This presentation highlights an innovative cross-disciplinary course, The Role of Hydrogen Energy for Net Zero Emission and Practice, designed to bridge STEM and non-STEM fields through Connectivism and Mayer’s Multimedia Learning Principles. The course integrates environmental law, Arduino programming, and energy engineering while incorporating instructional design strategies to enhance accessibility for students from diverse academic backgrounds.The course employs a structured framework with pre-class videos to introduce key concepts and task-based learning activities that encourage students to apply theoretical knowledge to real-world environmental and engineering challenges. Visualization techniques, such as animated presentations, AI-assisted scaffolding, and hands-on experiments, support the comprehension of complex theories. Multimodal strategies play a central role, integrating textual, visual, and interactive elements to reinforce cognitive engagement. Through iterative hypothesis testing, students engage in experiential learning, developing sustainable solutions for net zero emissions. A critical component of the course redesign involves restructuring lecture materials to accommodate non-STEM students, ensuring inclusive access to interdisciplinary knowledge. Multimodal qualitative analysis identified key systemic obstacles, such as information implicitness and disconnection between textual and visual representations. Mayer’s Multimedia Learning framework was applied to refine instructional materials, reducing cognitive load and fostering deeper engagement. Feedback from student reviewers was incorporated into the iterative revision process, demonstrating the importance of instructional designers in bridging knowledge gaps.By integrating pedagogical strategies from Connectivism and Multimedia Learning, this course exemplifies a transformative approach to interdisciplinary STEM education, offering insights into multimodal scaffolding and instructional restructuring to enhance interdisciplinary engagement.

Authors:
Wen-Chun Chen, National Chung Cheng University, Taiwan

About the Presenter(s)
Gina Wen-Chun Chen received her Ph.D. in Curriculum and Instruction from Texas A&M University at College Station and M.A. in TESOL from New York University. Awarded three-times for Outstanding MOE Teaching Practice Research Projects, Teaching Excellence, and Outstanding Young Scholar; she is currently the Director of Center for Language Studies and an Associate Professor in the Dept. of Foreign Languages and Literature at National Chung Cheng University. Her specialties are technology-enhanced language learning, teacher professional development, and ESP-EAP.

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