The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning
Jon-Chao Hong, Chi-Ruei Tsai, Hsien-Sheng Hsiao, Po-Hsi Chen, Kuan-Cheng Chu, Institute for Research Excellence in Learning Sciences, Taiwan ; Jianjun Gu, School of Education Science ; Jirarat Sitthiworachart, King Mongkut's Institute of Technology Ladkrabang, Thailand
Computers & Education Volume 133, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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.
Hong, J.C., Tsai, C.R., Hsiao, H.S., Chen, P.H., Chu, K.C., Gu, J. & Sitthiworachart, J. (2019). The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning. Computers & Education, 133(1), 127-138. Elsevier Ltd.