Design and Effectiveness Analysis of a Secondary Vocational Digital Audio Course Driven by 4E Cognition

DOI

10.2991/978-94-6239-733-0_26How to use a DOI?

Keywords

4E cognition; vocational education; digital audio course; curriculum design; quasi-experimental study; learning motivation

Abstract

This study addresses the disconnection between theory and practice, low learning motivation, and lack of authentic contexts in current secondary vocational digital audio courses. Using 4E cognition theory (embodied, embedded, extended, enactive), the core chapter “Multi-track Mixing Technology” was systematically restructured. A quasi-experimental design with 80 students compared the 4E-driven model against traditional teaching. Results show that the experimental group significantly outperformed the control group in learning motivation (Cohen’s d=1.86), learning satisfaction (d=2.02), and germane cognitive load (d=1.99), while extraneous cognitive load was significantly reduced (d=-1.78). Practical skills test scores were also significantly higher (d=2.29). The 4E model facilitates deep learning and skill internalization via authentic project scenarios, embodied perception, tool-extended cognition, and generative inquiry. This provides empirical evidence and a transferable student-centered design paradigm for vocational skill courses.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jingyi Xu
PY  - 2026
DA  - 2026/07/17
TI  - Design and Effectiveness Analysis of a Secondary Vocational Digital Audio Course Driven by 4E Cognition
BT  - Proceedings of the 6th International Conference on Internet, Education and Information Technology (IEIT 2026)
PB  - Atlantis Press
SP  - 233
EP  - 239
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-733-0_26
DO  - 10.2991/978-94-6239-733-0_26
ID  - Xu2026
ER  -