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

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.