Enhancing Students’ Situational Interest in Science Based on Live Streaming Technology

Abstract

Out-of-school science education is important for students’ emotional outcomes, such as their interest in science. Not all students, however, have access to real outdoor environments for hands-on learning. To address this issue, live streaming technology allows for real-time interaction and video-based instruction, which can enhance students’ interest in science and connect in-school and out-of-school learning. The effects of live streaming programs, however, are not well understood. In this study, we used the experiential learning theory to design and implement an activity on seed dispersal and conservation using live streaming technology at a botanical garden. The combined findings from both quantitative and qualitative data showed that primary school students in the urban area significantly increased their situational interest in science through triggering by question-evoked information gaps and engaging with vicarious interactive experiences based on the live streaming technology, indicating the effectiveness of the live streaming activity in the botanical garden. This case study demonstrates the potential of live streaming technology as a remote strategy to share educational resources beyond traditional classrooms and support high-quality education.