Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach
Abstract 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 int...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-06-01
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| Series: | International Journal of Educational Technology in Higher Education |
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| Online Access: | https://doi.org/10.1186/s41239-025-00531-3 |
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| author | Inma Rodríguez-Ardura Antoni Meseguer-Artola Josep Lladós-Masllorens Iviane Ramos de Luna |
| author_facet | Inma Rodríguez-Ardura Antoni Meseguer-Artola Josep Lladós-Masllorens Iviane Ramos de Luna |
| author_sort | Inma Rodríguez-Ardura |
| collection | DOAJ |
| description | Abstract 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. |
| format | Article |
| id | doaj-art-8ed730c4bf064f4a9701985786d85fa8 |
| institution | OA Journals |
| issn | 2365-9440 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj-art-8ed730c4bf064f4a9701985786d85fa82025-08-20T02:06:36ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402025-06-0122112710.1186/s41239-025-00531-3Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approachInma Rodríguez-Ardura0Antoni Meseguer-Artola1Josep Lladós-Masllorens2Iviane Ramos de Luna3Faculty of Economics and Business, Open University of Catalonia (Universitat Oberta de Catalunya)Faculty of Economics and Business, Open University of Catalonia (Universitat Oberta de Catalunya)Faculty of Economics and Business, Open University of Catalonia (Universitat Oberta de Catalunya)Faculty of Economics and Business, Open University of Catalonia (Universitat Oberta de Catalunya)Abstract 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.https://doi.org/10.1186/s41239-025-00531-3PresenceSense of belongingPsychological ownershipFlowEngagementVirtual learning environment |
| spellingShingle | Inma Rodríguez-Ardura Antoni Meseguer-Artola Josep Lladós-Masllorens Iviane Ramos de Luna Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach International Journal of Educational Technology in Higher Education Presence Sense of belonging Psychological ownership Flow Engagement Virtual learning environment |
| title | Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach |
| title_full | Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach |
| title_fullStr | Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach |
| title_full_unstemmed | Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach |
| title_short | Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach |
| title_sort | evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow a dual pls neural network approach |
| topic | Presence Sense of belonging Psychological ownership Flow Engagement Virtual learning environment |
| url | https://doi.org/10.1186/s41239-025-00531-3 |
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