The effects of live-streaming presence and extraneous cognitive load on learning performance in P-D/O-Q/D-E-T inquiry

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.