Assessing the determinants of flow experience in the adoption of learning management systems: the moderating role of perceived institutional support

Information technology has moved the focus of students and instructors from blackboards to online learning platforms. In the emerging e-learning revolution, the success of quality education depends on the right use of information and communication technology, including the creation of participants’ flow experience while using learning systems, which are rightly considered a backbone of contemporary education. There is a gap in the e-learning literature, reflecting a lack of understanding of students’ flow experience while using online interactive systems. This paper presents a study investigating the key factors (interpersonal factors and atmospheric cues) affecting flow experience and highlights its massive role in the use of any learning management system (LMS). Moreover, the study examines the moderating role of perceived institutional support (PIS) on student adoption of LMS. Using a survey, data were collected from university students in Pakistan and the data were analysed through structural equation modelling. We found that interpersonal factors and LMS atmospherics have significant effects on the flow experience. It was also found that PIS moderates the relationship between flow experience and the use of LMS. This study contributes to the literature by helping institutions and policy-makers know key factors of effective learning systems that students value and enjoy.     

Activity theory as a framework for building adaptive e-learning systems: A case to provide empirical evidence

We apply activity theory (AT) to design adaptive e-learning systems (AeLS). AT is a framework to study human’s behavior at learning; whereas, AeLS enhance students’ apprenticeship by the personalization of teaching–learning experiences. AeLS depict users’ traits and predicts learning outcomes. The approach was successfully tested: Experimental group took lectures chosen by the anticipation AT principle; whilst, control group received randomly selected lectures. Learning achieved by experimental group reveals a correlation quite significant and high positive; but, for control group the correlation it is not significant and medium positive. We conclude: AT is a useful framework to design AeLS and provide student-centered education.