Flow experience and continuance intention toward online learning: An integrated framework

This study integrated the person-artefact-task model (PAT) and value-satisfactionbehavioral intention (V-S-BI) model to examine factors influencing students getting into positive and optimal flow experience in online learning, and flow impacts on students’ continuance intention toward learning online. Results showed that telepresence was a more significant factor getting students into flow experience than clear goals on task, balance between challenges and skills of the task, and perceived ease of use. Concentration on task at hand was found to be the most influential factor of the flow experience, while sense of control was the weakest one. Although flow had a direct impact on satisfaction, the indirect impacts through utilitarian value and hedonic value were stronger. The positive relationship between satisfaction and continuance intention was confirmed in this study. The findings of this study have significant theoretical and practical implications to both researchers and practitioners.

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