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High School Curriculum Model Integrating Technology and Practice.

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Title: High School Curriculum Model Integrating Technology and Practice.
Authors: LU, CHENG-CHUAN1 a109@lchs.kh.edu.tw, LOU, SHI-JER2 lou@mail.npustedu.tw, LIN, YUNG-CHANG3 t70226@tsustedu.tw, CHUNG, CHIH-CHAO4 ccchung@ntin.edu.tw
Source: International Journal of Engineering Education. 2026, Vol. 42 Issue 1, p112-131. 20p.
Subjects: High school curriculum, Technology Acceptance Model, Experiential learning, Design education, Educational technology, Instructional systems design, Educational innovations
Abstract: This study aims to develop "Precision Health and Maker Education (PHAME)," an innovative high school curriculum model that integrates emerging technologies with hands-on practice, designed to cultivate students' health management knowledge and practical skills. The study utilized the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) to plan and implement an 18-week experimental teaching program. Adopting a mixed-methods research approach, the study targeted 30 1 1 th-grade students to investigate their learning outcomes, learning attitudes, and the causal relationships within the Technology Acceptance Model (TAM). The research findings indicate that this study successfully constructed a high school PHAME_Course curriculum framework, which includes four main dimensions, 19 sub-dimensions, 49 competency indicators, and corresponding curriculum units. The developed PHA ME instructional model, based on the ADDIE framework, is not only suitable for the high school level but also aligns with contemporary educational and industrial trends, effectively connecting with practical industry skills. Furthermore, the experimental teaching of the PHAME_Course demonstrated statistically significant positive effects on students' learning outcomes. The Technology Acceptance Model for PHAME was also validated, with results showing that students' "perceived ease of use" of precision health technology significantly influenced their "perceived usefulness," which in turn positively affected learning intentions and satisfaction. The research team consolidated the study's findings and implementation experiences to provide practical recommendations, with the aim of successfully promoting and integrating this instructional model in high schools. [ABSTRACT FROM AUTHOR]
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Database: Engineering Source
Description
Abstract:This study aims to develop "Precision Health and Maker Education (PHAME)," an innovative high school curriculum model that integrates emerging technologies with hands-on practice, designed to cultivate students' health management knowledge and practical skills. The study utilized the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) to plan and implement an 18-week experimental teaching program. Adopting a mixed-methods research approach, the study targeted 30 1 1 th-grade students to investigate their learning outcomes, learning attitudes, and the causal relationships within the Technology Acceptance Model (TAM). The research findings indicate that this study successfully constructed a high school PHAME_Course curriculum framework, which includes four main dimensions, 19 sub-dimensions, 49 competency indicators, and corresponding curriculum units. The developed PHA ME instructional model, based on the ADDIE framework, is not only suitable for the high school level but also aligns with contemporary educational and industrial trends, effectively connecting with practical industry skills. Furthermore, the experimental teaching of the PHAME_Course demonstrated statistically significant positive effects on students' learning outcomes. The Technology Acceptance Model for PHAME was also validated, with results showing that students' "perceived ease of use" of precision health technology significantly influenced their "perceived usefulness," which in turn positively affected learning intentions and satisfaction. The research team consolidated the study's findings and implementation experiences to provide practical recommendations, with the aim of successfully promoting and integrating this instructional model in high schools. [ABSTRACT FROM AUTHOR]
ISSN:0949149X