Presence in personalised e-learning – the impact of cognitive and emotional factors and the moderating role of gender. Issue 11 (1st November 2016)

• Record Type: Journal Article
• Authors: Rodríguez-Ardura, Inma; Meseguer-Artola, Antoni
• Is Part Of: Behaviour & information technology. Volume 35:Issue 11(2016)
• Page Start: 1008
• Page End: 1018
• Publication Date: 2016-11-01
• Subjects: Presence -- e-learning -- emotion -- perceived control -- gender -- mental imagery; Electronic data processing -- Periodicals; Human engineering -- Periodicals; Information technology -- Periodicals; 303.4833
• DOI: 10.1080/0144929X.2016.1212093
• Languages: English
• ISSNs: 0144-929X

Abstract

ABSTRACT: Digital technologies offer tremendous opportunities to develop flexible and personalised e-learning environments which are capable of delivering high-quality services. The success of these e-learning environments is linked to their ability to elicit subjective experiences of presence, through which e-learners feel individually 'placed' within a true, humanised education environment. We built an integrated model that situates cognitive processes (the e-learner's perceived control, focused attention, mental imagery) and emotion at the core of presence formation, and considers the moderating role of gender. We tested the model with a large sample of students at a personalised e-learning environment. The results indicate that cognitive and emotional processes, all unleashed by external stimuli coming from the personalised e-learning environment, activate presence and that gender has a crucial moderating role for emotion-presence predictions.