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How Flow Experience and Self-Efficacy Define Students' Online Learning Intentions: View From Task Technology Fit

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  • 1School of Public Affairs, University of Science and Technology of China, Hefei, China.

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Summary

Flow experience is key for online learning engagement in higher education. Learner self-efficacy also significantly influences the intention to use digital learning environments for business simulation modules.

Keywords:
business simulation gamesflow experiencegamificationinteractivityonline learningonline learning technologyself-efficacytask-technology fit

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Area of Science:

  • Educational Technology
  • Business Education
  • Human-Computer Interaction

Background:

  • The COVID-19 pandemic necessitated a shift in higher education communication and learning delivery.
  • Online learning environments faced challenges in maintaining student engagement and experience.
  • Business simulation games were adapted for online delivery, requiring investigation into their effectiveness.

Purpose of the Study:

  • To identify critical factors influencing learners' intention to use online learning environments for business simulations.
  • To analyze the role of Task Technology Fit (TTF) in the context of online business education.
  • To understand the impact of flow experience and self-efficacy on online learning adoption.

Main Methods:

  • Statistical analysis of data from 523 tertiary-level students participating in an online business simulation module.
  • Application of the Task Technology Fit (TTF) theoretical framework.
  • Quantitative assessment of factors influencing learners' intention to use online learning.

Main Results:

  • Flow experience was identified as the most critical factor for perceived Task Technology Fit (TTF) in online learning.
  • Learner self-efficacy significantly predicts the intention to use online learning environments.
  • The study provides empirical evidence on the determinants of online learning adoption in business education.

Conclusions:

  • Optimizing flow experience is crucial for enhancing the perceived suitability of technology in online business education.
  • Fostering learner self-efficacy is essential for promoting the adoption and sustained use of online learning platforms.
  • Findings offer valuable insights for educators, policymakers, and technology developers in higher education.