The Role of Presence, Flow and Education Components in the Continuing Intention to e-Learn

Abstract

This paper investigates learners’ experiences in virtual education environments and the impact on their continued intention to e-learn. We study how presence and flow affect behavioral intention to continue e-learning, and analyze the role of TAM perceptions on core components of the virtual education environment. We develop an integrated conceptual model, and we test it by means of a questionnaire-based survey and registered data collected from a broad sample of learners within a virtual education environment. The results strongly support the conceptual model, suggesting that the virtual education environment’s components (categorized by professor attitude and perceived didactic resource quality) play a key role in prompting learners’ perceptions, attitudes and behavioral intentions