This Master's thesis project is conceived in two parts. The first part is the research project and is titled <<The Art of Acquiring Flow>> where the study assesses an architect’s ability to experience ‘design flow’, during the ideation phase, based on the type of design tool utilized. In order to test the hypothesis, I conducted a workshop with a group of MSc architecture students. The students were asked to engage in two design conditions: where they sketch with analogous tools and where they sketch with digital tools. The comparison of these two conditions was based on an EEG and protocol analysis. The results indicate that the use of analogous sketching tools led to a ‘richer’ and prolonged ‘design flow’ experience that was non-tool focussed. The study provides insights into why analogous sketching is an essential activity during conceptual ideation and why it should be emphasized as a tool in design education going forward. The second part is the design project and is titled <<A Living Lab for Flow>> where the design thematically focuses on the notion of flow in the emerging context where creativity and working deep have become the most valuable skill sets in our society. We spend, on average, more than 90% of our time indoors and with that being the case, the psychological and physiological impact of spaces on our well-being are critical aspects that can be explored. Thus, the design project is conceived as a neuroarchitecture research center where research is conducted on how spatial settings can feed and nurture the brain.

The educational industry is just starting to respond to the developments that have been occurring during the digital revolution. An important issue that is prominent in a classroom, gradually adapting to the new digital environment, is that the focus is placed more on the technology then the individual. The theory of flow, as introduced by Mihaly Csikszentmihalyi, is a particular mental state that assures the optimum level of acquiring knowledge in an individual, achieved in specific conditions. These conditions need yet to be explored in terms of spatial implementation. This paper aims to critically examine Csikszentmihalyi’s theory of flow to design a school classroom geared toward successful learning processes. To do this, I will make use of literature review as my primary research methodology. Hence, to develop a classroom based on the fl ow theory, I will pursue a careful examination of the history of classroom designs as well as the psychology of spaces and positive human psychology. I will also look into case studies of innovative contemporary schools that can serve as examples.