Identifying effective design features of technology-infused inquiry learning modules: A two-year study of students' inquiry abilities

Ying Shao Hsu, Su Chi Fang, Wen Xin Zhang, Hsin Kai Wu, Pai Hsing Wu, Fu Kwun Hwang

Research output: Contribution to journalArticle

3 Citations (Scopus)


The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: Questioning, planning, analyzing, and modeling. Two classes of seventh graders (13-14 years old) were randomly assigned to an inquiry group (n = 24) and a baseline group (n = 27). The two groups engaged in three technology-infused learning modules and conventional instruction respectively, and took two inquiry ability tests three times throughout two years. The test results showed that the inquiry group performed significantly better than th e baseline group with respect to several inquiry sub-abilities. The instructional components of the tasks (i.e., design features) for which students exhibited significant improvements were further analyzed with respect to the task complexity, the function of the prompts, and the types of representations presented in the tasks. These design features identified provided useful insights into future design of technology-infused learning tasks for different inquiry abilities.

Original languageEnglish
Pages (from-to)228-244
Number of pages17
JournalEducational Technology and Society
Issue number2
Publication statusPublished - 2016 Jan 1



  • Inquiry abilities
  • Instructional design
  • Learning module
  • Scientific inquiry
  • Technology-infused learning

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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