Flow experiences in personalised e-learning environments and the role of gender and academic performance

Abstract

Meseguer-Artola, A. & Rodríguez-Ardura, I. (2019). Flow experiences in personalised e-learning environments and the role of gender and academic performance. Interactive Learning Environments, (), 1-24.

The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

“…The finding further showed that increased e-learning engagement weakens the impact of flow on continuance intention to use the learning management system. The negative interaction of the finding supports the proposition that the mixed relationship between flow and continued intention in past studies is caused by unexamined moderators, as negative interaction can significantly attenuate the relationship if the samples collected were biased towards a highly engaging group (Hong et al, 2019;Rodríguez-Ardura & Meseguer-Artola, 2019). Since there is a non-significant relationship between e-learning engagement and continuance intention as depicted in Table 5, the weakening effect of flow on continuance intention is not caused by the moderator decreasing the level of continuance intention.…”

“…According to Schindler et al (2017), these computer-based learning activities represent a technology factor that affects students' engagement and directly relates to their flow experience (Sahid et al, 2016). For instance, goal-oriented processes are more conducive to developing flow than experiential types (Novak et al, 2003) and e-learning activities that challenge student abilities to reach new levels are conducive to triggering flow (Rodríguez-Ardura & Meseguer-Artola, 2019). A learner who engages with more learning activities is more likely to encounter flow experiences.…”

The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

“…Women find peer interaction and a shared learning space more comfortable for effective e-learning. This social predisposition may lead female students to become more involved in or connected with other learners, thanks to a greater sense of peer and instructor presence [34]. Accordingly, we expected to observe gender discrepancies in e-learning education assessment.…”

“…Research must not only focus on the benefits of e-learning (and e-tutors) in overcoming limitations at universities but also explore the characteristics of participants who are actively involved in e-learning initiatives. The analysis should also consider how these characteristics may influence e-learning outcomes [34]. Researchers are becoming especially interested in e-learning gender issues.…”

“…Indeed, the use of videoconferences contributed to e-learning students' satisfaction but was penalized by female students (0.425 for women vs. 0.890 for men). Videoconferences may create barriers and may hinder interaction between peers and instructors, preventing an effective online flow experience [34].…”