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The present study aimed to investigate the structural relationships between self-efficacy for learning and performance, the perceived value of the task, the perceived usability of the LMS, the perceived instructional design, flow experience and student' satisfaction, in courses adapted to the Emergency Remote Teaching modality, in a private university in Mexico. Using modeling with structural equations, evidence was found that self-efficacy has a direct effect on the flow experience, as well as an indirect effect on satisfaction, mediated by the value of the task. Furthermore, it was found that usability of the LMS has a direct effect on the flow experience, while the instructional design has a direct effect on the value of the task and on satisfaction. The results of this study can provide guidelines for the implementation of virtual or hybrid courses. [ABSTRACT FROM AUTHOR]

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When students experience flow doing a task (they are deeply focused on the task and enjoying it), their performance and their engagement with similar tasks increase. This research explores which aspects facilitate or block the flow experience with regard to pre-service primary school teachers while working in groups of four or five students. For this purpose, the researchers compare the behavior of two groups of students solving two mathematical tasks. The results show the importance of setting clear goals, providing immediate feedback and students trust their ability to accomplish the task. [ABSTRACT FROM AUTHOR]