Understanding user intention to use online study rooms: an integrated model of technology acceptance and flow experience.

INTRODUCTION

Online study rooms have gained popularity among users for their flexibility and interactivity. However, there remains a lack of in-depth analysis of factors that influence user behaviors in these virtual learning environments. This research delves into the determinants of user behaviors in the context of online study rooms by integrating the technology acceptance model (TAM) and the flow theory.

METHODS

Structural equation modeling (SEM) with PROCESS moderation analysis was performed to analyze 389 valid responses.

RESULTS

The research findings manifest that: (a) external variables (i.e., learning convenience, interactivity, and the incentive and constraint mechanism) significantly influence users' perceived ease of use and perceived usefulness of such platforms; (b) perceived ease of use has a direct and positive influence on the intention to use (supporting H2), while perceived usefulness has no direct influence (rejecting H3); (c) flow experience is a key determinant of intention to use; and (d) gender and habituation significantly moderate the relationships between perceived ease of use, perceived usefulness, flow experience, and intention to use.

DISCUSSION: By demonstrating that emotional immersion (flow) complements rational utility evaluation in using technology, this research extends the boundary conditions of TAM and offers a dual-pathway framework for understanding user behaviors in digital learning environments. Our research results offer data support for optimizing the design of online study rooms, theoretical evidence for understanding user behaviors in novel digital learning environments, and practical implications for developers of such platforms and personnel working in this domain.