Abstract
Blended learning has grown in importance in colleges since the COVID-19 pandemic because it is a creative and effective extension of traditional education. The aim of this paper is to characterize how students' ability affects their desire for continuous learning in a blended learning environment. In order to do this, a proposed and tested integral model of students' flow in blended learning environments is constructed. This is achieved by a survey resulting in a sample of 344 valid questionnaires. The theoretical model was tested and validated using the standard methodological procedure based on exploratory and confirmatory analyses. According to the results, the students' web skills and social skills significantly impact the flow experience in a positive way, and metacognitive regulating ability has a significant negative impact on flow experience, which in return significantly impact the continuous learning intention. In conclusion, some suggestions for teachers and the online teaching systems are put forward to improve students' continuous learning intention.