Assessing the determinants of flow experience in the adoption of learning management systems: the moderating role of perceived institutional support
评估采用学习管理系统过程中流动体验的决定因素：感知到的机构支持的调节作用

Received 12 October 2016
2016 年 10 月 12 日收到

Accepted 27 July 2017
已于 2017 年 7 月 27 日接受

Flow experience; learning management system; interpersonal interaction factors; atmospherics; perceived institutiona support
流程体验；学习管理系统；人际互动因素；氛围；感知到的机构支持a

The digitalisation process has been transforming education, behaviour, and learning discourse in higher education for many years. Digital devices and systems have undeniably penetrated into the education domains of the modern world (Hassanzadeh, Kanaani, and Elahi 2012; Prensky 2001; Van Raaij and Schepers 2008) and have furnished, expanded, and renewed the context of education with innovative online practices (Altınay 2017). In this regard, information and communication technology (ICT) has contributed immensely to electronic learning (e-learning) and educational facilitation during the last few decades (Al-Busaidi 2013; Lim et al. 2008), transforming students into digital learners. Aided by ICT, e-learning has emerged and now flourishes across all levels of education (Fathi and Wilson 2009), starting from the students' early years to the higher education level, and in areas from personal assignments to classroom interactions and final graduation requirements.
多年来，数字化进程一直在改变高等教育中的教育、行为和学习话语。不可否认，数字化设备和系统已经渗透到现代世界的教育领域（Hassanzadeh, Kanaani, and Elahi 2012; Prensky 2001; Van Raaij and Schepers 2008），并通过创新的在线实践（Altınay 2017）对教育环境进行了完善、扩展和更新。在这方面，信息和通信技术（ICT）在过去几十年中为电子学习（e-learning）和教育便利化做出了巨大贡献（Al-Busaidi，2013 年；Lim 等人，2008 年），将学生转变为数字化学习者。在信息和通信技术的帮助下，电子学习已经出现并在各级教育中蓬勃发展（Fathi 和 Wilson，2009 年），从学生的幼年到高等教育阶段，从个人作业到课堂互动和最终毕业要求。

One of the manifestations of information technology is the learning management system (LMS), which is a substantial tool that facilitates e-learning and e-education free of temporal and space constraints. Any LMS is a web-based system that assists teachers and students to share their academic activities, information, and resources (Al-Busaidi and Al-Shihi 2010; Lonn, Teasley, and Krumm 2011). This web-based technology (LMS) can be used for planning, implementing, and evaluating the whole learning process (Alias and Zainuddin 2005).The LMS has abolished the confines of classrooms and has accelerated the interaction of students and teachers through virtual contact (Adzharuddin and Ling 2013; Prior et al. 2016). Educational institutions invest heavily in different modules of LMS such as WebCT, Blackboard, and Modular Object-oriented Dynamic Learning Environment (Iqbal and Ijaz 2011; Islam 2013, 2015; Waheed et al. 2015), but the main concern is motivating the students to use the system. More recently, Ramírez-Correa et al. (2017) analysed the student perspective in the success of LMS through the use of the DeLone and McLean model and discerned a link between user satisfaction and perceived benefits of LMS. Educational institutions can easily instruct and update their students about their class schedules, assignment, quizzes, exams, results, etc., by using an LMS.
学习管理系统（LMS）是信息技术的表现形式之一，它是促进电子学习和电子教育的重要工具，不受时间和空间的限制。任何学习管理系统都是一个基于网络的系统，可以帮助教师和学生共享学术活动、信息和资源（Al-Busaidi 和 Al-Shihi 2010；Lonn、Teasley 和 Krumm 2011）。这种基于网络的技术（LMS）可用于规划、实施和评估整个学习过程（Alias 和 Zainuddin，2005 年）。LMS 取消了教室的束缚，通过虚拟接触加快了师生之间的互动（Adzharuddin 和 Ling，2013 年；Prior 等，2016 年）。教育机构大量投资于 LMS 的不同模块，如 WebCT、Blackboard 和模块化面向对象动态学习环境（Iqbal 和 Ijaz，2011 年；Islam，2013 年，2015 年；Waheed 等，2015 年），但主要的问题是如何激励学生使用该系统。最近，Ramírez-Correa 等人（2017 年）通过使用 DeLone 和 McLean 模型分析了 LMS 成功与否的学生视角，发现用户满意度与 LMS 的感知效益之间存在联系。通过使用 LMS，教育机构可以轻松地指导和更新学生的课程安排、作业、测验、考试、成绩等。

The LMS, although immensely beneficial to students and instructors, needs 'flow' to be fully absorbed in educational structures. Csikszentmihalyi (2000) clarified that flow experience is the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at greater cost, for the sheer sake of doing it.
尽管 LMS 对学生和教师都大有裨益，但要完全融入教育结构，还需要 "流动"。Csikszentmihalyi（2000 年）明确指出，"流动体验 "是指人们如此投入于某项活动的状态，以至于其他一切似乎都不重要了；这种体验本身是如此令人愉悦，以至于人们会为了做这件事而不惜付出更大的代价。

The flow experience absorbs students and teachers and familiarises them with the system through pleasure and enjoyment. It brings concentration, energy, and creativity to both students and teachers (Csikszentmihalyi 2000; Ghani and Deshpande 1994). Although previous studies discussed aspects of LMSs, the unexplored question has been how to encourage proper and voluntary usage of an LMS. Cobo, Rocha, and Rodríguez-Hoyos (2014) stated that an LMS requires willingness and skills on the part of students, but how can such traits be developed? This paper tries to answer this question and explains the interpersonal factors and atmospheric cues in the formation of flow experience that might help accelerate e-learning and the use of LMS in higher education institutions of developing countries, especially Pakistan.
流动体验吸收了学生和教师，使他们在愉悦和享受中熟悉系统。它为学生和教师带来专注、活力和创造力（Csikszentmihalyi，2000 年；Ghani 和 Deshpande，1994 年）。尽管以前的研究讨论了学习管理系统的各个方面，但尚未探讨的问题是如何鼓励学生正确和自愿地使用学习管理系统。Cobo、Rocha 和 Rodríguez-Hoyos（2014 年）指出，LMS 需要学生的意愿和技能，但如何培养学生的这种特质呢？本文试图回答这个问题，并解释在流动体验形成过程中的人际因素和氛围线索，这些因素和线索可能有助于加快发展中国家（尤其是巴基斯坦）高等教育机构的电子学习和 LMS 的使用。

Carlson and O'Cass (2011) emphasised a crucial need to explore user-based variables in the development of flow experience. Interpersonal factors (such as perceived familiarity within the group, perceived similarity between users, and expertise of fellow students) that influence interpersonal interactions have been spotlighted in social psychology (Byrne, Clore, and Smeaton 1986). However, previous studies paid lesser attention to investigating the interpersonal factors that influence the flow experience of students. Approaching from another angle, while highlighting the specific characteristics of online systems, Gao and Bai (2014) concluded that flow experience is mainly dependent on the atmospherics of any system. Atmospherics refer to certain characteristics of the website or online system (LMS) which attract users to use the system with full immersion (Mazaheri, Richard, and Laroche 2011). Several studies in marketing have used atmospheric cues such as favourable musical voices, colouring aspects, emotional content, and behavioural content (Kotler 1973; Liu, Li, and Hu 2013). Keeping in view the educational environment, this study uses two atmospherics cues, namely, informativeness and effectiveness, to understand students' cognitive responses.
Carlson 和 O'Cass（2011 年）强调，在流动体验的发展过程中，探索基于用户的变量至关重要。影响人际互动的人际因素（如群体内的熟悉感、用户间的相似感和同学的专业知识）已在社会心理学中受到关注（Byrne、Clore 和 Smeaton，1986 年）。然而，以往的研究较少关注影响学生流动体验的人际因素。高和白（2014）从另一个角度切入，在强调在线系统的特殊性的同时，认为流动体验主要取决于任何系统的氛围。氛围指的是网站或在线系统（LMS）的某些特点，这些特点吸引用户完全沉浸其中地使用系统（Mazaheri、Richard 和 Laroche，2011 年）。市场营销方面的一些研究使用了氛围线索，如有利的音乐声、色彩方面、情感内容和行为内容（Kotler 1973；Liu、Li 和 Hu，2013 年）。考虑到教育环境，本研究使用两种氛围线索，即信息性和有效性，来了解学生的认知反应。

The literature contains scant research on flow experience in e-learning. In this regard, the current study takes three interpersonal factors from Shen et al. (2010), that is, perceived expertise of students, perceived similarity, and familiarity with the system, along with two atmospheric cues (informativeness and effectiveness) to explore the flow experience and its impact on LMS use. Moreover, the perceived institutional support (PIS) is used as a moderator between flow experience and the use of LMS. The theoretical framework of the paper is based on the Stimulus-Organism-Response (S.O.R.) model. There are environmental motivations (interpersonal interaction factors and atmospheric cues) as stimuli (S), flow experience as an organism (O), and the usage of LMS as the response (R). The S.O.R. model can be conveniently used to study the students flow experience in education and other personality traits (Buxbaum 2016). The stimuli activate students to get more involved in the learning environment (response), which is extremely important for attaining training and learning goals.
文献中关于电子学习中的流动体验的研究很少。因此，本研究采用了 Shen 等人（2010）的三个人际因素，即感知到的学生专业性、感知到的相似性和对系统的熟悉程度，以及两个氛围线索（信息性和有效性），来探讨流动体验及其对 LMS 使用的影响。此外，感知到的机构支持（PIS）被用作流动体验与使用 LMS 之间的调节因素。本文的理论框架基于刺激-组织-反应（S.O.R.）模型。环境动机（人际互动因素和氛围线索）是刺激（S），流动体验是有机体（O），使用 LMS 是反应（R）。S.O.R.模型可方便地用于研究学生在教育中的流动体验和其他人格特质（Buxbaum，2016 年）。刺激会激活学生更多地参与到学习环境中（反应），这对实现培训和学习目标极为重要。

Understanding the students' flow experience while using an LMS is crucial for the better provision of quality education, but no efforts have yet been made to recognise the factors contributing to flow experience in an e-learning setting, especially in the Asian region. In particular, no previous study has unveiled which interpersonal factors influence the cognitive responses of students in the adoption of LMSs. Filling this gap, our paper tries to predict and consider the main drivers of student flow experience in the context of LMS in a developing Asian country. The research mainly contributes to the literature by elucidating the interpersonal factors of flow experience in an e-educational perspective. Secondly, our study investigates the effects of two web atmospherics on the formation of students' flow experience. The study provides empirical evidence that interpersonal factors and web atmospherics positively affect student intentions to adopt online technology, in this case, an LMS. Finally, this paper examines the moderating role of PIS between the flow experience and the use of an LMS.
了解学生在使用学习管理系统（LMS）过程中的流动体验对于更好地提供优质教育至关重要，但目前还没有人努力去认识在电子学习环境中产生流动体验的因素，尤其是在亚洲地区。特别是，以前的研究还没有揭示哪些人际因素会影响学生在使用 LMS 时的认知反应。为了填补这一空白，我们的论文试图预测和考虑在一个亚洲发展中国家的 LMS 环境中学生流动体验的主要驱动因素。这项研究主要从电子教育的角度阐明了流动体验的人际因素，从而为相关文献做出了贡献。其次，我们的研究探讨了两种网络氛围对学生流动体验形成的影响。研究提供的经验证据表明，人际因素和网络氛围对学生采用在线技术（本例中为 LMS）的意愿有积极影响。最后，本文探讨了 PIS 在流动体验和使用 LMS 之间的调节作用。

Many researchers have used the S.O.R. model to ascertain users' cognitive responses to online systems (Eroglu, Machleit, and Davis 2003; Gao and Bai 2014; Richard 2005; Yoon 2012). Liu et al. (2016) recently used the S.O.R. model in the context of social commerce to understand behavioural intentions of consumers. The model was developed by Mehrabian and Russell (1974) and considers customer responses to given factors (stimuli). S.O.R. is an important reference point in psychology and the concept can be usefully applied in education and personality traits (Buxbaum 2016). S.O.R. is an updated model of classical conditioning which states that an 'organism may choose to respond to the same stimulus in different ways depending upon its state of mind' (Mehrabian and Russell 1974). The StimulusResponse model contributes to educational management,
许多研究人员使用 S.O.R. 模型来确定用户对在线系统的认知反应（Eroglu、Machleit 和 Davis，2003 年；Gao 和 Bai，2014 年；Richard，2005 年；Yoon，2012 年）。Liu 等人（2016）最近将 S.O.R. 模型用于社交商务，以了解消费者的行为意图。该模型由 Mehrabian 和 Russell（1974 年）提出，考虑了顾客对给定因素（刺激）的反应。S.O.R.是心理学的一个重要参考点，这一概念可有效应用于教育和人格特质（Buxbaum，2016 年）。S.O.R.是经典条件反射的一个更新模型，它指出 "有机体可以根据其心理状态选择以不同的方式对相同的刺激做出反应"（Mehrabian 和 Russell，1974 年）。刺激-反应模型有助于教育管理、
as most learning and instructing processes can be facilitated by stimulating responses. Prior experience gets associated with new experience because of the previous familiarity. The S.O.R. model states that the environmental stimuli produce internal states of one's mind, which then affect the user's overall response (Robert and John 1982). Stimulus is anything internal or external to the system that inspires the organism (mind state) to respond in either a positive or a negative way. S.O.R. applied in the educational environment can guide the creation of student flow experience in an online learning system. More specifically, interpersonal factors and the system atmospherics are important stimuli (S) that help create flow experience in students' minds (O) to adopt the online platform for learning interaction (R).
因为大多数学习和指导过程都可以通过刺激反应来促进。由于先前的熟悉感，先前的经验会与新的经验联系起来。S.O.R.模型指出，环境刺激会产生人的内心状态，进而影响使用者的整体反应（罗伯特和约翰，1982 年）。刺激是系统内部或外部的任何东西，它激发有机体（心理状态）以积极或消极的方式做出反应。在教育环境中应用 S.O.R.，可以指导在线学习系统中学生流程体验的创建。更具体地说，人际因素和系统氛围是重要的刺激因素（S），有助于在学生心智（O）中创造流动体验，从而采用在线平台进行学习互动（R）。

Flow experience has been investigated to ascertain users' full involvement with online systems (Gao and Bai 2014). Custodero (2002) analysed flow experience in music education and argued that it is indispensable for students to enjoy the learning environment. Predicting the users' acceptance of online games, Chin-Lung Hsu and Lu (2004) adopted a technology acceptance model and asserted that flow experience can play a critical role in users' acceptance of online technology providing entertainment. Considering flow experience in different contexts, Webster, Trevino, and Ryan (1993) used flow experience in computer communications; Ling and van Schaik (2007) in human-computer interactions; Lee, Kang, and McKnight (2007) in online banking; Lee and Tsai (2010) in online games; Zhou and Lu (2011) in mobile messages; Guo and Poole (2009) for online transactions; Liu et al. (2016) in the context of social commerce; Chang and Zhu (2012) in social networking sites; and Jackson, Martin, and Eklund (2008) in a sports perspective. Croft (2008) applied peak inspiration and flow to the classroom environment and concluded that it is mandatory to include peak and flow experience in curricula and in the practices of students and teachers. Zhang, Yan, and Wang (2015) remarked that flow experience provides a novel view for students in using digital libraries. Yang et al. (2014) highlighted both the favourable and the adverse consequences of flow experience on college students while analysing the moderating role of parental intervention. More recently, Heutte et al. (2016) worked on buttressing flow experience in the educational and learning contexts. Hofferber et al. (2016) used motivation theory and flow experience in the context of a student learning environment (biology class) and found that they were not always in line with their theoretical framework.
为确定用户是否充分参与在线系统，对流动体验进行了研究（Gao 和 Bai，2014 年）。Custodero（2002）分析了音乐教育中的流动体验，认为学生享受学习环境离不开流动体验。在预测用户对网络游戏的接受程度时，Chin-Lung Hsu 和 Lu（2004 年）采用了一个技术接受模型，并断言流动体验在用户接受提供娱乐的在线技术中起着至关重要的作用。考虑到不同情境下的流动体验，Webster、Trevino 和 Ryan（1993 年）在计算机通信中使用了流动体验；Ling 和 van Schaik（2007 年）在人机交互中使用了流动体验；Lee、Kang 和 McKnight（2007 年）在网上银行中使用了流动体验；Lee 和 Tsai（2010 年）在网络游戏中使用了流动体验；Zhou 和 Lu（2011 年）在移动信息中使用了流动体验；Guo 和 Poole（2009 年）在网上交易中使用了流动体验；Liu et al.(2016）在社交商务中的应用；Chang 和 Zhu（2012）在社交网站中的应用；以及 Jackson、Martin 和 Eklund（2008）在体育运动中的应用。Croft（2008）将峰值灵感和流动应用于课堂环境，并得出结论，必须将峰值和流动体验纳入课程以及学生和教师的实践中。Zhang、Yan和Wang（2015）指出，流动体验为学生使用数字图书馆提供了新颖的视角。Yang等人（2014）强调了流动体验对大学生的有利和不利影响，同时分析了家长干预的调节作用。最近，Heutte 等人（2016 年）致力于在教育和学习情境中强化流动体验。Hofferber et al. (2016 年）在学生学习环境（生物课）中使用了动机理论和流动体验，发现它们并不总是符合其理论框架。
This study explores flow experience in the context of e-learning in a developing country. Striving to keep pace with the developed countries, the majority of the universities in Pakistan are adopting online learning systems (Shah et al. 2013). The online learning system gives immediacy and ubiquity to students/teachers in all their learning and teaching processes (classroom facilitation, quizzes, assignments, papers, and other relevant information) (Iqbal and Ijaz 2011). Faculty members are transforming their focus from blackboards to online forums to achieve effective teaching and student involvement (Beatty and Ulasewicz 2006).
本研究探讨了发展中国家电子学习背景下的流动体验。为了跟上发达国家的步伐，巴基斯坦的大多数大学都在采用在线学习系统（Shah 等人，2013 年）。在线学习系统为学生/教师的所有学习和教学过程（课堂辅导、测验、作业、论文和其他相关信息）提供了即时性和无处不在性（Iqbal 和 Ijaz，2011 年）。教师们正在将注意力从黑板转向在线论坛，以实现有效教学和学生参与（Beatty 和 Ulasewicz，2006 年）。

Interpersonal factors have a considerable impact on the creation of flow experience (Liu et al. 2016). The current study takes account of three factors, namely, perceived expertise, perceived similarity, and perceived familiarity. Perceived expertise connotes students' knowledge about the use of LMSs. According to Merriam-Webster Learner's Dictionary, 'Expertise is the skill and knowledge of a person'. The main interpersonal factor is the knowledge and understanding of LMSs by students and teachers. Shen et al. (2010) studied perceived expertise in virtual users of information systems. Recently Liu et al. (2016) theorised the concept of perceived expertise in the context of social commerce users. From an educational perspective, the main users are teachers and students, so it is expected that the knowledge and expertise of students and their group members would help create flow experience that triggers the use of LMSs. Therefore, we propose the following hypothesis:
人际因素对流动体验的产生有相当大的影响（Liu 等人，2016 年）。本研究考虑了三个因素，即感知到的专业知识、感知到的相似性和感知到的熟悉性。感知到的专业知识是指学生对使用 LMS 的了解。根据 Merriam-Webster Learner's Dictionary，"专业知识是一个人的技能和知识"。主要的人际因素是学生和教师对学习管理系统的认识和理解。Shen 等人（2010 年）研究了信息系统虚拟用户的感知专业知识。最近，Liu 等人（2016 年）从理论上提出了社交商务用户感知到的专业知识概念。从教育角度来看，主要用户是教师和学生，因此预计学生及其小组成员的知识和专长将有助于创造触发使用 LMS 的流程体验。因此，我们提出以下假设：

: Perceived expertise (PE) has a positive impact on students' flow experience to use an LMS.
：感知到的专业知识（PE）对学生使用 LMS 的流程体验有积极影响。

Perceived similarity carries the concept of self-perceived similarity of preferences and tastes (Liu et al. 2016). The concept of similarity has been derived from the theory of similarity-attraction, which explains that users are attracted to others who resemble them. The theory postulates that the attraction of individuals is a positive linear function due to the same characteristics (Byrne, Griffitt, and Stefaniak 1967). Perceived similarity has been identified to have a positive relationship with trust, which ultimately strengthens users' intention to use the LMS (Al-Natour, Benbasat, and Cenfetelli 2005). Categorising similarity into behavioural and personality-based aspects, Al-Natour, Benbasat, and Cenfetelli (2005) stated that trust encapsulates the perceived usefulness and attracts users to the system. Similarity also enhances the users' interaction enjoyment and
感知相似性包含自我感知的偏好和品味相似性的概念（Liu 等人，2016 年）。相似性的概念源自相似-吸引理论，该理论解释了用户会被与自己相似的人所吸引。该理论假定，由于相同的特征，个体之间的吸引力是一个正的线性函数（Byrne、Griffitt 和 Stefaniak，1967 年）。已确定感知相似性与信任有正相关关系，而信任最终会增强用户使用 LMS 的意愿（Al-Natour、Benbasat 和 Cenfetelli，2005 年）。Al-Natour、Benbasat 和 Cenfetelli（2005 年）将相似性分为基于行为和个性的两类，他们指出，信任包含了感知到的有用性，并能吸引用户使用系统。相似性还能增强用户的交互乐趣，并提高用户的满意度。
choice of future interaction (Newcomb 1961). Because students have comparable targets and preferences in getting their education and skills, they depend on other group members who are like them, so they 'flock together', which builds their flow experience towards the LMS. In other words, their social interactions are correlated with the flow experience (Animesh et al. 2011). The similarity of environment, learning, and graduation requirements strengthen the interpersonal factor (perceived similarity) to contribute to flow experience. It is, therefore, posited that the similarity of their interests will get students in Pakistani universities more involved in an LMS, which is stated in Hypothesis 2.
未来互动的选择（Newcomb，1961 年）。由于学生们在获得教育和技能方面有着相似的目标和偏好，他们依赖于其他与他们相似的群体成员，因此他们 "趋之若鹜"，从而建立起对 LMS 的流动体验。换句话说，他们的社会互动与流动体验相关（Animesh 等人，2011 年）。环境、学习和毕业要求的相似性加强了人际因素（感知相似性），从而促进了流动体验。因此，假设 2 指出，兴趣的相似性将使巴基斯坦大学的学生更加投入到 LMS 中。

: Perceived similarity (PS) has a positive impact on flow experience.
：感知相似性（PS）对流动体验有积极影响。

Keeping in view the literature, we define familiarity as having previous experience with and knowledge of other group members who use the LMS. Using the LMS with familiar other users can reduce uncertainties regarding the system (Hinds et al. 2000) and increase the users' usage intentions through cognitive and emotional trust (Komiak and Benbasat (2006). The cognitive trust in other users strengthens the perception that the system attributes are beneficial, while the emotional trust brings a sense of security and comfort. Shen et al. (2010) discussed familiarity as a subjective perception of knowledge sharing which prompts the interaction of users within a group. Animesh et al. (2011) viewed that participation of users in virtual sites increases their familiarity and enhances their flow. Liu et al. (2016) concluded that familiarity with other users develops flow experience for users, finding a positive relationship between perceived familiarity and flow experience . In the context of the educational environment of Pakistan, it is expected that students who have more familiarity with group members in an e-learning environment will experience better flow. Therefore, we propose the hypothesis:
根据相关文献，我们将熟悉度定义为与其他使用 LMS 的小组成员有共同使用 LMS 的经验和知识。与熟悉的其他用户一起使用 LMS 可以减少对系统的不确定性（Hinds 等人，2000 年），并通过认知信任和情感信任提高用户的使用意愿（Komiak 和 Benbasat，2006 年）。对其他用户的认知信任会加强用户对系统属性有益的感知，而情感信任则会带来安全感和舒适感。Shen 等人（2010 年）讨论了熟悉感，认为熟悉感是知识共享的一种主观感知，可促进用户在群体中的互动。Animesh 等人（2011 年）认为，用户参与虚拟网站会增加他们的熟悉感，增强他们的流动性。Liu等人（2016）认为，与其他用户的熟悉程度会发展用户的流动体验，他们发现感知到的熟悉程度与流动体验 之间存在正相关关系。在巴基斯坦教育环境的背景下，预计在电子学习环境中与小组成员更加熟悉的学生将获得更好的流动体验。因此，我们提出以下假设

User motivation has been effectively linked with website atmospherics (Gao and Bai 2014; Kim and Lennon 2012; Richard 2005). Atmospherics is defined as 'conscious designing of the space to create specific effects on users' (Kotler 1973). Atmospheric cues are helpful in attracting the users to like and use the system more efficiently, since Kim and Lennon (2012) concluded that effective atmospherics promote interaction and contribute to flow experience. Jalil, Fikry, and Zainuddin (2016) investigated the relationship of store atmospherics with behavioural intentions in Malaysia and concluded that atmospherics are key drivers in customers' adoption of technology. Our current study uses the concept of website atmospherics in an educational environment, hypothesising that web atmospherics effectuates student adoption of the LMS. We focus on two main atmospheric cues (informativeness and effectiveness) that lead to the formation of student flow experience.
用户动机与网站氛围设计有效地联系在一起（Gao 和 Bai，2014 年；Kim 和 Lennon，2012 年；Richard，2005 年）。氛围学被定义为 "有意识地设计空间，为用户创造特定效果"（科特勒，1973 年）。由于 Kim 和 Lennon（2012 年）得出结论认为，有效的氛围设计能促进互动并有助于流动体验，因此氛围线索有助于吸引用户喜欢并更有效地使用系统。Jalil、Fikry 和 Zainuddin（2016 年）调查了马来西亚商店氛围与行为意向的关系，并得出结论：氛围是客户采用技术的关键驱动因素。我们目前的研究在教育环境中使用了网站氛围的概念，假设网站氛围会影响学生对 LMS 的采用。我们将重点放在两个主要的氛围线索（信息性和有效性）上，这两个线索会导致学生流量体验的形成。

Informativeness refers to the extent to which the system has complete and rich information. De Pelsmacker, Decock, and Geuens (1998) stated that informativeness in any system means being interactive, intelligent, and rich in terms of resources and knowledge. Simply put, students will use the system more if there is more information available on it. Informativeness is the stimulus of online systems and indicates the availability of all relevant information for users (Gao and Bai 2014; Richard 2005). Informativeness is linked with attitudes and induces customer involvement in online systems hence increases user intentions (Mazaheri, Richard, and Laroche 2011). Although the relationship has been investigated for online customers, students can be considered as customers of an LMS online website. Using the S.O.R. model, informativeness is a stimulus (S) which triggers student flow experience (O) and yields the usage of LMS (R). Students who believe the online learning system abounds with information and resources will tend to pay attention to it more happily. Thus, we posit:
信息性是指系统拥有完整和丰富信息的程度。De Pelsmacker、Decock 和 Geuens（1998 年）指出，任何系统的信息性都意味着交互性、智能性以及丰富的资源和知识。简而言之，如果系统中有更多的信息，学生就会更多地使用该系统。信息化是在线系统的刺激因素，表明用户可以获得所有相关信息（Gao 和 Bai，2014 年；Richard，2005 年）。信息量与用户态度相关联，可诱导用户参与在线系统，从而增加用户的使用意向（Mazaheri、Richard 和 Laroche，2011 年）。虽然这种关系是针对在线客户进行调查的，但学生也可被视为 LMS 在线网站的客户。利用 S.O.R. 模型，信息性是一种刺激（S），它引发学生的流动体验（O），并产生对 LMS 的使用（R）。如果学生认为在线学习系统提供了丰富的信息和资源，他们就会更乐于关注该系统。因此，我们认为

: Informativeness of the LMS has a positive effect on the flow experience of students.
：学习管理系统的信息化对学生的流程体验有积极影响。

Effectiveness of information signifies the relevance, correctness, accuracy, and timeliness of an online system (Mazaheri et al. 2014). Effectiveness has been acknowledged as a central cue that impacts the behaviour of viewers (De Pelsmacker, Decock, and Geuens 1998). The effectiveness of an LMS helps concentrate users' attention on more relevant information and immerses them in the LMS. Effectiveness can be identified by the fact that students find their target information and materials within the system (Zhou 2013). Irrelevant or out-of-date information on the LMS will weaken the users' experience and will waste their time by requiring them to explore other sites for their target information (Gao and Bai 2014). When students find effective information within the system, it will help form their flow and develop their usage intentions. Therefore, it is proposed that the effectiveness of information is a stimulus for creating flow experience.
信息的有效性意味着在线系统的相关性、正确性、准确性和及时性（Mazaheri 等人，2014 年）。有效性被认为是影响浏览者行为的核心线索（De Pelsmacker、Decock 和 Geuens，1998 年）。学习管理系统的有效性有助于将用户的注意力集中在更相关的信息上，并让他们沉浸在学习管理系统中。学生能在系统中找到目标信息和资料，就能确定系统的有效性（Zhou，2013 年）。学习管理系统中不相关或过时的信息会削弱用户体验，并浪费他们的时间，因为他们需要在其他网站上寻找目标信息（高和白，2014 年）。当学生在系统中找到有效信息时，将有助于形成他们的学习流程并培养他们的使用意图。因此，有人提出，信息的有效性是产生流动体验的刺激因素。
: Effectiveness of the LMS has a positive impact on the flow experience of students.
：学习管理系统的有效性对学生的流程体验有积极影响。

Flow experience is a persuasive experience that attracts users to the online system (Koufaris 2002) and acts as a 'glue' that holds users to the system (LMS) (Hoffman and Novak 1996). Similarly, Hsu, Chang, and Chen (2012) argued that flow experience disposes users towards satisfaction. Numerous studies have given evidence that flow experience leads to behavioural intentions of users (Gao and Bai 2014; Liu et al. 2016; Park & Ohm, 2014; Yang and Lee 2017; Zhang et al. 2014). Mathwick and Rigdon (2004) concluded that users' attitude and adoption are directly affected by flow experience, and that users are more likely to spend extra time on the system once they develop a positive attitude. Chin-Lung Hsu and Lu (2004) also viewed that flow experience is positively related to behavioural intentions. Shin (2006) investigated the learner's flow experience and found that the flow is a significant predictor of student satisfaction with a course. Considering this perspective, students are expected to be highly motivated towards the LMS, especially in those institutions where there is a blended system and students have choices of both a physical system and an online system; the students will want to understand the advantages of the LMS in comparison to a physical system. The students in contemporary education need to adapt to e-learning for their educational well-being (Ramírez-Correa et al. 2017) and this can be achieved with online learning systems. It is, therefore, posited:
流动体验是一种有说服力的体验，它吸引用户使用在线系统（Koufaris，2002 年），并成为用户与系统（LMS）之间的 "粘合剂"（Hoffman 和 Novak，1996 年）。同样，Hsu、Chang 和 Chen（2012 年）认为，流动体验会让用户感到满意。大量研究证明，流动体验会导致用户的行为意向（Gao 和 Bai，2014 年；Liu 等人，2016 年；Park 和 Ohm，2014 年；Yang 和 Lee，2017 年；Zhang 等人，2014 年）。Mathwick 和 Rigdon（2004 年）认为，用户的态度和采用直接受流动体验的影响，用户一旦形成积极的态度，就更有可能在系统上花费额外的时间。Chin-Lung Hsu 和 Lu（2004 年）也认为，流动体验与行为意向呈正相关。Shin（2006）研究了学习者的流动体验，发现流动是学生对课程满意度的重要预测因素。从这个角度看，学生对学习管理系统的积极性会很高，特别是在那些有混合系统的院校，学生可以选择实体系统和在线系统；学生会希望了解学习管理系统与实体系统相比的优势。当代教育中的学生需要适应电子学习，以获得教育福祉（Ramírez-Correa 等人，2017 年），而在线学习系统可以实现这一点。因此，有人提出：

: Flow experience positively affects the use of an LMS.
：流程体验对使用 LMS 有积极影响。

Our study focuses on the mediating role of flow experience. The theoretical basis for the mediation role is provided by the S.O.R. model. This model theorises that the internal interaction factors and system atmospherics (S) create a flow state which further triggers the usage of the LMS (R) among students (Gao and Bai 2014; Yoon 2012). The mediating role of users' internal state (O) has been studied in different contexts and settings. For example, Ha and Lennon (2010) ascertained the mediating influence of an effective state between web design and customers' behavioural response. Liu et al. (2016) investigated the mediating role of flow experience between interpersonal interaction factors and online shoppers' purchase intentions. Gao and Bai (2014) looked at the mediation of flow experience between website atmospheric characteristics and user cognitive responses. In the context of e-learning, we expect that the flow experience will mediate between the proposed predictors of flow experience and students' use of the LMS. Thus, we posit that:
我们的研究侧重于流动体验的中介作用。S.O.R. 模型为中介作用提供了理论基础。该模型认为，内部交互因素和系统氛围（S）会产生流动状态 ，从而进一步引发学生使用 LMS（R）（Gao 和 Bai，2014 年；Yoon，2012 年）。用户内部状态（O）的中介作用已在不同的背景和环境中得到研究。例如，Ha 和 Lennon（2010 年）确定了有效状态在网页设计和客户行为反应之间的中介影响。Liu 等人（2016）研究了流动体验在人际互动因素和网购者购买意向之间的中介作用。Gao和Bai（2014）研究了流动体验在网站氛围特征与用户认知反应之间的中介作用。在电子学习的背景下，我们预计流动体验将在所提出的流动体验预测因素与学生对 LMS 的使用之间起到中介作用。因此，我们假设

: Flow experience mediates the relationship between interpersonal interaction factors (perceived expertise, perceived similarity, and perceived familiarity), atmospherics (informativeness and effectiveness), and the use of an LMS.
：流动体验在人际互动因素（感知到的专业性、感知到的相似性和感知到的熟悉性）、氛围（信息性和有效性）与使用 LMS 之间的关系中起着中介作用。

PIS embodies the support from universities and the education administration to nurture and value contributions (LaMastro 2001). In the context of e-learning, PIS refers to support which values the participation and interaction of students and teachers through the system. Rhoades and Eisenberger (2002) explained that PIS encourages users to adopt the system voluntarily and Celep and Yilmazturk (2012) confirmed that PIS does affect commitment. Ahmed et al. (2014) probed the role of PIS on the responsiveness of teachers as well as the satisfaction and performance of students, finding that PIS positively influences the performance and satisfaction of students. In the same line, Yildirim et al. (2014) asserted a need for training and institutional support for using LMS in educational institutions. Maurer (2001) observed that individuals who feel supported by their institutions are likely to be more confident about accomplishing their goals. The students and instructors need a supportive environment in terms of the online learning system, quality Internet facilities, electricity, and availability of digital equipment, and more specific support may be needed in developing countries such as Pakistan. It is, therefore, proposed that students with flow experience are more likely to use the LMS if there is institutional and organisational support. Figure 1 shows the research model of the study.
PIS 体现了大学和教育行政部门对培养和重视贡献的支持（LaMastro，2001 年）。在电子学习方面，PIS 指的是重视学生和教师通过系统进行参与和互动的支持。Rhoades 和 Eisenberger（2002 年）解释说，PIS 鼓励用户自愿采用系统；Celep 和 Yilmazturk（2012 年）证实，PIS 确实会影响承诺。Ahmed 等人（2014 年）研究了 PIS 对教师响应能力以及学生满意度和成绩的作用，发现 PIS 对学生的成绩和满意度有积极影响。同样，Yildirim 等人（2014 年）认为，教育机构在使用 LMS 时需要培训和机构支持。Maurer（2001）观察到，感受到机构支持的个人可能会对完成目标更有信心。学生和教师需要在线学习系统、优质互联网设施、电力和数字设备等方面的支持性环境，在巴基斯坦等发展中国家可能需要更具体的支持。因此，我们建议，如果有机构和组织的支持，有流程经验的学生更有可能使用 LMS。图 1 显示了本研究的研究模型。

: PIS moderates the relationship between flow experience and the use of an LMS, such that the positive relationship will be stronger when the PIS is high.
：PIS 可调节流量体验与使用本地管理系统之间的关系，因此，当 PIS 高时，正相关关系会更强。

All the scales used in the data collection were adapted from previous studies which were suitable in the context of social sciences and information technology. The instruments of perceived expertise, perceived similarity, and perceived familiarity were adopted from Shen et al. (2010). The scale for informativeness was taken from Chen and Wells (1999) and that for effectiveness of information from Bell and Tang (1998). The scale for flow experience was taken from Zhang et al. (2014)
数据收集过程中使用的所有量表均改编自适合社会科学和信息技术领域的以往研究。感知专业性、感知相似性和感知熟悉性量表采用了 Shen 等人（2010 年）的研究成果。信息性量表来自 Chen 和 Wells（1999 年），信息有效性量表来自 Bell 和 Tang（1998 年）。流动体验量表来自 Zhang 等人（2014）。

Figure 1. Research model.
图 1.研究模型。

and the scale for the use of an LMS was adapted from Shen et al. (2010) and Islam (2013). Moreover, taking guidance from previous research, we control for gender, level of education, and experience to check the usage behaviour properly (Gao and Bai 2014; Liu et al. 2016). All the items were measured by using a 7 -point Likert scale, where the participants indicated their level of agreement with a statement within a range ( strongly disagree and strongly agree). Final items in the questionnaire and their sources are listed in the Appendix.
而使用 LMS 的量表则改编自 Shen 等人（2010 年）和 Islam（2013 年）的研究。此外，在前人研究的指导下，我们对性别、受教育程度和经验进行了控制，以正确检验使用行为（Gao 和 Bai，2014 年；Liu 等，2016 年）。所有项目均采用 7 点李克特量表进行测量，参与者在一定范围内（ 非常不同意和 非常同意）表示对某一陈述的同意程度。调查问卷的最终项目及其来源见附录。

The scale was pretested before final data collection through teachers, and five senior PhD management research scholars who specialise in survey design were involved to ensure the clarity of questions and avoid issues regarding interpretation. A purposive sampling was used to invite the respondents to participate in the research. A cover letter, with an explanation of the study's purpose and a self-report questionnaire, was then distributed to students from various departments where an LMS was in use. All the participants were studying in universities where the instruction language was English, so the questionnaire was managed in English and distributed to the senior students who voluntarily participated in the study. It is noteworthy that the questionnaire items used in this study were adopted from past studies that have similarity in the contextual background. It was also important to pilot test the scales to ensure the validity and reliability of the instrument, so a pilot study was conducted before finalising the questionnaire. Results of the pilot study revealed that most of the measurement scales for the constructs were valid. During analysis, some items were removed from the questionnaire because of their low factor loadings. For instance, the first item of perceived similarity was eliminated, as were the first and third items of effectiveness.
在最终数据收集之前，通过教师对量表进行了预先测试，并邀请了五位专门从事调查设计的资深博士管理研究学者参与其中，以确保问题的清晰度，避免出现解释方面的问题。在邀请受访者参与研究时采用了目的性抽样。研究人员向使用学习管理系统的各个院系的学生发放了一封附有研究目的说明和自我报告问卷的求职信。所有参与者都就读于以英语为教学语言的大学，因此问卷以英语管理，并分发给自愿参与研究的高年级学生。值得注意的是，本研究中使用的问卷项目均采用了以往研究中与研究背景相似的项目。为确保问卷的有效性和可靠性，对量表进行试点测试也很重要，因此在最终确定问卷前进行了试点研究。试点研究的结果表明，大部分构念的测量量表都是有效的。在分析过程中，一些项目因其因子负荷较低而被从问卷中删除。例如，删除了第一项 "感知相似性"，以及第一项和第三项 "有效性"。

The study arranged a questionnaire-based survey to measure the structural model. We selected a survey method because it is helpful in predicting behaviour and examining the relationship among variables and constructs (Newsted, Huff, and Munro 1998). In addition, the survey method is commonly used for measuring behavioural intentions in social science research (Zhang et al. 2014). Surveys are usually preferred due to accommodating a large number of respondents in a short time. As the model integrates and includes a number of social variables, the survey method is more appropriate as compared to other methods such as experiments and case studies. Cheung and Lee (2009) advocated the survey method as more practicable, especially in studies where users' intentions and adoption are being assessed.
本研究安排了一项问卷调查来衡量结构模型。我们之所以选择调查法，是因为它有助于预测行为和研究变量与构造之间的关系（Newsted、Huff 和 Munro，1998 年）。此外，调查法通常用于测量社会科学研究中的行为意向（Zhang 等人，2014 年）。由于调查能在短时间内容纳大量受访者，因此通常更受青睐。由于模型整合并包含了许多社会变量，因此调查法与实验和案例研究等其他方法相比更为合适。Cheung 和 Lee（2009 年）认为调查法更为实用，尤其是在评估用户意图和采用情况的研究中。

We collected the survey data from university students in Islamabad, the capital of Pakistan. A questionnaire was distributed among the students of six universities.
我们从巴基斯坦首都伊斯兰堡的大学生中收集了调查数据。我们向六所大学的学生发放了调查问卷。

A total of 600 questionnaires were distributed to the students of public and private sector universities in the month of January 2016. The students were informed that their feedback would only be used for research purposes and their names, if given, would be kept strictly confidential. We first arranged a pilot study on the first 40 responses which were then eliminated from our final data. The respondents were motivated by giving them small packs of different sweet items and promising to share the final results with them. We received 350 responses, of which 27 were data-constrained and were not used, leaving 323 questionnaires for the analysis.
2016 年 1 月，共向公立和私立大学的学生发放了 600 份问卷。学生们被告知，他们的反馈意见将仅用于研究目的，他们的姓名（如果提供）将严格保密。我们首先对前 40 份答复进行了试点研究，然后将其从最终数据中剔除。我们向受访者赠送了一小包不同的甜食，并承诺与他们分享最终结果，以此来激发他们的积极性。我们共收到 350 份问卷，其中 27 份因数据限制而未被采用，剩下 323 份问卷用于分析。

To evaluate the model, the study chose to use structural equation modelling (SEM) through AMOS. Researchers consider the AMOS software to be a powerful tool for obtaining confirmatory factor analysis (CFA) and SEM (Byrne 2016). AMOS provides a graphical, user-friendly interface, allowing users to conveniently configure path diagrams, estimate parameters, and calculate model fit (Nachtigall et al. 2003). AMOS presents a natural framework to understand analysis and results in more simple ways. In the current research, we used SPSS 20 for getting descriptive statistics and AMOS to examine CFA and the structural model. Table 1 shows the demographic information of the 323 respondents, most of whom were male. The participant ages varied from less than 25 to more than 36 years; 151 participants had a master's degree qualification and 139 respondents had 4-6 years of experience in using an LMS.
为了评估该模型，研究选择通过 AMOS 使用结构方程模型（SEM）。研究人员认为 AMOS 软件是进行确证因子分析（CFA）和 SEM 的强大工具（Byrne，2016 年）。AMOS 提供图形化、用户友好的界面，允许用户方便地配置路径图、估计参数和计算模型拟合度（Nachtigall 等人，2003 年）。AMOS 提供了一个自然的框架，可以用更简单的方式理解分析和结果。在本研究中，我们使用 SPSS 20 进行描述性统计，并使用 AMOS 检验 CFA 和结构模型。表 1 显示了 323 名受访者的人口统计学信息，其中大部分为男性。受访者的年龄从 25 岁以下到 36 岁以上不等；151 位受访者拥有硕士学位，139 位受访者拥有 4-6 年使用 LMS 的经验。

The study used Kaiser-Meyer-Olkin (KMO) and Bartlett's test of Sphericity (Bartlett 1954) to measure the sampling adequacy. The value of KMO (0.847) was in the significant range of , which indicates adequate sampling. Similarly, the approximate value of Chi-square is 5487.80 with 465 degrees of freedom, which is significant at the 0.05 level. Secondly, because cross-sectional data were collected, common method bias could occur in the results (Podsakoff, MacKenzie, and Lee 2003), so the possibility was evaluated through Harman's single factor test. After categorising all the items into eight factors, our results demonstrated that the first factor explains only of the variance, so common method variance was not a serious issue.
本研究采用 Kaiser-Meyer-Olkin (KMO) 和 Bartlett's Sphericity 检验（Bartlett，1954 年）来衡量抽样的充分性。KMO 值（0.847）在 的显著范围内，表明抽样充分。同样，在 465 个自由度下，Chi-square 的近似值为 5487.80，在 0.05 的水平上是显著的。其次，由于收集的是横截面数据，结果中可能会出现共同方法偏差（Podsakoff、MacKenzie 和 Lee，2003 年），因此通过哈曼单因素检验对这种可能性进行了评估。在将所有项目分为八个因子后，我们的结果表明，第一个因子只解释了 的方差，因此共同方法方差并不是一个严重的问题。
Table 1. Demographic information.
表 1.人口统计学信息。

After getting the satisfactory results from the KMO and common method bias testing, the study examined the model through CFA (Hair et al. 1998). In particular, we measured the content validity, convergent validity, and discriminant validity of the structural model to check the acceptable connection of variables. We measured the convergent validity by evaluating the values of factor loadings, composite reliability (CR), Cronbach's alpha, and average variance extracted (AVE). The standard levels for CR, AVE, and Cronbach's alpha are , and 0.70 respectively (Flynn et al. 1990; Hair et al. 1998). Table 2 shows that the CR and Cronbach's alpha values in the study are greater than 0.70, and the AVE of all variables is above the threshold level of 0.50 . All the calculated values in the table prove a sound validation of our measurements in terms of Cronbach's alpha, CR, and AVE.
在 KMO 和普通方法偏差检验得到满意结果后，本研究通过 CFA（Hair 等人，1998 年）对模型进行了检验。具体而言，我们测量了结构模型的内容效度、收敛效度和区分效度，以检查变量之间是否存在可接受的联系。我们通过评估因子载荷、综合信度（CR）、克朗巴赫α和平均方差提取（AVE）的值来衡量收敛效度。CR、AVE 和 Cronbach's alpha 的标准水平分别为 和 0.70（Flynn 等人，1990 年；Hair 等人，1998 年）。表 2 显示，本研究中的 CR 和 Cronbach's alpha 值均大于 0.70，所有变量的 AVE 均高于 0.50 的临界值。表中的所有计算值都证明，我们的测量结果在 Cronbach's alpha、CR 和 AVE 方面都得到了很好的验证。

To ensure that there is no serious issue of multicollinearity, we examined the variance inflation factor (VIF) and tolerance values of all the independent variables. Mason and Perreault (1991) argued that there should not be any issue of multicollinearity if the VIF is lower than 10 and the tolerance values are higher than 0.10 . Our results showed that the VIF for the current study ranges from 1.288 to 2.363 and hence indicates no issue of multicollinearity.
为确保不存在严重的多重共线性问题，我们检查了所有自变量的方差膨胀因子（VIF）和容许误差值。Mason 和 Perreault（1991 年）认为，如果 VIF 低于 10 且容许值高于 0.10，就不应该存在多重共线性问题。我们的研究结果表明，本研究的 VIF 值在 1.288 到 2.363 之间，因此不存在多重共线性问题。

Table 3 provides descriptive statistics and correlations among the variables of the study. The table also reveals
表 3 提供了研究变量之间的描述性统计和相关性。该表还显示

Table 2. Results of Cronbach's alpha, CR, and average variance.
表 2.Cronbach's alpha、CR 和平均方差的结果。

Table 3. Inter-construct correlations and discriminant validity.
表 3.结构间相关性和判别效度。

Notes: Boldface numbers in the diagonal represent square root of the AVE of each construct; Pearson correlation are presented below the diagonal. , .
注：对角线上的粗体数字代表每个构念 AVE 的平方根；皮尔逊相关性显示在对角线下方。 , 。

that the square root of the AVE is greater than the correlations between all variables, thus indicating good discriminant validity. Discriminant validity testifies about the level of distinctness between variables. The study authenticated discriminant validity through comparing the relationship of correlations among variables and obtained the square root of AVE (Fornell and Larcker 1981).
即 AVE 的平方根大于所有变量之间的相关性，从而表明判别效度良好。判别效度证明了变量之间的差异程度。本研究通过比较变量之间的相关关系，并获得视差平方根，从而验证了区分效度（Fornell 和 Larcker，1981 年）。

The study measured the relationships among variables after validity and reliability tests of the measurement model. SEM was used to test the hypothesised relationships among the constructs, and the moderating effect of PIS. Some model fit criteria must be considered to assess the model fit in SEM (Hair et al. 2010). These are the Comparative Fit Index (CFI), Tucker Lewis Fit Index (TLI), and Root Mean Square Error of Approximation (RMSEA) and Chi-square ( ). In our structural model, the estimated values of the fit indices are , and RMSEA . The threshold value for is less than 3 and for CFI and TLI, it is greater than .90 . The recommended threshold value for RMSEA is less than .08 (Hair et al. 2010). These results collectively indicate that all values of model fit were in the recommended range.
在对测量模型进行有效性和可靠性测试后，本研究对变量之间的关系进行了测量。SEM 用于检验各构念之间的假设关系以及 PIS 的调节作用。在 SEM 中评估模型拟合度必须考虑一些模型拟合标准（Hair 等人，2010 年）。这些标准是比较拟合指数（CFI）、塔克-刘易斯拟合指数（TLI）、均方根近似误差（RMSEA）和奇偶校验（ ）。在我们的结构模型中，拟合指数的估计值为 ，RMSEA 为 。 的临界值小于 3，CFI 和 TLI 的临界值大于 0.90。RMSEA 的推荐临界值小于 0.08（Hair 等人，2010 年）。这些结果共同表明，所有模型拟合值都在建议范围内。

As shown in Figure 2, all the main hypotheses were supported. The results show that perceived expertise ( , perceived similarity ), and perceived familiarity ( all have a positive and significant effect on flow experience to use LMS, thus supporting , and H 3 . The results also show that the influence of informativeness , and effectiveness on the relationship of flow experience to use an LMS were positive and significant, supporting H 4 and H 5 . Furthermore, the result of flow experience )
如图 2 所示，所有主要假设都得到了支持。结果显示，感知到的专业性（ 、感知到的相似性 ）和感知到的熟悉性（ ）都对使用 LMS 的流程体验有显著的正向影响，因此支持 和 H 3。结果还显示，信息性 、 和有效性 对使用 LMS 的流动体验关系的影响均为正且显著，支持 H 4 和 H 5。此外，流动体验 的结果也是显著的。）

Figure 2. Structural model with results.
图 2.结构模型与结果。

Table 4. Bootstrapping results.
表 4.引导结果。

indicates that it has a positive influence on the use of an LMS, which confirms H6. The model shows that of the variance exists in flow experience, and in the use of an LMS. In addition to the above results, we ascertained that all control variables (education, experience, and gender) have an insignificant effect on the use of an LMS.
表明它对使用 LMS 有积极影响，这证实了 H6。模型显示， 的方差存在于流量经验中， 的方差存在于 LMS 的使用中。除上述结果外，我们还确定所有控制变量（教育程度、经验和性别）对使用 LMS 的影响都不显著。

H7 proposes that flow experience mediates the effect of interpersonal interaction factors, atmospheric cues, and the use of an LMS. The mediating role of flow experience was tested following a published approach (Preacher and Hayes 2008; Shrout and Bolger 2002). As shown in Table 4, the indirect effect of flow experience in the relationship between perceived expertise and the use of an LMS is significant with a bootstrap confidence interval . This finding clarifies that flow experience mediates the relationship among perceived expertise and the use of the LMS because the confidence interval of the indirect effect of perceived expertise on the use of the LMS does not include zero. Similarly, the indirect effects of perceived similarity and perceived familiarity on the use of the LMS are also significant with a bootstrap confidence interval (CI. and ). Furthermore, the indirect effect of atmospheric cues (informativeness and effectiveness) on the use of the LMS is statistically significant with bootstrap confidence interval (CI. and ).
H7 提出，流动体验可以调节人际互动因素、氛围暗示和使用 LMS 的影响。流动体验的中介作用按照已发表的方法进行了检验（Preacher 和 Hayes，2008 年；Shrout 和 Bolger，2002 年）。如表 4 所示，流动体验对感知到的专业知识与使用 LMS 之间关系的间接影响是显著的，自举置信区间为 。这一结果说明，流动体验在感知的专业知识与使用 LMS 之间起到了中介作用，因为感知的专业知识对使用 LMS 的间接影响的置信区间不包括零。同样，感知相似度和感知熟悉度对使用 LMS 的间接影响也是显著的，其引导置信区间为 （CI. 和 ）。此外，大气线索（信息量和有效性）对使用 LMS 的间接影响在统计上是显著的，其 bootstrap 置信区间为 （CI. 和 ）。
Thus, the results indicate that flow experience mediates between the two atmospheric cues and the use of the LMS.
因此，研究结果表明，流动体验在这两种氛围线索和使用 LMS 之间起着中介作用。

As shown in Table 5, the study examined the moderating effect of PIS on the relationship between flow experience and the use of an LMS. The results reveal that PIS has a positive effect on the use of the LMS. The interaction term of PIS and flow experience is statistically significant, which specifies that PIS does have a moderating effect on the use of an LMS. This confirms H8, clarifying that the higher the PIS, the higher the use of an LMS among students.
如表 5 所示，研究考察了 PIS 对流程体验与使用 LMS 之间关系的调节作用。结果显示，PIS 对使用 LMS 有积极影响。PIS 与流量体验 的交互项在统计上显著，这说明 PIS 对 LMS 的使用有调节作用。这证实了 H8，说明 PIS 越高，学生对 LMS 的使用率越高。

The current study evaluated the e-learning development in Pakistan and tries to help administrators promote students' understanding and use of an LMS. As recently described by Boateng et al. (2016), 'understanding [an] online learning system and its determinants are crucial for getting more insightful findings and solution[s]'. Prior et al. (2016) also emphasised encouraging students and instructors to use online learning systems. Keeping the goal in mind, the study aimed to focus on e-learning by evaluating the main drivers of flow experience. In this regard, three interpersonal factors (perceived expertise perceived similarity, and perceived familiarity) and two system atmospheric cues (informativeness and effectiveness) were investigated as the main predictors of flow experience in adopting an online LMS. The obtained results of the model support our main hypotheses. With Pakistan being in a developing stage of e-learning, there is a high potential to understand and promote LMS and the e-learning perspective. Our study found a significant positive relationship of perceived expertise with flow experience, which shows that students' expertise should be supported by institutions and enhanced to
本研究对巴基斯坦的电子学习发展情况进行了评估，并试图帮助管理者促进学生对 LMS 的理解和使用。正如 Boateng 等人（2016 年）最近所描述的，"了解在线学习系统及其决定因素对于获得更有洞察力的发现和解决方案至关重要"。Prior 等人（2016）还强调鼓励学生和教师使用在线学习系统。考虑到这一目标，本研究旨在通过评估流动体验的主要驱动因素来关注在线学习。在这方面，三个人际因素（感知到的专业性、感知到的相似性和感知到的熟悉性）和两个系统氛围线索（信息性和有效性）是预测在线学习管理系统使用过程中流动体验的主要因素。模型得出的结果支持我们的主要假设。巴基斯坦正处于电子学习的发展阶段，从电子学习的角度来理解和推广 LMS 具有很大的潜力。我们的研究发现，感知到的专业知识与流量体验之间存在着明显的正相关关系，这表明学生的专业知识应得到机构的支持和加强，以提高他们的学习效果。

Table 5. Moderating effect of PIS.
表 5.PIS 的调节作用。

return fruitful results. Students with expertise are comparatively more attracted towards online learning systems due to their constant contact with instructors and the system (York and Richardson 2012). Perceived similarity was found to be positively related to flow experience. In the case of the educational environment, the students' preferences are almost alike, so the administrators need to align their targets similarly to promote better attachment to the online system. The earlier experience (familiarity) of group members with each other encourages the creation of flow experience in students. The findings of this study confirm that those students who are familiar with LMS show more interest in its usage and promotion. New students and new faculty members require familiarity with the system to immerse themselves completely in their learning, research, and teaching endeavours.
取得丰硕成果。具有专业知识的学生由于经常与教师和系统接触，相对而言更受在线学习系统的吸引（York 和 Richardson，2012 年）。研究发现，感知相似性与流动体验呈正相关。在教育环境中，学生的偏好几乎相同，因此管理者需要以相似的方式调整目标，以促进学生更好地依恋在线系统。小组成员之间的早期经验（熟悉程度）会促进学生产生流动体验。本研究的结果证实，熟悉 LMS 的学生对其使用和推广表现出更大的兴趣。新生和新教师需要熟悉系统，才能完全投入到学习、研究和教学工作中。

The relationship of informativeness with the flow experience was found to be significant, indicating that the higher the informativeness, the higher the students' flow experience. Therefore, educators should think about the content and detailed information on the LMS. The LMS must be furnished with enough information so that the students and instructors will not bother to go, physically or electronically, anywhere else for further information. Another atmospheric characteristic, the effectiveness of LMS, also contributes to the flow experience. The online system must be updated, relevant, and comprehensive in providing all the required materials to students and teachers. Our results are consistent with the results of Gao and Bai (2014), who proved a mediating role of flow experience towards customers' purchase intentions in Chinese online tourism. Liu et al. (2016) also concluded that flow experience mediates the relationship of interpersonal interaction factors of online systems and users' intentions. Furthermore, our results explain the prominent role of institutional support in the development and adoption of LMSs, benefitting all stakeholders (especially students and teachers) and moving them towards usage behaviour in higher education institutions of Pakistan. The study found that PIS helps those individuals who have relatively low flow experience. If the perceived level of institutional support increases, the strength of the relationship between flow experience and the use of an LMS also increases. Our result about PIS is consistent with Maurer (2001), Rhoades and Eisenberger (2002), and Ahmed et al. (2014). Yildirim et al. (2014) also concluded the positive effect of institutional support in developing online learning systems in education. The moderation result directs policy-makers in Pakistan to pay heed to the provision of adequate institutional support to learners and instructors.
研究发现，信息量与流动体验的关系显著，表明信息量越大，学生的流动体验越高。因此，教育者应该考虑 LMS 的内容和详细信息。学习管理系统必须提供足够的信息，这样学生和教师才不会费力地通过物理或电子方式去其他地方获取更多信息。另一个大气特征，即 LMS 的有效性，也会对流程体验产生影响。在线系统必须及时更新，具有相关性，并能为学生和教师提供所需的全部资料。我们的研究结果与高和白（2014）的研究结果一致，他们证明了流量体验对中国在线旅游中顾客购买意向的中介作用。Liu 等人（2016）也得出结论，流动体验对在线系统的人际互动因素与用户意图之间的关系起中介作用。此外，我们的研究结果还解释了机构支持在开发和采用 LMS 方面的突出作用，使所有利益相关者（尤其是学生和教师）受益，并推动他们在巴基斯坦高等教育机构中的使用行为。研究发现，PIS 能够帮助那些流量经验相对较少的人。如果感知到的机构支持水平提高了，流动体验与使用 LMS 之间的关系强度也会增加。我们关于 PIS 的研究结果与 Maurer（2001）、Rhoades 和 Eisenberger（2002）以及 Ahmed 等人（2014）的研究结果一致。Yildirim 等人（2014 年）也认为，机构支持对开发教育领域的在线学习系统具有积极作用。 调节结果要求巴基斯坦的政策制定者注意为学习者和教师提供充分的机构支持。

This study highlights important antecedents of viable alternative platforms for the interaction of learners, instructors, and educational institutions. The online learning system can emerge as an integral part of current e-learning revolution, provided that it is assimilated in the minds and hearts of students and instructors. To this end, this study focuses on evaluating the determinants of flow experience in the educational setting. Flow experience has been an interesting research dimension in marketing and human behaviour; yet its understanding in an e-learning perspective, though quite important, is an under-researched area. As recently concluded by Qin et al. (2016), the hour has come for an organised learning system for the teacher as well as student community where they can pair with each other with peers, and with other group members. York and Richardson (2012), too, argued that online learning is indispensable for learner to learner and learner to instructor interactions.
本研究强调了学习者、教师和教育机构互动的可行替代平台的重要先决条件。在线学习系统可以成为当前电子学习革命中不可或缺的一部分，但前提是学生和教师的思想和心灵必须与之同化。为此，本研究侧重于评估教育环境中流动体验的决定因素。流动体验一直是市场营销和人类行为学中一个有趣的研究维度；然而，从电子学习的角度来理解流动体验，尽管相当重要，却是一个研究不足的领域。正如 Qin 等人（2016 年）最近得出的结论，为教师和学生社区提供一个有组织的学习系统的时代已经到来，在这个系统中，他们可以与同伴和其他小组成员结成对子。York 和 Richardson（2012）也认为，在线学习对于学习者与学习者、学习者与教师之间的互动是不可或缺的。

To the best of our knowledge, this is the first study that provides a model linking interpersonal interaction factors and website atmospherics to students' adoption of an LMS through the mediating role of flow experience and moderating role of PIS in the e-learning environment. The study enriches the previous literature on flow experience and e-learning by utilising the popular S.O.R model. Our results disclose that an e-learning platform, such as an LMS, is intensely needed for students to achieve their educational goals effectively. Once students get into the flow zone, an LMS becomes an effective and productive development in contemporary educational management. The study has significant implications for researchers and practitioners.
据我们所知，这是第一项通过电子学习环境中流动体验的中介作用和 PIS 的调节作用，将人际互动因素和网站氛围与学生采用 LMS 联系起来的研究。本研究利用流行的 S.O.R 模型，丰富了以往有关流动体验和电子学习的文献。我们的研究结果表明，学生要想有效地实现他们的教育目标，就必须要有一个电子学习平台，如学习管理系统（LMS）。一旦学生进入学习状态，学习管理系统就会成为当代教育管理中有效且富有成效的发展工具。这项研究对研究人员和从业人员具有重要意义。

This study has theoretical implications in the areas of e-learning and information systems by exploring the basic predictors of flow experience from the perspectives of interpersonal interaction factors and atmospherics. The inclusion of flow experience consideration in online learning research contributes to the body of existing knowledge, as does looking at this in the context of developing countries. The flow experience and evaluating its key predictors in an e-learning context are a quite new phenomenon. This may attract the focus of future researchers to exploit the concept of flow experience in different contexts in educational and non-educational settings. The interpersonal interaction factors
本研究从人际互动因素和氛围的角度探讨了流动体验的基本预测因素，对电子学习和信息系统领域具有理论意义。将流动体验纳入在线学习研究，有助于丰富现有知识，也有助于在发展中国家的背景下研究流动体验。在线学习中的流动体验及其关键预测因素的评估是一个相当新的现象。这可能会吸引未来的研究人员关注在教育和非教育环境的不同背景下利用流动体验的概念。人际互动因素
that help create 'flow' are reasonably explained using the S.O.R. model in e-learning and technology adoption studies. Moreover, the atmospheric cues are worth careful consideration to increase students' flow and interest in an online learning system. Several researchers have focused on unveiling the atmospheric cues in the context of consumer behavioural intentions (Gao and Bai 2014; Kim, Kim, and Lennon 2009), but it can be equivalently applied to understand the student flow experience using online learning technology. The results of the current study reveal that interpersonal interaction factors and the atmospheric characteristics of LMSs are theoretically sound in predicting the flow experience of learners in educational settings. The current study shows that exploring the potential benefits and costs of flow experience in educational and other contexts (Yang et al. 2014) is a worthwhile endeavour. In the age of digitalisation and e-developments, this study highlights new avenues for researchers to ascertain the chief factors contributing to the adoption of online teaching and LMSs.
在电子学习和技术应用研究中，S.O.R.模型对有助于产生 "流动 "的氛围线索进行了合理的解释。此外，为了提高学生对在线学习系统的兴趣，氛围线索也值得仔细考虑。一些研究人员专注于揭示消费者行为意向背景下的氛围线索（Gao 和 Bai，2014 年；Kim、Kim 和 Lennon，2009 年），但它同样可以应用于理解使用在线学习技术的学生流动体验。本研究的结果表明，人际互动因素和 LMS 的氛围特征在预测教育环境中学习者的流动体验方面具有合理的理论依据。当前的研究表明，在教育和其他背景下探索流动体验的潜在益处和成本（Yang 等，2014 年）是一项值得努力的工作。在数字化和电子发展的时代，本研究为研究人员确定促进在线教学和 LMS 采用的主要因素提供了新的途径。

The paper has practical implications for students, teachers, educational institutions, policy-makers, and custodians of information systems, as well as government educational administrators. LMS is particularly important in the learners' perspective because if it is fully adopted, it will help them interact independently, with fewer time and space constraints. Consistent with the arguments of Ramírez-Correa et al. (2017), it is highly valuable to understand the relevance of LMSs in the development of e-learning. The inclusion of interpersonal interaction factors such as perceived expertise, perceived similarity, and perceived familiarity in this evaluation shows that these have large positive impacts on the formation of students' flow experience. The result requires and directs institutions to pay due attention to these interpersonal factors. The perceived expertise of group members is highly important for the students to get immersed in the system. In the same way, the similarity of group preferences attracts students to develop their flow experience. Our findings reveal that the social interactions among students also facilitate the formation of flow experience. Students appropriately acknowledge the atmospheric characteristics of an LMS as substantial for forming flow experience in higher education institutions of Pakistan.
本文对学生、教师、教育机构、政策制定者、信息系统管理者以及政府教育管理者都有实际意义。从学习者的角度来看，学习管理系统尤为重要，因为如果全面采用学习管理系统，将有助于学习者在更少的时间和空间限制下进行独立互动。与拉米雷斯-科雷亚等人（2017）的论点一致，了解 LMS 在电子学习发展中的相关性极具价值。将感知到的专业知识、感知到的相似性和感知到的熟悉性等人际互动因素纳入本次评估表明，这些因素对学生流动体验的形成有很大的积极影响。这一结果要求并指导各机构充分重视这些人际互动因素。小组成员的专业知识感知对学生融入系统非常重要。同样，群体偏好的相似性也会吸引学生形成流动体验。我们的研究结果表明，学生之间的社会互动也会促进流动体验的形成。在巴基斯坦的高等教育机构中，学生恰当地认识到 LMS 的氛围特征对形成流动体验具有重要意义。

The results related to the two atmospheric cues reveal that students want and need the LMS to be quite rich in terms of informativeness and effectiveness. Information management curators and administrators must examine the content, material availability, and completeness of relevant information on LMSs. As suggested by Prior et al. (2016), the LMS needs to be designed in a student-friendly way and to be furnished with proper audio-visual aids. Similarly, Hsiao et al. (2010) concluded that the availability of comprehensive information on the online system enhances users' trust of the site. Furthermore, the results signify that flow experience mediates and helps to create students intention to use the LMS. Flow experience leads students to rush to use the LMS, so students could surely feel more academic satisfaction if they reach this comfort zone. Data on the moderating effect of PIS indicate a substantial positive effect on the use of the LMS, which signifies that institutions need to focus on the issues hindering student acceptance of the LMS. The lack of uninterrupted electricity, speedy and unlimited Internet access, and availability of multimedia for video lectures are some of the hindrances which can be reduced with the help of educational institutions, and government.
与两种氛围线索相关的结果显示，学生希望并需要学习管理系统在信息量和有效性方面相当丰富。信息管理策展人和管理者必须检查 LMS 上相关信息的内容、材料可用性和完整性。正如 Prior 等人（2016）所建议的，LMS 需要以学生友好的方式进行设计，并配备适当的视听辅助设备。同样，Hsiao 等人（2010 年）也得出结论，在线系统提供全面的信息会增强用户对网站的信任。此外，研究结果表明，流动体验有助于产生学生使用 LMS 的意愿。流动体验导致学生急于使用 LMS，因此，如果学生达到这一舒适区，他们肯定会感到更多的学业满足感。有关 PIS 调节效应的数据表明，PIS 对使用 LMS 有很大的积极影响，这说明院校需要关注阻碍学生接受 LMS 的问题。在教育机构和政府的帮助下，缺乏不间断的电力、快速和无限的互联网接入、视频讲座的多媒体可用性等问题都是可以减少的障碍。

The study acknowledges several limitations. First of all, the study was completed in a developing Asian country, Pakistan. The educational and learning environment of Pakistan is quickly shifting to e-learning, but still lagging behind the developed nations. Therefore, practitioners should be cautious as the results should only be applied to similar developing and learning environments. The model could be tested in other geographical and cultural settings with a focus on learning and training environments. Secondly, the study used cross-sectional analysis and collected data at only one point in time, which is generally considered less accurate as compared to data collected at different times from the same respondents. Therefore, it would be better to conduct a longitudinal data analysis in future studies. Similarly, the study collected data from university students in the capital city of Pakistan, where there is relatively more awareness about LMSs and e-learning. Future studies could focus on rural areas and other urban areas in which the target population is found. This study used a small sample size, whereas future work may use a large sample with some other variables, such as entertainment, to explore the factors affecting the use of LMSs in a broader context. The use of other moderators is also commendable for future studies, considering factors such as financial support from government and gender differences in the use of LMS. The age factor is also worth considering in future studies to discover how the new and old students develop their flow and adopt LMS in their learning.
本研究承认存在一些局限性。首先，这项研究是在亚洲发展中国家巴基斯坦完成的。巴基斯坦的教育和学习环境正在迅速转向电子学习，但仍然落后于发达国家。因此，从业人员应谨慎行事，因为研究结果只能应用于类似的发展和学习环境。该模型可在其他地理和文化环境中进行测试，重点关注学习和培训环境。其次，该研究采用了横截面分析方法，只收集了一个时间点的数据，与同一受访者在不同时间收集的数据相比，这种方法通常被认为准确性较低。因此，在今后的研究中最好进行纵向数据分析。同样，本研究收集的数据来自巴基斯坦首都的大学生，因为那里的学生对 LMS 和电子学习的认识相对较高。今后的研究可以重点关注农村地区和目标人群所在的其他城市地区。本研究使用的样本量较小，而未来的工作可能会使用大样本和一些其他变量（如娱乐），在更广泛的背景下探讨影响使用 LMS 的因素。考虑到政府的财政支持和使用 LMS 的性别差异等因素，使用其他调节因素也值得今后的研究借鉴。年龄因素也值得在今后的研究中加以考虑，以探究新老学生在学习中如何发展他们的流程和采用 LMS。