A Study on the Integration of Worked Examples and Blended Learning in the Curriculum During the COVID-19 Epidemic

Both blended learning and work examples are used to enhance student learning. Due to the temporary suspension of classes due to COVID-19, the face-to-face course was temporarily converted to a full-scale online course. In order to provide a consistent learning foundation for students of all levels, The Next Generation Art course is based on segmented worked examples, supplemented by tutorial videos and supplementary videos. At the end of the semester, a questionnaire based on the TAM scale was administered to three classes in two school districts. Gender, 3D ability, and basic information of topic type were analyzed by Independent Sample t-test. The results showed that females had better 3D ability than males, which was also reflected in the TAM, and females preferred and were willing to apply the technology of the course. As expected, those with lower 3D ability chose 2D format for their topics. The relationship between the number of professional credits and 3D ability was analyzed by ANOVA. Unlike the prediction, it is not the case that more courses equals higher ability, but rather the students with moderate number of 3D courses considered themselves to have the highest 3D ability. It is possible that the Dunning-Kruger effect is caused by the worked example and the blended learning.