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A Path Model of Effective Technology-Intensive Inquiry-Based Learning


Journal of Educational Technology & Society Volume 19, Number 1, ISSN 1176-3647 e-ISSN 1176-3647


Individual aptitude, attitudes, and behavior in inquiry-based learning (IBL) settings may affect work and learning performance outcomes during activities using different technologies. To encourage multifaceted learning, factors in IBL settings must be statistically significant and effective, and not cognitively or psychomotor intensive. We addressed these questions in a study of 421 students from 11 Slovenian middle schools using an experimental design. Learning achievements were measured by pre- and post-test, while IBL experiences and perceptions were surveyed in a one-shot study. IBL and its effects were successfully measured with a reliable technological literacy test. We designed a path model to capture the effects from multiple interferers. Course content was the most decisive influential factor, with strong impacts on learning achievements, satisfaction, and perceived course intensity. Prior knowledge and capacity, which affects IBL and decreases its psychomotor intensity, was a surprisingly strong influence. IBL had a large, positive effect on technological knowledge and the development of problem solving, critical thinking, and decision-making abilities. The study findings showed that the proposed IBL model is an effective teaching approach in technology-intensive education.


Avsec, S. & Kocijancic, S. (2016). A Path Model of Effective Technology-Intensive Inquiry-Based Learning. Journal of Educational Technology & Society, 19(1), 308-320. Retrieved March 31, 2023 from .

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