A Study on the Influence of Task-driven Instruction on Learning Outcomes in Online Learning under COVID-19

Interest in online learning is increasing due to its advantages and pedagogical potential. However, few studies have investigated the effects of task-driven instruction on learning outcomes. This study examines the effectiveness of the application of task-driven instruction as a means of verifying that the use of task-driven instruction in online learning is effective by comparing changes in students' grades, intrinsic motivation, perceived social presence, and perceived cognitive load before and after the application of the method. Eighty high school students (33 males) were recruited for this experiment. Prior to the experiment, the purpose and steps of the study were explained frankly and candidly, problems and risks that might arise from participation in the study were pointed out, the benefits that would result from participation in the study were explained, and the possibility of voluntarily withdrawing from the study at any time was clearly communicated and approved by the study subjects or guardians. They were divided into experimental group I and control group II, with 40 students in each group. The results of the study showed that after the implementation of the instruction, the experimental group I performed significantly better than the control group II. In addition, the experimental group II outperformed the control group II in terms of perceived intrinsic motivation, social presence, and cognitive load.