From Physical to Virtual: Understanding User Intention to Use Online Study Rooms Through Technology Acceptance Model (TAM) and Flow Theory

Though online study rooms have gained popularity among users for their flexibility and interactivity, there remains a lack of in-depth analysis of factors that influence user behaviors in these virtual learning environments. This research delves into the determinants of user behaviors in the context of online study rooms by integrating the Technology Acceptance Model (TAM) and the Flow Theory. Structural Equation Modeling (SEM) was performed to analyze 389 valid responses. The research findings manifest that: (a) external variables (i.e., learning convenience, interactivity, and the incentive and constraint mechanism) significantly influence users’ perceived ease of use and perceived usefulness of such platforms; (b) perceived ease of use has a direct and positive influence on the intention to use, while perceived usefulness has no direct influence; (c) flow experience is a key determinant of intention to use; (d) gender and habituation significantly moderate the relationships between perceived ease of use, perceived usefulness, flow experience, and intention to use. By integrating the flow theory and extending the application boundary of TAM, this research reveals that flow experience plays a critical role in shaping user behaviors. Our research results offer data support for optimizing the design of online study rooms, theoretical evidence for understanding user behaviors in novel digital learning environments, and practical implications for developers of such platforms and personnel working in this domain.