The effect of the "Prediction-observation-quiz-explanation" inquiry-based e-learning model on flow experience in green energy learning. (May 2019)

• Record Type: Journal Article
• Authors: Hong, Jon-Chao; Tsai, Chi-Ruei; Hsiao, Hsien-Sheng; Chen, Po-Hsi; Chu, Kuan-Cheng; Gu, Jianjun; Sitthiworachart, Jirarat
• Is Part Of: Computers & education. Volume 133(2019)
• Page Start: 127
• Page End: 138
• Publication Date: 2019-05
• Subjects: inquiry-based learning -- e-learning -- energy education -- inquiry learning model; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2019.01.009
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: 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. Highlights: This study designed a green energy learning program by using the "prediction-observation-quiz-explanation" (POQE) model. Increasing incremental belief of intelligence will decrease cognitive load but increase GELSE. Increasing cognitive load will decrease flow, while increasing GELSE will increase flow. Increasing flow will increase continue intention of POQE inquiry-based learning.