Resumen de The role of e‑engagement and fow on the continuance with a learning management system in a blended learning environment
Abstract E-learning systems are widely deployed in higher education institutions but sustaining students’ continued use of e-learning systems remains challenging. This study investi‑ gated the relationship between e-learning engagement, fow 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 refec‑ tive fow construct explained 49% of the variance in the research model. The analysis shows that fow mediates e-engagement and perceived ease of use with a direct posi‑ tive impact on e-learning system continuance. Flow has an indirect impact through perceived usefulness on e-learning system continuance. However, the direct impact of fow on system continuance weakens as e-learning engagement increases. This fnding may help to explain the mixed and inconsistent impact of fow in the e-learning sys‑ tem continuance literature. The dual efect of fow suggests that instructors must care‑ fully balance pedagogical decisions intended to heighten fow experience to generate positive learning outcomes through e-engagement and its consequence of reduced impact on continued system use.
