Abstract
By using information technology, science learning can be widely disseminated, including, for example, to rural schools. However, the implementation of inquiry-based science learning with action-to-ground science concepts for rural learners needs to be explored. To address this purpose, the present study adopted “live stream” technology with a science inquiry model for rural students to learn four science concepts. Using different science knowledge representations, the predict-do/observe-quiz/discuss-explain-transform (P-D/O-Q/D-E-T) inquiry model was designed to be implemented via live streaming with local teachers’ facilitation. Drawing on the cognitive-affective theory of multimedia learning and triadic reciprocal determinism, the present study focused on exploring how the live-streaming presence and external cognitive load can predict participants’ flow and learning performance. A total of 45 participants completed the questionnaire, pre-test, and post-test, and structural equation modeling was adopted to test the hypotheses of this study. The results showed that live-streaming presence could positively predict flow, but external cognitive load can negatively predict flow, while flow can positively predict learning performance. This live-streaming method uses inexpensive and affordable educational technology that can be implemented at any rural elementary school to enable rural students to learn science remotely.
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The datasets generated by the survey research during and/or analyzed during the current study are available in the dataverse repository, https://doi.org/10.6084/m9.figshare.24517774.v1.
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This study was supported in part by the National Science and Technology Council (NSTC) of Taiwan and the Institute for Research Excellence in Learning Sciences, National Taiwan Normal University from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
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Hong, JC., Liu, MC., Ho, HY. et al. The effects of live-streaming presence and extraneous cognitive load on learning performance in P-D/O-Q/D-E-T inquiry. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12565-7
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DOI: https://doi.org/10.1007/s10639-024-12565-7