Advancing 21st-Century science learning through the element explorer interactive E-Module: Development and usability evidence
DOI:
https://doi.org/10.37134/ELSIM.vol1.1.5.2025Keywords:
Interactive E-Module, Science Education, Periodic Table, Usability, ADDIE Model, 21st-Century LearningAbstract
This study reports the development and usability evaluation of Element Explorer, an interactive e-learning module designed to address the challenges students face in mastering abstract science concepts, particularly the periodic table and electron configuration, in the Form Four curriculum. Guided by the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation), the module integrated multimedia elements such as animations, quizzes, and interactive navigation to enhance engagement and comprehension. Quantitative design was employed using the adapted USE Questionnaire (Lund, 2001), with responses obtained from 76 science-stream students from Slim River, Perak. Validity testing confirmed strong face validity (100% for the module; 98.3% for the instrument) and excellent content validity (CVI = 1.00), while reliability analysis yielded a Cronbach’s alpha of 0.93. Descriptive results indicated high usability across four constructs—usefulness, ease of use, satisfaction, and ease of learning (M = 3.74, SD = 0.43). Students highlighted the module’s intuitive interface and interactivity as key factors supporting self-directed learning and improving their understanding of abstract chemistry concepts. The findings demonstrate that Element Explorer is a valid and usable alternative teaching tool that complements 21st-century learning goals. Implications extend to the diversification of science teaching practices, integration of digital curriculum innovations, and future research on long-term learning outcomes in broader educational contexts.
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