Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach
People increasingly benefit from virtual learning environments (VLEs) as they are highly interactive and can better accommodate individual learning needs. This study examines the nature and extent of the effects of people’s presence feelings in the domain of VLEs in higher education. It introduces s...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/153794 |
| Acceso en línea: | https://hdl.handle.net/10609/153794 https://doi.org/10.1186/s41239-025-00531-3 |
| Access Level: | acceso abierto |
| Palabra clave: | presence sense of belonging psychological ownership flow engagement virtual learning environment |
| Sumario: | People increasingly benefit from virtual learning environments (VLEs) as they are highly interactive and can better accommodate individual learning needs. This study examines the nature and extent of the effects of people’s presence feelings in the domain of VLEs in higher education. It introduces sense of belonging and psychological ownership as new, essential mediating constructs and explores how they, along with flow, influence cognitive, affective, and behavioural engagement. A dual linear and non-linear approach combining partial least squares (PLS) modelling with artificial neural networks (ANNs) is used to test the measurement and structural model. Results from a sample of 4078 e-learners strongly support the hypotheses and suggest that sense of belonging and psychological ownership have greater linear and non-linear effects on engagement than flow. The study will help higher education institutions (HEIs), lecturers and external stakeholders better understand people’s sense of presence and allow them to revisit and improve VLEs based on e-learners’ preferences and behaviour. |
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