perceived balance between task demands and personal skills, during which individuals become completely immersed in activities. The current study manipulated three levels of task demands to examine the preconditions of flow in an educational context and aimed to explore the neural correlates of flow by adopting event-related potential (ERP). A total of 23 participants performed an English word task in three conditions: low, moderate, and high task demand. The English word task consisted of two different sessions. During the first session, participants were required to remember the Chinese meanings of English words. During the second session, participants were instructed to recognize a word and its meaning, sequentially. The results showed that low task demand stimuli were optimal for flow in an educational context, as the learning task required much more task demand than the other tasks. Further, in the low task demand condition, a larger LPC and smaller P3 were observed, respectively, in the learning and recognizing sessions. A larger LPC was found to be related to successful semantic integration, indicating that participants could handle task challenges. A smaller P3 was found to be associated with the allocation of fewer attentional resources, indicating concentration intensity.

流程被描述为任务需求和个人技能之间的一种感知平衡，在此期间，个人完全沉浸于活动中。当前的研究操纵了三个层次的任务需求，以在教育背景下检验流动的前提条件，旨在通过采用事件相关电位（ERP）探索流动的神经相关性。共有23名参与者在以下三个条件下执行了英语单词任务：低，中度和高任务要求。英文单词task由两个不同的会话组成。在第一届会议中，要求参与者记住英语单词的中文含义。在第二节中，指示参与者顺序地识别单词及其含义。结果表明，低任务需求刺激对于教育环境中的流程是最佳的，因为学习任务比其他任务需要更多的任务需求。此外，在低任务需求条件下，在学习和识别阶段分别观察到较大的LPC和较小的P3。发现较大的LPC与成功的语义集成有关，表明参与者可以应对任务挑战。发现较小的P3与较少的注意力资源分配有关，表明注意力集中。