本文先就心流經驗之理論基礎、定義、特性及模式加以介紹，再探討心流經驗與過度激動特質及創造力三者之間的關係。根據本文之論述，筆者認為「好奇心」屬於三者的共同因素，因此教師若能塑造充滿好奇心、且能激發學生內在動機和興趣之學習環境，學生將會有較高的機會體驗到心流經驗，並提升其創造力。至於智能過度激動特質較高者，是否因其本身豐富的好奇心而較有機會達到心流狀態與高度創造力之展現，則有待後續研究檢驗之。

This study was to introduce the theoretical framework, definitions, characteristics, and models of flow, and explore the relationships among flows, overexcitabilities and creativities. The result showed that “curiosity” was the common factor of the three constructs. It was supposed that educators could build a curious environment which aroused students’ intrinsic motivation and interest. As a result, students might have more opportunities to experience flows and promote their creativity. In addition, this study left lots of consideration whether those students who demonstrated higher performance on intellectual overexcitabilities would have more possibilities to achieve flows and demonstrate creativities because of their plentiful curiosity. The implications for instructors and suggestions for further studies were provided at the end of this paper.