@MASTERSTHESIS\{IMM2007-05604,
    author       = "J. L. S{\o}rensen",
    title        = "Creativity, Learning \& Flow - The Role of Engineering Competitions",
    year         = "2007",
    school       = "Informatics and Mathematical Modelling, Technical University of Denmark, {DTU}",
    address      = "Richard Petersens Plads, Building 321, {DK-}2800 Kgs. Lyngby",
    type         = "",
    note         = "Supervised by Prof. Rene Victor Valqui Vidal, {IMM,} {DTU}.",
    url          = "http://www2.compute.dtu.dk/pubdb/pubs/5604-full.html",
    abstract     = "This project is an attempt to grasp the involvement generated by engineering competitions, and see to what extends this kind of activity with advantage could be incorporated in the university curriculum. 

The empirical study to support this project is the performance of two engineering competitions, carried out by students of technology in an international environment. Observations and informal interviews with the students participating in these events were analyzed, and several flow elements were substantiated, for instance the paradox of management, clear goals and feedback, and concentration on the current activity.
 
{\O}rsted Andersen’s observation form has been applied to operationalize the subjective nature of the experience of flow, since concentration is a good marker of the experience of flow. Csikszentmihalyi’s assertion that involvement is achieved, when challenges and skills are balanced, was empirically supported too.
 
The procedure for this project is observations of the participants, while involved in their respective competitions, and informal interviews in\&\#8208;between, where notes were taken. The involvement was in fact increased, so that the participants talked about the issues during lunch breaks, and afterhours. The interviews also showed that the state of this competition increased interest, because it was something new and different.
 
Mihaly Csikszentmihalyi’s theory of flow is applied as a means to understand the subjective experience, which makes up this involvement, because it offers a concept to operationalize the quality of subjective experience.
 
The project concludes with suggestions to changes that could improve the educational setting."
}