Intrinsic motivation stimulates to take actions not to get the desired outcome but because activity inherent satisfactions (Deci, 2000). Tasks which require manipulation, information processing, or exploration usually causes intrinsic motivation (Deci & Ryan, 1985).  When person is in a state of “flow” the most significant effect is the motivational enhancement which happens during that state and it is related to intrinsic motivation. When experiencing flow, person go on with the task simply because of the enjoyment which the task provides (Csikszentmihalyi, 1990). Extrinsic motivation is when person is doing certain activity because he wants to gain certain benefits or rewards. Perceived usefulness or PU is described as ”the degree to which a person believes that using a particular system would enhance his or her performance” (Davis, 1989).  An example of extrinsic motivation can be Davis et al. (1993) implication that perceived usefulness using technology is the main factor of usage intentions. For instance, the expected utility benefits of virtual learning system are expected to increase student will to use it. Furthermore, In the context of students’ will to engage with online learning systems the main point is that intrinsic motivators are based on emotional feeling, like happiness and sadness, amusement, irritation, anger etc, take essential part in the explanation of technology acceptance. Davis et al. (1992) argued that acceptance of new technology is on the whole decided by both extrinsic and intrinsic motivators.To analyse contributing factors to students’ acceptance of virtual learning environments Lee, Cheung and Chen (2005) conducted a study. This study used Davis’s technology acceptance model and expanded it to capture extrinsic (perceived usefulness) and intrinsic motivators (perceived enjoyment) for explaining students’ intention to use the new learning system. Undergraduate students have been introduced with the system at the start of semester and had no previous experience of using it. They were asked to complete a questionnaire. 544  answers were analysed in the research. The results of the study stated that students will to use the system was affected not by a single but by all two factors of perceived usefulness and perceived enjoyment. Based on these results researchers defined guidelines and suggestions for design of virtual learning systems. Firstly, course information should be displayed using rich multimedia capabilities such as images, sounds and text  to make it easier to understand and use course material. Secondly, learning materials should involve quizzes,  games and other creative ways which creates fun in usage of virtual learning environment. For example,  Csikszentmihalyi (1990) stated that most of flow experience occurs when user is intrinsically motivated and involved in challenging  tasks. Thirdly, virtual learning system should provide immediate feedback which would help to correct misunderstood material. It might help learners to grasp the course better and to improve usage experience. Finally, virtual learning environment should encourage interaction by creating sense of community. Students may be naturally motivated to feel connected to others within learning environment. Incorporating social elements such as chat rooms and discussion board should encourage student collaboration, and therefore, increase student motivation to use the system.ReferencesBandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, N.J.: Prenctice Hall.Choi, D., Kim, J. and Kim, S. (2007). ERP training with a web-based electronic learning system: The flow theory perspective. International Journal of Human-Computer Studies, 65(3), pp.223-243.Condry, J. (1977). Enemies of exploration: Self-initiated versus other-initiated learning. 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