期刊名称：International Journal of Educational Technology in Higher Education
印刷版ISSN：1698-580X
电子版ISSN：2365-9440
出版年度：2021
卷号：18
期号：1
页码：1-23
DOI：10.1186/s41239-021-00285-8
语种：English
出版社：Springer Verlag
摘要：Abstract E-learning systems are widely deployed in higher education institutions but sustaining students’ continued use of e-learning systems remains challenging. This study investigated the relationship between e-learning engagement, flow experience and learning management system continuance via a mediated moderation interaction model. The context of the study is a Moodle LMS supporting a blended learning environment. After controlling age and gender, a PLS analysis of 92 students’ samples with a reflective flow construct explained 49% of the variance in the research model. The analysis shows that flow mediates e-engagement and perceived ease of use with a direct positive impact on e-learning system continuance. Flow has an indirect impact through perceived usefulness on e-learning system continuance. However, the direct impact of flow on system continuance weakens as e-learning engagement increases. This finding may help to explain the mixed and inconsistent impact of flow in the e-learning system continuance literature. The dual effect of flow suggests that instructors must carefully balance pedagogical decisions intended to heighten flow experience to generate positive learning outcomes through e-engagement and its consequence of reduced impact on continued system use.
关键词：Flow;Learning management system continuance;e-Learning engagement
