Developing an Interdisciplinary Hands-On Learning Activity With the 6E Model to Improve Students' STEM Knowledge, Learning Motivation and Creativity

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-05-05 DOI:10.1111/jcal.70031

Jyun-Chen Chen, Chia-Yu Liu

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引用次数: 0

Abstract

Background

Based on the embodied cognition perspective, interdisciplinary hands-on learning combines several disciplines, such as science, technology, engineering and mathematics (STEM), to improve students' capacity to solve real-world problems. Despite the popularity of interdisciplinary hands-on learning, particularly the six-phase 6E model, more studies that include longer instructional durations, rigorous study designs and participants who understand the basic STEM knowledge and skills are required to validate this type of learning's effects on student performance.

Objectives

This study developed an interdisciplinary hands-on robotics activity using a non-equivalent pretest–posttest control group design and examined its effects on high school students' learning performance.

Methods

We developed 20 classes (1000 min) for a hands-on robotics activity for 80 high school students. The experimental group (EG) (n = 54) received the complete 6E model phases, whereas the control group (CG) (n = 54) received the less complete 6E model phases. All students were taught to build a robotic hand through hands-on practice before completing a robot-controlling task that involved human-computer interaction and used image recognition techniques from artificial intelligence.

Results and Conclusions

The findings demonstrate that all high school students' STEM knowledge, learning motivation and creativity increased after the course. Remarkably, only if the high school students' pretest scores on STEM knowledge and learning motivation tests were lower in EG did they outperform the CG on these posttests. This finding highlights the importance of offering support to students who lack prior knowledge. The experimental group demonstrated greater creativity than did the control group. The implications of incorporating interdisciplinary hands-on learning into the 6E model's specific phases were discussed.

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利用6E模式开展跨学科的动手学习活动，提高学生的STEM知识、学习动机和创造力

基于具身认知的视角，跨学科的动手学习结合了科学、技术、工程和数学（STEM）等多个学科，以提高学生解决现实问题的能力。尽管跨学科的实践学习很受欢迎，特别是六阶段6E模型，但需要更多的研究，包括更长的教学时间、严格的研究设计和了解基本STEM知识和技能的参与者，才能验证这种学习对学生表现的影响。本研究采用非等效前测后测对照组设计，开展了一项跨学科的机器人实践活动，并考察了其对高中生学习成绩的影响。我们为80名高中生开发了20节（1000分钟）的动手机器人活动。实验组（EG）（n = 54）接受完整的6E模型期，对照组（CG）（n = 54）接受不完整的6E模型期。在完成机器人控制任务之前，所有学生都要通过动手练习来制作机械手，该任务涉及人机交互并使用人工智能的图像识别技术。结果与结论本研究结果显示，所有高中生的STEM知识、学习动机和创造力在课程结束后均有所提高。值得注意的是，只有当高中生STEM知识和学习动机测试的前测成绩低于EG时，他们在这些后测中的表现才优于CG。这一发现强调了为缺乏先验知识的学生提供支持的重要性。实验组比对照组表现出更大的创造力。讨论了将跨学科实践学习纳入6E模型具体阶段的含义。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope