The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load Wu Liu Huang

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The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load 2022 International Journal of STEM Education 10.1186/s40594-022-00346-y Wu2022-the-exploration-of-continuous-learning-inten Wu2022-the-exploration-of-continuous-learning-inten.txt, the project's staged copy 15b48c7d56148e6d5fcf446be9b36abd371bee45 not-redistributable education

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0 spans located by searching the stored text for the quote's exact words, allowing any whitespace between them mechanism Quotation withheld because this record is not cleared for redistribution. continuous learning intention in STEAM education Quotation withheld because this record is not cleared for redistribution. behavioural-experiment behavioural-experiment Quotation withheld because this record is not cleared for redistribution. mechanisms successfully carrying out the hands-on STEAM activity in the psychomotor phase raises the learner's attitude and motivation, which in turn produces the intention to keep learning Quotation withheld because this record is not cleared for redistribution. mechanisms a heavy cognitive load depresses learning performance because a learner cannot process the complexity and volume of the incoming information all at once Quotation withheld because this record is not cleared for redistribution. mechanisms high demand from cognitive processes such as recall, comprehension, application and analysis consumes capacity and thereby lowers the learner's perception of the material's usability Quotation withheld because this record is not cleared for redistribution. The paper flags its own limitations explicitly before listing them. what this limits: the paper's own framing: DESPITE THE CONTRIBUTIONS OF THIS STUDY, SEVERAL LIMITATIONS REMAIN TO BE ADDRESSED Quotation withheld because this record is not cleared for redistribution. The sample comes from a single region of Taiwan. what this limits: the population the result speaks for: A SAMPLE OF STUDENTS FROM ONLY ONE REGION OF TAIWAN Quotation withheld because this record is not cleared for redistribution. Variables linking AI-based STEM education to employability were not modelled. what this limits: any employability claim: THE LONG-STANDING UNSOLVED PROBLEM OF AI-BASED EDUCATION IN STEM STUDIES AND EMPLOYABILITY NEEDS TO BE CONSIDERED WITH OTHER POSSIBLE VARIABLES Quotation withheld because this record is not cleared for redistribution. Generalisation across two very different populations is established by the ABSENCE of a significant difference, which is an acceptance of the null. what this limits: the claim that this model holds for both elementary and university students: it rests on finding no significant difference between the two groups, not on a test of equivalence Quotation withheld because this record is not cleared for redistribution. Items were removed from the model until the validity thresholds were satisfied, so the thresholds were met partly by deletion. what this limits: the reported validity statistics: items were extracted from the model, after which all values exceeded the minimum threshold Quotation withheld because this record is not cleared for redistribution. Participation was voluntary and recruitment happened in class after the activity, so the sample is self-selected among those who had just taken part. what this limits: this sample as representative of STEAM learners: students were recruited in the classroom after their learning activities and participated voluntarily Quotation withheld because this record is not cleared for redistribution. cognitive load theory, originally developed from short-term memory experiments, is imported as the cognitive-domain measure in a STEAM education acceptance model Quotation withheld because this record is not cleared for redistribution. the same learning topic used in both STEAM activities, with the materials made harder for the university group and easier for the elementary group eliminates: a difference between the two populations that is really a difference in whether they could follow the material at all - the topic is held constant and the difficulty is matched to each · outcome (stated by the tagger, no quotation): held Quotation withheld because this record is not cleared for redistribution. the same questionnaire administered after both activities, in the university and in the elementary school eliminates: an instrument effect - two different questionnaires would make the two settings incomparable whatever the activities did · outcome (stated by the tagger, no quotation): held Quotation withheld because this record is not cleared for redistribution. cognitive load cognitive load Quotation withheld because this record is not cleared for redistribution. mental effort mental effort Quotation withheld because this record is not cleared for redistribution. discriminant validity discriminant validity Quotation withheld because this record is not cleared for redistribution. mental load mental load Quotation withheld because this record is not cleared for redistribution. ARCS ARCS Quotation withheld because this record is not cleared for redistribution. cognitive load - operationalised here as TWO components, mental load and mental effort, inside a model that also carries technology-acceptance and motivation constructs Quotation withheld because this record is not cleared for redistribution. generalization - established by a NON-SIGNIFICANT group difference rather than by sampling both populations to a defined standard Quotation withheld because this record is not cleared for redistribution. `cognitive load` - A TWO-PART PARTITION WHOSE HALVES ARE EASILY CONFLATED, AND THIS PAPER KEEPS THEM APART. `Quotation withheld` The names differ by one word and both read as `how hard it feels`. The distinction is between what the TASK imposes and what the LEARNER expends, and a corpus that carries only one of the two - as this record did - silently makes `cognitive load` mean whichever half it kept. Quotation withheld because this record is not cleared for redistribution. `ARCS` - AN ACRONYM WHOSE LETTERS ARE ITS PARTITION, LIKE `WEIRD` IN `henrich2010`. `Quotation withheld.` The name cannot drift from its content because the content spells the name - and the same sentence then gives `satisfaction` a SECOND abbreviation, `SAT`, so one construct carries two acronyms at different levels. Quotation withheld because this record is not cleared for redistribution. extends → Weng et al. (2018) Quotation withheld because this record is not cleared for redistribution. replicates → Davis, 1989; Davis et al., 1989 (TAM) Quotation withheld because this record is not cleared for redistribution. mental effort —part-of→ cognitive load mental effort cognitive load strength of the relation: 1 Quotation withheld because this record is not cleared for redistribution. mental load —part-of→ cognitive load mental load cognitive load the relation itself is separately evidenced · strength of the relation: 1 · note: 'consists of' is the containment cue, and it is in the gate's list - so unlike most of tonight's edges this one is actually cue-tested. Direction: the whole is named first here, the parts second, which is the 'CONTAINER_FIRST' order. Quotation withheld because this record is not cleared for redistribution. structural equation modelling (partial least squares) structural equation modelling (partial least squares) Quotation withheld because this record is not cleared for redistribution. confirmatory factor analysis confirmatory factor analysis Quotation withheld because this record is not cleared for redistribution. Cronbach's alpha Cronbach's alpha Quotation withheld because this record is not cleared for redistribution. composite reliability and average variance extracted composite reliability and average variance extracted Quotation withheld because this record is not cleared for redistribution. bootstrap bootstrap Quotation withheld because this record is not cleared for redistribution. variance inflation factor (multicollinearity check) variance inflation factor (multicollinearity check) Quotation withheld because this record is not cleared for redistribution. coefficient of determination coefficient of determination Quotation withheld because this record is not cleared for redistribution. effect size effect size Quotation withheld because this record is not cleared for redistribution. multi-group comparison test multi-group comparison test Quotation withheld because this record is not cleared for redistribution. goodness-of-fit residual index goodness-of-fit residual index Quotation withheld because this record is not cleared for redistribution. Perceived usability had a direct positive effect on continuous learning intention and also strengthened the link between learning attitude and intention. Quotation withheld because this record is not cleared for redistribution. Cognitive load had a significant negative direct effect on perceived usability (B = -0.32), so lower load meant higher perceived usability. Quotation withheld because this record is not cleared for redistribution. ARCS motivation had a positive and significant effect on learning attitude (B = 0.48). Quotation withheld because this record is not cleared for redistribution. Both moderation terms were significant: perceived usability moderated attitude to intention (B = 0.104) and ARCS moderated perceived usability to attitude (B = 0.082). Quotation withheld because this record is not cleared for redistribution. The attitude-to-intention relationship was steeper for learners with high perceived usability than for those with low perceived usability. Quotation withheld because this record is not cleared for redistribution. The core TAM paths were supported: perceived usability to attitude (B = 0.41) and attitude to intention (B = 0.34). Quotation withheld because this record is not cleared for redistribution. None of the model's paths differed significantly between the elementary-school and university subsamples, so the model held for both age groups. Quotation withheld because this record is not cleared for redistribution. The structural model fitted the data well, with SRMR of 0.069 and RMS_theta of 0.16. Quotation withheld because this record is not cleared for redistribution. continuous learning intention continuous learning intention Quotation withheld because this record is not cleared for redistribution. perceived usability perceived usability Quotation withheld because this record is not cleared for redistribution. cognitive load cognitive load Quotation withheld because this record is not cleared for redistribution. STEAM learning cycle STEAM learning cycle Quotation withheld because this record is not cleared for redistribution. ARCS model ARCS model Quotation withheld because this record is not cleared for redistribution. Mental load Mental load Quotation withheld because this record is not cleared for redistribution. mental effort mental effort Quotation withheld because this record is not cleared for redistribution. cognitive load cognitive load Quotation withheld because this record is not cleared for redistribution. continuous learning intention continuous learning intention Quotation withheld because this record is not cleared for redistribution. learning attitude learning attitude Quotation withheld because this record is not cleared for redistribution. ARCS motivation ARCS motivation Quotation withheld because this record is not cleared for redistribution. perceived usability perceived usability Quotation withheld because this record is not cleared for redistribution. 145 — questionnaire responses collected, of which 141 were valid Quotation withheld because this record is not cleared for redistribution. 84 undergraduate students and 57 elementary students — composition of the voluntary survey sample Quotation withheld because this record is not cleared for redistribution. 7-point Likert scale — response format of the 52-item instrument (24 TAM, 8 cognitive load, 20 ARCS items) Quotation withheld because this record is not cleared for redistribution. B = − 0.32, p < 0.01 — path coefficient from cognitive load to perceived usability Quotation withheld because this record is not cleared for redistribution. B = 0.48, p < 0.01 — path coefficient from ARCS motivation to learning attitude Quotation withheld because this record is not cleared for redistribution. B = 0.104, t-value = 3.13, p = 0.002 — interaction (moderation) effect of perceived usability on the attitude-intention path Quotation withheld because this record is not cleared for redistribution. 0.069 — SRMR value for the saturated model, indicating acceptable fit Quotation withheld because this record is not cleared for redistribution. 0.96 — Cronbach's alpha for the perceived usability construct Quotation withheld because this record is not cleared for redistribution.

The full text of this article is not redistributable, so it is not included here. The evidence sentences are withheld with it; the tag layer and its grounding status remain. The article itself is at https://doi.org/10.1186/s40594-022-00346-y.