Enhancing STEM collaboration through reflective strategies in the 6E learning model: insights from voice recognition analysis

Abstract

In STEM hands-on learning activities, collaboration with group members can be a significant motivator for students’ engagement. This research is based on the 6E Learning by DeSIGN™ model and explores the impact of incorporating reflective strategies on students’ learning performance, motivation, and participation in collaborative STEM learning activities. Additionally, this study uses voice recognition processing technology to assess differences in collaborative discussion topics. The findings reveal that while adhering to the 6E learning framework can effectively enhance various aspects of students’ learning outcomes, the importance of reflective strategies remains paramount. Specific reflection stages can foster stronger connections and interactions among students and their learning partners. Furthermore, during the process of discussion and communication, group members gain a better understanding of the team’s shared goals, leading to heightened motivation and participation intent in contributing to the team’s success. Moreover, this study also identifies that members of groups engaged in the 6E + R learning model dedicate more time and effort to critical thinking and problem-solving during collaborative discussions, validating that collective reflective thinking within the team can assist novice learners in achieving higher-order thinking and maximizing their learning outcomes.