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

Hai Huang; Yong Wang

doi:10.3389/fpsyg.2022.835328

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

Front Psychol. 2022 Mar 15:13:835328. doi: 10.3389/fpsyg.2022.835328. eCollection 2022.

Authors

Hai Huang^{1

2}, Yong Wang³

Affiliations

¹ School of Public Affairs, University of Science and Technology of China, Hefei, China.
² Educational Training Center, Changzhou Liu Guojun Vocational Technology College, Changzhou, China.
³ School of Information Science and Technology, University of Science and Technology of China, Hefei, China.

Abstract

The ongoing pandemic has transformed communication modes globally. Especially in the case of higher education, where countermeasures against coronavirus disease 2019 (COVID-19) have affected students' learning experience. This study emphasized the case of business simulation games, where critical factors were underlined to define learners' intention to use an online learning environment through the lens of task technology fit (TTF) as a theoretical stance. This study considered the statistical analysis of 523 students who attended the business simulation module online at the tertiary level of education. Findings conclude that flow experience is the most critical factor to define learners' perceived TTF in the case of an online learning experience. However, the learners' self-efficacy is significant enough to map learners' intentions to use an online environment for learning. The study discussed several theoretical and practical implications for learners' educators and policymakers.

Keywords: business simulation games; flow experience; gamification; interactivity; online learning; online learning technology; self-efficacy; task-technology fit.