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Self-Explanation-Guided Virtual Museum Learning for Knowledge Co-Construction Based on the Constructivist Framework: A Randomised Control Study

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Τίτλος: Self-Explanation-Guided Virtual Museum Learning for Knowledge Co-Construction Based on the Constructivist Framework: A Randomised Control Study
Γλώσσα: English
Συγγραφείς: Yi-Chun Lu (ORCID 0009-0002-5245-1930), Gwo-Jen Hwang (ORCID 0000-0001-5155-276X), Yun-Fang Tu (ORCID 0000-0001-6261-3003)
Πηγή: Journal of Computer Assisted Learning. 2026 42(4).
Διαθεσιμότητα: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Foreign Countries, Museums, Educational Environment, Computer Simulation, Simulated Environment, Elementary School Students, Grade 6, Access to Information, Access to Education, Cooperative Learning, Critical Thinking, Metacognition, Student Experience, Models, Student Behavior, Learning Strategies
Γεωγραφικοί όροι: Taiwan
DOI: 10.1002/jcal.70296
ISSN: 0266-4909
1365-2729
Περίληψη: Background: Museum learning is an important approach to facilitating cross-disciplinary knowledge integration. To expand the accessibility of museum education and to enhance learning efficiency, virtual museums are aiming to overcome the constraints of time, crowds, and the limited resources of physical venues by providing a more flexible and immersive digital learning environment. Objective: Scholars have suggested using the 4C elements (i.e., context, construction, conversation, collaboration) based on the constructivist framework to facilitate knowledge co-construction. On the other hand, scholars have also pointed out that, in the 4C learning context, students often lack experience and the ability to think deeply, hence leading to disappointing outcomes. Several previous studies have reported the problems faced in team work, such as the free-rider effect among members, which can negatively affect collaborative tendencies and the collective efficacy of the team. Method: To address these issues, this study proposed a self-explanation-guided virtual museum learning (SE-VML) model, which guides individual learners to link new knowledge with their existing cognitive models, and to construct and modify their own mental models to enhance collaborative effectiveness. To test the effectiveness of this approach, a true experimental design was conducted by randomly assigning 56 sixth-grade students to an experimental group using the SE-VML model and a control group using the conventional virtual museum learning (C-VML) model. Results and Conclusions: Results showed that, compared with the control group, the experimental group obtained significantly higher post-test scores in learning achievement, critical thinking tendency, collaboration tendency, and metacognition. In addition, behavioural sequence analysis indicated that students in the experimental group showed more frequent rereading behaviours and more goal-oriented exploration. Interview findings further suggested more favourable perceptions of the learning experience among experimental group students.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1513487
Βάση Δεδομένων: ERIC
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  Data: Self-Explanation-Guided Virtual Museum Learning for Knowledge Co-Construction Based on the Constructivist Framework: A Randomised Control Study
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  Data: <searchLink fieldCode="AR" term="%22Yi-Chun+Lu%22">Yi-Chun Lu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-5245-1930">0009-0002-5245-1930</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gwo-Jen+Hwang%22">Gwo-Jen Hwang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5155-276X">0000-0001-5155-276X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yun-Fang+Tu%22">Yun-Fang Tu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6261-3003">0000-0001-6261-3003</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1002/jcal.70296
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  Data: 0266-4909<br />1365-2729
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  Label: Abstract
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  Data: Background: Museum learning is an important approach to facilitating cross-disciplinary knowledge integration. To expand the accessibility of museum education and to enhance learning efficiency, virtual museums are aiming to overcome the constraints of time, crowds, and the limited resources of physical venues by providing a more flexible and immersive digital learning environment. Objective: Scholars have suggested using the 4C elements (i.e., context, construction, conversation, collaboration) based on the constructivist framework to facilitate knowledge co-construction. On the other hand, scholars have also pointed out that, in the 4C learning context, students often lack experience and the ability to think deeply, hence leading to disappointing outcomes. Several previous studies have reported the problems faced in team work, such as the free-rider effect among members, which can negatively affect collaborative tendencies and the collective efficacy of the team. Method: To address these issues, this study proposed a self-explanation-guided virtual museum learning (SE-VML) model, which guides individual learners to link new knowledge with their existing cognitive models, and to construct and modify their own mental models to enhance collaborative effectiveness. To test the effectiveness of this approach, a true experimental design was conducted by randomly assigning 56 sixth-grade students to an experimental group using the SE-VML model and a control group using the conventional virtual museum learning (C-VML) model. Results and Conclusions: Results showed that, compared with the control group, the experimental group obtained significantly higher post-test scores in learning achievement, critical thinking tendency, collaboration tendency, and metacognition. In addition, behavioural sequence analysis indicated that students in the experimental group showed more frequent rereading behaviours and more goal-oriented exploration. Interview findings further suggested more favourable perceptions of the learning experience among experimental group students.
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      – Text: English
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        PageCount: 21
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Museums
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      – SubjectFull: Educational Environment
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      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: Self-Explanation-Guided Virtual Museum Learning for Knowledge Co-Construction Based on the Constructivist Framework: A Randomised Control Study
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