Designing for flow: Exploring older adults’ flow experiences in supportive digital technology learning environments

Flow Theory conceptualizes flow as an optimal psychological state characterized by deep engagement, enjoyment, and perceived control during meaningful activities, while also viewing flow as a dynamic process involving antecedent conditions, experiential states, and outcomes. Drawing on Flow Theory, this study explored how older adults develop flow experiences during digital technology learning in Taiwan, focusing on the conditions facilitating flow, the development of flow experiences, and how these experiences extend to digital participation and technology application in daily life. Semi-structured qualitative interviews were conducted with 13 older adults enrolled in digital technology courses at Active Aging Learning Centers. Findings revealed that flow formation was not solely determined by the interaction between technological competence and learning challenges but was a dynamic process shaped by personal motivation, meaningful connections to daily life, supportive learning environments, and positive learning experiences. Older adults’ engagement was driven not merely by skill acquisition but by learning meanings related to independence, family interactions, social adaptation, and everyday needs, supported by family members and learning center staff. Although participants initially experienced self-doubt and technology anxiety, support from teachers, peers, and family members enhanced their confidence and sense of control, facilitating flow experiences. Furthermore, flow experiences extended beyond digital competence development and technology use to social interaction, community participation, and social contribution. This study extends the application of Flow Theory to older adults’ digital technology learning and highlights the importance of meaningful content, supportive environments, and positive learning experiences for sustained digital participation.