Please use this identifier to cite or link to this item:
Title: Flow experiences in personalised e-learning environments and the role of gender and academic performance
Author: Meseguer Artola, Antoni  
Rodríguez Ardura, Inma
Others: Universitat Oberta de Catalunya (UOC)
Keywords: e-learning
professor competency
resource quality
academic performance
Issue Date: 27-Dec-2018
Publisher: Interactive Learning Environments
Citation: 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. doi: 10.1080/10494820.2019.1572628
Also see:
Abstract: The successful move to a new generation of technologies that provide students with personalised e-learning environments is connected to their ability to facilitate flow experiences - through which e-learners feel fully engaged in the educational activities at hand. However, little is known about the heterogeneous influence of subjective and education-related elements intervening in the formation of flow experiences and the moderating effects of gender and academic performance. This paper contributes to the existing literature by building an integrative model that captures the formation of flow in personalised e-learning environments. The results yielded by a study to test this model have largely confirmed that subjective and education-related constructs significantly predict flow and show the moderating impact of gender and academic performance.
Language: English
ISSN: 1049-4820MIAR
Appears in Collections:Articles

Files in This Item:
File Description SizeFormat 
RodriguezArdura_ILE_2019_Personalisation.pdf2020-08-05832.3 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons