Presence in personalised e-learning – the impact of cognitive and emotional factors and the moderating role of gender

Inma Rodríguez-Ardura and Antoni Meseguer-Artola

Behaviour and Information Technology, 2016, vol. 35, issue 11, 1008-1018

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.

Date: 2016
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DOI: 10.1080/0144929X.2016.1212093

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