Investigating the Structural Relationship among Self-regulated Learning, Learning Flow, Satisfaction and Learning Persistence in Corporate e-Learning

JooYoungJu,; Kim, Jiyeon; Choi, Hye Ri

doi:10.17232/kset.25.4.101

Cited by 25 publications

(12 citation statements)

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“…Finally, presence can be understood as a sense of presence or participation (Caroux, 2022;Marto & Gonc xalves, 2022;Ryan et al, 2006), which makes people willing to put themselves into the designed rules of the game to complete their corresponding tasks. Joo et al's (2013) research on e-learning also confirms that flow has a significant effect as an intermediate measure between instructional presence, cognitive presence, and satisfaction. This is consistent with the gamification curriculum we have studied, and the purpose of enhancing students' presence through games to improve student satisfaction.…”

Section: Discussionmentioning

confidence: 62%

“…An et al (2021) believed that flow mediates the effect of virtual travel attributes on satisfaction and visit intention. Joo et al (2013) research found that flow significantly affects the satisfaction of enterprise e-learners. Lee and Choi (2013) and Xiao and Li (2021) also believe that there is a significant direct effect between flow and students' online learning satisfaction.…”

Section: Flow and Course Satisfactionmentioning

confidence: 95%

“…Nijs et al (2012) confirmed in a study interacting with a music painting machine that there is a strong correlation between flow and presence. In e-learning, learning flow is effective as an intermediate variable of pedagogical presence, cognitive presence, and satisfaction, and telepresence and social presence significantly predict flow (Joo et al, 2013; Y. Zhao et al 2020).…”

Section: Models and Assumptionsmentioning

confidence: 99%

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Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework

Liu

Wang

et al. 2023

SAGE Open

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Since the Gamified Entrepreneurship Courses have been applied to college students’ entrepreneurship courses, it has provided interactive and immersive course experiences to help improve the effect of course teaching. From the perspective of college students, Gamified Entrepreneurship Courses are a novel teaching method, and the satisfaction of college students with Gamified Entrepreneurship Courses will determine the future development of this course model. However, current research shows that college students’ satisfaction with Gamified Entrepreneurship Courses has not yet reached the desired level. Therefore, this study aims to study the factors and mechanisms that affect college students’ satisfaction with gamification entrepreneurship courses by constructing an integrated flow framework. A total of 205 college students who participated in the Gamified Entrepreneurship Courses were obtained, and the study used partial least squares (PLS) to analyze the measurement and structural models. The results show that the satisfaction of Gamified Entrepreneurship Courses is affected by presence and the competence needs, autonomy needs, and related needs in Self-determination Theory (SDT), and this effect is generated through the mediating variable of flow. Therefore, we verified that competence, autonomy, relatedness, and presence are key determinants in helping college students enter a state of flow, flow, in turn, reflects the level of satisfaction with the course. Our research provides empirical evidence for entrepreneurship curriculum teachers to improve college students’ satisfaction with the curriculum and continuous learning.

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Section: Discussionmentioning

confidence: 62%

Section: Flow and Course Satisfactionmentioning

confidence: 95%

Section: Models and Assumptionsmentioning

confidence: 99%

See 1 more Smart Citation

Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework

Liu

Wang

et al. 2023

SAGE Open

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“…Learners' cognitive presence is a positive antecedent of learning persistence (Joo et al, 2009;Kim, 2009). Next, learners' teaching presence has a significant direct effect on learning persistence (Shin, 2003;Kim, 2009).…”

Section: Presence and Continuance Intentionmentioning

confidence: 94%

How gamification and social interaction stimulate MOOCs continuance intention via cognitive presence, teaching presence and social presence?

Cheng

2023

LHT

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PurposeThis study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental stimulus antecedents to learners' perceptions of presence can affect their continuance intention of massive open online courses (MOOCs).Design/methodology/approachSample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 353 usable questionnaires were analyzed using structural equation modeling (SEM).FindingsThis study demonstrated that learners' perceived gamification, learner–instructor interaction and learner–learner interaction in MOOCs positively affected their cognitive presence, teaching presence and social presence elicited by MOOCs, which jointly expounded their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 72.6% of the variance in learners' MOOCs continuance intention.Originality/valueThis study employs the S-O-R model as a theoretical umbrella to frame learners' MOOCs continuance intention as a series of the internal process, which is influenced by gamification and social interaction. Noteworthily, three psychological constructs of the community of inquiry model (i.e. cognitive presence, teaching presence and social presence) are adopted to represent learners' internal experiences of MOOCs usage. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies based on the S-O-R model, whereas psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context.

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“…Choi and Shin [2]'s study also indicated that learning satisfaction is influenced by learning motivation. In the research targeting adult learners of company cyber education, Kim and Choi [3] found that self-regulated learning directly influenced learning flow, whereas it did not significantly influence learning satisfaction. The study also reported that learning flow significantly influenced the relationship between selfregulated learning and learning persistence, as well as between self-regulated learning and learning satisfaction.…”

Section: Brief Literature Reviewmentioning

confidence: 99%

A Study on the Relationships of Adult e-Learning Learners' Learning Motivation, Self-Regulated Learning, Learning Satisfaction, and Procrastination

Roh

2014

Advanced Science and Technology Letters

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This study aims to investigate how adult e-learning learners' learning motivation and self-regulated learning influence learning satisfaction and procrastination mediated by learning flow, and to show its structural relationship. 524 participants are adult e-learning learners who have taken elearning courses more than one time since age nineteen. The data was collected through both online and offline questionnaires and analyzed by using descriptive statistics and structural equation modeling (SEM). The findings are as follows: First, adult e-learning learners' learning motivation and learning flow directly affected learning satisfaction and procrastination. Second, selfregulated learning significantly had relation to learning flow and learning satisfaction, whereas it had no effect on procrastination. Third, learning motivation on learning satisfaction, and learning flow on procrastination showed the most significant influence.

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Investigating the Structural Relationship among Self-regulated Learning, Learning Flow, Satisfaction and Learning Persistence in Corporate e-Learning

Cited by 25 publications

References 0 publications

Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework

Gamified Entrepreneurship Courses Motivate College Students’ Satisfaction: An Integrated Flow Framework

How gamification and social interaction stimulate MOOCs continuance intention via cognitive presence, teaching presence and social presence?

A Study on the Relationships of Adult e-Learning Learners' Learning Motivation, Self-Regulated Learning, Learning Satisfaction, and Procrastination

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