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

Author

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  • Inma Rodríguez-Ardura
  • Antoni Meseguer-Artola

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.

Suggested Citation

  • Inma Rodríguez-Ardura & Antoni Meseguer-Artola, 2016. "Presence in personalised e-learning – the impact of cognitive and emotional factors and the moderating role of gender," Behaviour and Information Technology, Taylor & Francis Journals, vol. 35(11), pages 1008-1018, November.
    • Handle: RePEc:taf:tbitxx:v:35:y:2016:i:11:p:1008-1018
    DOI: 10.1080/0144929X.2016.1212093
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