Abstract
Purpose of the article – The objective of this paper is to review and summarize the existing literature regarding the flow experience, its psychological drivers, and consequences in the context of e-learning, as well as to provide concrete suggestions for creating an optimal online learning experience. Research methodology – A systematic review was conducted, and the literature was analysed through thematic analysis. The search was carried out in three electronic databases (PsycINFO, PubMed, and Scopus), and 17 articles were selected after applying inclusion criteria. Common tags in at least two articles were identified as themes. The main findings are synthesized in the discussion. Findings – The findings indicate that flow is associated with a range of positive cognitive, emotional and motivational factors. Platforms that help students achieve flow are interactive, provide feedback, contain entertaining yet professional content, and consider the difficulty level. Teachers should promote interaction with and between students and tailor the level of support to individual students. Practical implications – This study aims to provide concrete suggestions for improving online learning platforms and teaching, contributing to e-students’ satisfaction, performance, and continuance intentions. Originality/Value – The value of this systematic review lies in its contribution to optimizing virtual classrooms and improving methods currently employed to enhance student engagement and learning outcomes.
Published Version
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