Immersive Experiences in Online Higher Education: Virtual Presence and Flow

Abstract

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological phenomena: the feelings of being virtually present in the education environment, often simply called presence, and peak episodes of flow. The authors conceptually delimitate these two psychological facets of e-learners’ experiences and examine their interplay. The authors show how flow episodes are elicited by students’ sense of control over the online education environment, their attention being focussed on the learning tasks, and their feelings of being physically placed in the online education setting. Also, the interactivity created by the online education environment evokes an e-learner’s imagery, which in turn triggers presence feelings and episodes of flow. The authors further show that, although presence and flow are triggered by some common antecedents, they differ in the object of the individual’s immersion, and that presence feelings facilitate flow. Moreover, the authors provide practical recommendations for higher education institutions, policy makers and the academic and information and communication technology community involved in e-learning, to make sure e-learner experiences reach their fullest potential.

Citation

Rodríguez-Ardura, I. and Meseguer-Artola, A. (2018), "Immersive Experiences in Online Higher Education: Virtual Presence and Flow", Visvizi, A., Lytras, M.D. and Daniela, L. (Ed.) The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 187-202. https://doi.org/10.1108/978-1-78756-555-520181014