The significance of this study lies in its differentiation from prior research by subdividing interactions in e-learning into four categories—learner-learner interaction, learner-instructor interaction, learner-content structure interaction, and learner-content substance interaction—and empirically analyzing the effects of these interaction factors along with multimedia and user convenience on flow and course satisfaction using structural equation modeling. Furthermore, the proposed model was divided into male and female groups, and the differences in path coefficients between the two groups were statistically analyzed, thereby providing meaningful implications for designing and building effective e-learning sites by simultaneously considering both differentiating and homogeneous factors between male and female groups in the production and operation of e-learning sites.