Although intelligent learning systems provide new opportunities for personalizing learning activities, important design questions remain. To unleash the full impact of such systems, it is vital to examine how the use of Bayesian knowledge tracing can provide learners personalized learning activities and shape their flow experience, performance, and continuity intention. Further, this study explores the moderating role of a growth mindset on the relation between learning task adaptation and flow experience. I rely on electroencephalography to increase the internal validity of flow measurements. The study builds on Flow Theory and aims to empirically unveil the influence of an intelligent personalization of learning processes. The next step will be an experiment with 80 participants following the developed experimental design to evaluate flow experiences in intelligent learning systems. The results of this experiment aim to guide educational designers with prescriptive knowledge on how to design flow-like learning experiences in intelligent learning systems.