This paper aims to develop and empirically test a model of relationships between antecedents and outcomes of flow experience of users of massive open online courses (MOOC).,The researchers surveyed individuals primarily from India, who had enrolled in at least one MOOC offered by MOOC providers such as Coursera, edX and FutureLearn. The data were collected from 310 individuals using an online questionnaire. The partial least squares technique of structural equation modeling (PLS-SEM) was used to test the reliability and validity of the data, and the study’s hypothesized relationships.,The study found support for identification of telepresence, challenge and skill as antecedents of flow experience. MOOC satisfaction and MOOC usage intention were found to be the outcomes of flow experience, as hypnotized. The study also found the mediating role of MOOC satisfaction in the relationship of flow experience and MOOC usage intention.,The findings indicate that if the MOOC providers can orchestrate flow experience for MOOC users then that will increase the satisfaction of MOOC users, which will lead to increase in MOOC adoption.,The study makes the contribution towards better understanding of flow experience in the context of MOOC usage by identifying both antecedents and outcomes of flow experience. Further, it highlights the influencing role of flow experience on MOOC adoption.

中文翻译：

---

MOOC用户的流量体验的前因和结果

本文旨在开发和实证测试大规模开放在线课程（MOOC）用户的先行条件与流量体验结果之间关系的模型。研究人员调查了主要来自印度的个人，这些人至少参加了MOOC提供的一个MOOC提供者，例如Coursera，edX和FutureLearn。使用在线调查表从310个人中收集数据。利用结构方程模型的偏最小二乘技术（PLS-SEM）来检验数据的可靠性和有效性，以及该研究的假设关系。该研究为确定远程呈现，挑战和技能作为流动经验的先决条件提供了支持。如催眠所示，发现MOOC满意度和MOOC使用意图是流动体验的结果。该研究还发现了MOOC满意度在流量体验和MOOC使用意图之间的中介作用。研究结果表明，如果MOOC提供者可以为MOOC用户精心安排流量体验，那么这将增加MOOC用户的满意度，这将导致这项研究通过确定流动经验的前因和结果，为更好地理解流动经验中的流动经验做出了贡献。此外，它强调了流程经验对采用MOOC的影响。该研究通过识别流动经验的前因和结果，为更好地理解MOOC使用中的流动经验做出了贡献。此外，它强调了流程经验对采用MOOC的影响。该研究通过识别流动经验的前因和结果，为更好地理解MOOC使用中的流动经验做出了贡献。此外，它强调了流程经验对采用MOOC的影响。