COVID–19疫情期間使得遠距學習的盛行，尤其是Google Meet同步學習平台的使用較為普遍，然而其中的持續學習意圖與滿意度為何是值得釐清的。因此，本研究透過問卷調查法，探究Google Meet的遠距學習滿意度與持續學習意圖，並以享樂（知覺享受、自我效能、互動）和功利（有用性、知覺品質、學習機會）面向來釐清學習者心流體驗的狀況，於2021年11月發放問卷，而有效樣本為257份。並以結構方程模型進行分析，證實享樂和功利的各個因素對於心流體驗都有正向相關，並且心流體驗也會影響到學習滿意度與持續學習意圖。研究結果證實這樣的學習方式可以有效產生學習心流體驗，也能依此產生持續學習意圖與滿意度。建議師長在使用遠距教學時，可加強享樂與功利之相關因素，去達成學習心流體驗。整體而言，研究結果可有效的對Google Meet同步遠距學習提供理論與實務上的意涵，並給予教師在授課時的相關建議。

Distance learning became mainstream in the pandemic era. Without the possibility of having class face to face, learners of all ages depended on distance learning platforms to continue learning. Inevitably, the volume of distance platforms rose rapidly, especially Google Meet. Google Meet’s accessibility combined with its popularity makes it easier for users to engage in distance learning, as people can join a meeting simply by clicking on a link. However, the effectiveness of distance learning is still unproven. At this time, the intention to continue learning and satisfaction of distance learning are important factors that need to be clarified in distance learning. This study dis¬cussed the perspective of flow experience, then study conferred flow experience from hedonic factors (perceived enjoyment, self-efficacy, and interaction). Also, the study used utilitarian factors (perceived usefulness, learning opportunities, and achievement) to discuss the effectiveness in flow experience. Flow experience, hedonic and utili¬tarian factors are indispensable concepts to describe human-computer interaction. One’s flow experience affects behavior and attitude, and it contributes positively to learning outcomes. Hedonic and utilitarian factors also play significant roles in learning. Hedonic factors involve play, fun, enjoyment, and entertainment; on the other hand, utilitarian ones provide users with instrumental value. Distance learning requires both of them. Those who experience hedonic and utilitarian factors in distance learning will get into flow experience more easily. As stated above, this study examined the factors that have an impact on the flow experience of Google Meet, and how flow experience influences satisfaction and the intention to continue learning. The target research subjects were college and university students in Taiwan who had taken online courses for a semester, and therefore had a rough understanding of online classes and learning situations, and could be asked about their satisfaction with these. Questionnaires were distributed in November 2021, and 257 completed ones were received. The average age of the respondents was about 23.4 years old, with most living in the north of Taiwan. The questionnaires used seven-point Likert scales, and were analyzed with structural equation modeling. The findings demonstrated that hedonic and utilitarian factors significantly affect flow experience in the Google Meet learning environment. Cronbach’s α statistics for all variables were higher than 0.7. Moreover, flow experience was also positively correlated with learners’ satisfaction and intention to continue using online learning. The results proved that learners will be more willing to keep learning in distance environment when they experience better learning flow. From these results, several suggestions can be gleaned. First, teachers can strengthen hedonic and utilitarian factors to improve students’ flow experience. When students feel that the learning process is pleasant, they will be more motivated to take distance learning courses, Second, the computer hardware and software should be designed with providing better dis¬tance learning quality in mind, in particular connection stability and a friendly user interface. Finally, learners should endeavor to cultivate a high degree of personal initiative and self-management skills in order to prevent distraction. Although the pandemic has abated, we should still put efforts into distance learning. Overall, the findings can provide significant implications for research theory, and offer concrete sug¬gestions for teaching practices.