The dual mediation of flow experience and learning effectiveness: unraveling the formation mechanism of continuous intention to use online learning platforms

Abstract

The swift progress and broad application of information and communication technologies (ICTs) have significantly advanced their integration into the educational sector. This research aims to address the impacts of flow antecedents, including online learning self-efficacy and intrinsic motivation for online learning, on flow experience. Furthermore, it aims to assess interactivity, flow, and course content as predictors of online learning effectiveness. It also investigates the effects of flow and learning effectiveness on the intention to continue using online learning platforms. This study collected data from 224 online learners of English learning platforms in Taiwan using an online survey. According to the findings, flow was positively and significantly impacted by online learning self-efficacy and intrinsic motivation for online learning. Furthermore, interactivity, course content, and flow were positively associated with educational effectiveness. Lastly, both flow and learning effectiveness were found to be positively and significantly associated with continuance intention. Examination of the dual mediating mechanism revealed significant indirect pathways whereby intrinsic motivation for online learning and online learning self-efficacy exert substantial influence on continuance intention through the mediating role of flow experience. Conversely, the hypothesized indirect effects of interactivity and course content on continuance intention, mediated by learning effectiveness, failed to reach statistical significance. These findings highlight the critical importance of cultivating flow states in online language-learning environments, as the psychological immersion experienced during learning activities is a more powerful determinant of continued platform use than the actual learning outcomes.