TY - JOUR
T1 - The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning
AU - Hong, Jon Chao
AU - Tsai, Chi Ruei
AU - Hsiao, Hsien Sheng
AU - Chen, Po Hsi
AU - Chu, Kuan Cheng
AU - Gu, Jianjun
AU - Sitthiworachart, Jirarat
N1 - Funding Information:
This work was financially supported by the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
Publisher Copyright:
© 2019
PY - 2019/5
Y1 - 2019/5
N2 - There are several models of inquiry-based learning, some of which may be practiced in experimental classroom teaching, and some of which may be used in online teaching. This study proposes the “prediction-observation-quiz-explanation” (POQE) model to design a green energy generation learning program (i.e., how solar, wind, and water can produce energy) and to test how participants' cognitive-affective factors affect their interest in using this model. A total of 396 technical high school students participated in this experimental study, and 375 valid data were collected and subjected to confirmatory factor analysis with structural equation modelling. The results indicated that incremental belief of intelligence was negatively related to cognitive load, but positively related to green energy learning self-efficacy (GELSE) in practicing POQE. Cognitive load was negatively related to flow experience, while GELSE was positively related to flow experience. Finally, flow experience was positively related to the intention to continue online learning with the POQE model. The implications of this study are that e-learning designers can use this POQE model to develop more educational content for students to learn various concepts.
AB - There are several models of inquiry-based learning, some of which may be practiced in experimental classroom teaching, and some of which may be used in online teaching. This study proposes the “prediction-observation-quiz-explanation” (POQE) model to design a green energy generation learning program (i.e., how solar, wind, and water can produce energy) and to test how participants' cognitive-affective factors affect their interest in using this model. A total of 396 technical high school students participated in this experimental study, and 375 valid data were collected and subjected to confirmatory factor analysis with structural equation modelling. The results indicated that incremental belief of intelligence was negatively related to cognitive load, but positively related to green energy learning self-efficacy (GELSE) in practicing POQE. Cognitive load was negatively related to flow experience, while GELSE was positively related to flow experience. Finally, flow experience was positively related to the intention to continue online learning with the POQE model. The implications of this study are that e-learning designers can use this POQE model to develop more educational content for students to learn various concepts.
KW - e-learning
KW - energy education
KW - inquiry learning model
KW - inquiry-based learning
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U2 - 10.1016/j.compedu.2019.01.009
DO - 10.1016/j.compedu.2019.01.009
M3 - Article
AN - SCOPUS:85061047710
SN - 0360-1315
VL - 133
SP - 127
EP - 138
JO - Computers and Education
JF - Computers and Education
ER -