Table 1 Model constructs, definitions, and references
Constructs | Definition | Theory | References |
|---|---|---|---|
Perceived usefulness | The degree to which a student believes that studying the STEAM teaching materials designed by the researchers would enhance their learning performance | TAM | |
Perceived ease of use | The degree to which a learner believes that the STEAM teaching materials ease studying | TAM | |
Perceived enjoyment | The extent to which a learner perceives that the STEAM teaching activity in this study is enjoyable | TAM | |
Learning attitude | The degree of a learner’s attitude toward learning STEAM | TAM | |
Learning intention | The degree of a learner’s continuance intention of learning STEAM | TAM | |
Mental load | The degree of a learner’s difficulty of understanding the STEAM materials designed by the researchers of this study | Cognitive load | |
Mental effort | The degree of neurocognitive process, that is, the extent of information processing and resource allocation by a student to understand and finish the task in the STEAM teaching activity | Cognitive load | |
Attention | The degree of the STEAM learning materials’ ability to stimulate curiosity or attract a student’s attention | ARCS | Keller, (1983) |
Relevance | The degree of relevance of the STEAM learning materials felt by a learner (higher the relevance, the higher the learner’s learning motivation) | ARCS | |
Confidence | The level of confidence felt by a learner about being able to finish the learning task in the STEAM teaching activity | ARCS | |
Satisfaction | The extent to which a learner is pleased or satisfied with the STEAM learning contents | ARCS |