Related Experiment Video
Updated: Oct 14, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Moderating effects of media literacy and flow on the association between web-based learning environment and knowledge
Chenxi Zhao1, Guanjun Wang2, Haichen Guo3
1Academic Affairs Office, First Affiliated Hospital of Harbin Medical University, Harbin, China.
Background:
Online learning has become an integral part of medical education, and understanding the factors associated with medical students' knowledge sharing is important for designing effective learning environments.
Objective:
This study examined the associations among web-based learning environment, media literacy, flow, and knowledge sharing, and tested whether media literacy and flow moderate the association between web-based learning environment and knowledge sharing.
Methods:
A cross-sectional online survey was conducted from July to September 2021 in China. Of 1,200 undergraduate medical students invited, 987 valid responses were retained (response rate 82.25%; 70.7% women). Hierarchical linear regression with mean-centered variables was used to examine factors associated with knowledge sharing and to test the moderating effects of flow and media literacy.
Results:
The mean knowledge sharing score was 3.91 ± 0.58. Knowledge sharing was positively correlated with web-based learning environment (r = 0.360, p < 0.01), flow (r = 0.565, p < 0.01), and media literacy (r = 0.460, p < 0.01). Flow (β = 0.732, p = 0.001; ΔR 2 = 0.008) and media literacy (β = 0.900, p = 0.001; ΔR 2 = 0.009) significantly moderated the association between web-based learning environment and knowledge sharing, although the incremental explained variance was small.
Conclusion:
The association between web-based learning environment and knowledge sharing was stronger among medical students with high flow or high media literacy. These findings suggest that improving the web-based learning environment and integrating media literacy education may support knowledge sharing; causal conclusions require longitudinal or interventional evidence.
