Table 1 A survey of flow constructs and its impact measured by path strength and R2 on continued intention in e-learning
References | Constructs | Dependents | Flow Impact | R2 | Flow Construct |
|---|---|---|---|---|---|
Cheng (2013) | Perceived usefulness Perceived ease of use Flow | Intention to use e-learning systems | 0.146 | 0.917 (GFI) | 1 dimension (3 items) Absorption Enjoyment Passage of time |
Khan et al., (2017) | Flow Experience | Use of learning management system | 0.184 | 0.333 | 1 dimension (4 items) Fun Interesting Exciting Absorbing |
Saadé and Bahli (2005) | Cognitive absorption Perceived usefulness Perceived ease of use | Intention to use online learning | 0.17 (competing model) | 0.289 | 2nd order (3 dimensions) Temporal dissociation Focused immersion Heightened enjoyment |
Esteban-Millat et al., (2018) | Perceived usefulness Perceived ease of use Flow Attitude | Intention to use an e-learning environment | ns | 0.901 (GFI) | 1 dimension (3 items) Experienced flow Frequency of flow Time on flow |
Hong et al., (2019) | Prediction-observation-quiz-explanation Green energy learning Self-efficacy Intrinsic cognitive load Incremental belief of intelligence Flow | Continuance intention to use e-learning for green energy learning | 0.525 | 0.275 | 1 dimension (4 items) Focus Sense of time Attention Engrossment |
Rodríguez‐Ardura and Meseguer‐Artola (2017) | Challenge Control Focused attention Presence Flow Positive affect | Continuance | 0.01 (Indirect) | 0.928 (GFI) | 1 dimension (3 items) Experienced flow Frequency of flow Time on flow |
Lu et al. (2019) | Confirmation Perceived usefulness Perceived interest Flow Satisfaction | Continuous intention to use MOOC | 0.142 (Indirect) | 0.438 | 1 dimension (3 items) Distraction Frustration Concentration |
Guo et al., (2016) | Perceived hedonic value Perceived utilitarian value Satisfaction Flow | Continuance intention of online learning | 0.524 (Indirect) | 0.52 | 2nd order (4 dimensions) Concentration on the task at hand Loss of self-consciousness Sense of control Time distortion |
Liu et al., (2009) | Concentration (flow) Perceived ease of use Perceived usefulness Attitude | Intentions | 0.265 (best model) | 0.581 | 1 dimension (3 items) Absorption Focus Engrossment |
Zhao et al., (2020) | Flow Social presence Telepresence | Continuance intention to use MOOC system | 0.61 | 0.37 | 1 dimension (3 items) Absorption Curiosity Arousal |