1

Tonya Holladay
EDET 780
May 24th, 2016
Critique 2
Rodriguez-Ardura, I., & Meseguer-Artola, A. (2015). E-learning continuance: The impact of
interactivity and the mediating role of imagery, presence and flow. Information &
Management. Retrieved from
http://www.sciencedirect.com/science/article/pii/S0378720615001317
Introduction
The purpose of E-learning continuance: The impact of interactivity and the mediating role of
imagery, presence and flow was to determine the impact of interactivity in e-learning
environments. The elements that were examined in learner experiences were spatial presence,
copresence, imagery mental processes, and flow within the course. The researchers wanted to
analyze how these elements affect the learners desire to continue pursuing online courses.
The study was conducted using two sources. The first source was the distribution of a
survey to 2530 students enrolled at an e-learning distance university of the European Higher
Education Area. This survey comprised of a questionnaire based on the Likert system. All
questions, with the exception of F2, were on a scale from 1 -7, seven representing strongly
agree. In section F2, the scale was also 1-7, but seven represented very frequently
(Rodriguez-Ardura & Meseguer-Artola, 2015, p. 6). This survey asked questions measured the
following elements: Interactivity, imagery, spatial presence, copresence, flow, attitude, and
behavioral intention.
Of these 2530 students, 51.86% were women, and came from 35 undergraduate and postgraduate programs with a broad range of disciplines. The second source researchers used were
enrollment information from the universitys registrar office provided data on the educational

courses that students were currently taking and were enrolled to take the following academic
year. The results of the questionnaire provided information to determine if imagery, spatial
presence, copresence, and flow was a causality of behavioral continuance in e-learning courses.
Once these learner attitudes and perceptions were organized, the researchers used the information
to make correlations with the current state of the students future enrollment using registrar
information.
The study determined that interactivity positively affects imagery, and the findings lead to
the rationale that content allows higher levels of reciprocity, responsiveness and active control
enable individuals to gather information in the best suitable way (Rodriguez-Ardura &
Meseguer-Artola, 2015, p. 3). In layman terms, imagery is more exciting and appealing, and is
therefore going to stimulate the brains mental imagery to process that information more
effectively.
The sense of presence, spatial and copresence, were also found to be positively affected
by imagery, because it promotes a feeling of belonging. Researchers found that e-learning
continuance was largely based on feeling part of the university, and that being connected with
others provided learners with better submersion in the course (Rodriguez-Ardura & MeseguerArtola, 2015, p. 4). In opposition, the researchers found that contrary to their initial hypothesis
on flow and imagery, that imagery was not an antecedent of flow. This resulted in learners
possibly completely involved in the course, but may not visualize the virtual domain as a spatial
or social reality (Rodriguez-Ardura & Meseguer-Artola, 2015, p. 9).
Researchers propose that a there exists an explicit connection between imagery and
presence. The results suggest that interactive content in course work triggers inner processes
through which learners produce collections of representations that are related to imagery forms

(Rodriguez-Ardura & Meseguer-Artola, 2015, p. 9). The results also implies that spatial
presence, copresence and flow have crucial consequences on the continuance behavior of the
learner.
According to Rodriguez-Ardura and Meseguer-Artola (2015), there are two limitations
within the study (p.9). The focus in the study was on imagery, presence and flow, and therefore
other relevant elements that impact learner continuance could be neglected. The second
limitation is due to the data collection being purely acquired through online interactions, and
maybe considered to general.
Future research in this area would benefit from further study of spatial presence in virtual
realities, and how learners encode information through external perceptions of false
environments. Spatial presence and the conceptualization of information through digital
interfaces, especially in virtual realities would be interesting in terms of how imagery allows for
emotional stimulus, leading to an increase in learning. As Rodriguez-Ardura and Mesguer-Artola
(2015) write, consumers use their perceptions to fashion spaces in their mind to try and develop
a meaningful understanding of the virtual environment (p. 3). Information gained and processed
by the user has the potential to be molded in a way that allows them to create their own
meanings, thus improving the likelihood of learning and memory encoding.

Critique
Researchers were clear with the purpose of their study, and were also consistent with
relevant questions and proposals throughout the article. References used were abundant, relevant,
and covered a variety of topics including, but not limited to, spatial recognition and mental
process, imagery mental processes, and user friendless of digital interface systems. They were

well-organized and were often used, not only as support, but as a way to set up effective
arguments.
The article was well written and articulated, but tend to be overly scientific and therefore
was not clearly written for all audiences. There were a few times that external research was
needed to understand the various paradigms they used for testing, and some terminology that has
basis in psychology. The researchers were clear in the limitations of their study and also the
practical implications that their results garnered. They also put forth a variety of suggestions for
instructors on the importance of considering the elements of imagery, spatial presence,
copresence, and flow within their course.
Researchers used a variety of theoretical frameworks in their study. The use of the SOR
(stimulus-organism-response) framework was to consider interactivity as a input to measure their
reactions or experiences, that in turn, influences responses. They were also guided by the dualcoding theory. This theory suggests that the brain processes information in two ways, verbal and
non-verbal. The information, if received through both mediums has is likely to double the
chances of encoding that information. Researchers were also guided by the narrative
transportation theory that suggests that individuals focus on content and delivered information
without making connections to their pre-existing knowledge.
The group research that I am currently participating in focuses on the flipped classroom,
this is where classwork is given to the student through digital media, like a video, for them to
watch and study at home. In class, they will discuss the video. Digital distribution of content is
very relevant to this discussion, as it focuses on imagery that positively effects the students
chance at success and satisfaction in the course. If the instructor implements within the
curriculum designed around the flipped classroom the importance of imagery, spatial presence,

copresence and flow, then the student will be more likely to enjoy the classwork at home and at
school.

Conclusion
The importance of spatial presence and copresence is important, especially in the interest
of educational simulations, video games, and potential virtual reality environments in the
classrooms. Determining that behavioral continuance increases if the learner feels a part of a
system is great progress in light of the growth of virtual systems and gaming as major social
networks. Students who partake in these simulations, experience new environments, and process
new information need to relay their understanding to be able to properly reflect. Social
interactions with their peers and the instructor facilitates their learning and construction of
knowledge. With gaming and simulation industries increasingly growing, determining the
importance of presence within virtual environments is important to guide successful and
satisfactory learning.