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

Tiong-Thye Goh,Bing Yang

doi:10.1186/s41239-021-00285-8

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.

Highlights

Learning management systems (LMS) provide an important delivery channel that overcomes the constraints of space and time in traditional face-to-face learning (Schophuizen et al, 2018; Zhao et al, 2020)
Flow experience operationalised by a second-order construct and integrated with the technology acceptance model containing dual motivation factors provides a good exploratory research model to understand e-learning continuance intention
Instructors can better understand the effect of engagement with the learning activities within the LMS on flow experience and could enhance these activities with more certainty in a blended learning environment (Granić & Marangunić, 2019)

Summary

Introduction

Learning management systems (LMS) provide an important delivery channel that overcomes the constraints of space and time in traditional face-to-face learning (Schophuizen et al, 2018; Zhao et al, 2020). There are many learning management systems, for example, WebCT, Moodle, OLAT, and Sakai Despite their technological and pedagogical affordances, sustaining students’ continuous use of LMS remains challenging in both the online and blended learning environment (Ashrafi et al, 2020; Choudhury & Pattnaik, 2020; Rasheed et al, 2020). Recent advancement of e-learning technologies applications such as educational games, virtual reality, interactive classroom responses, group chat, real-time interactive video and analytics highlighted the rapid development of LMS pedagogical functionalities With such a rapid development, there is a need to identify new factors and moderators that could better explain the dynamic nature of students’ motivation and continued system use. These new applications within LMS will generate new forms of interaction and usage dynamics that require understanding but have currently received limited attention in research (Granić & Marangunić, 2019; ŠUmak et al, 2011; Sun & Zhang, 2006)

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Results

Discussion

Conclusion