Design, Implementation and Evaluation of an Interactive Distance-Learning Intervention on “The Four Elements of Nature” for Preschool Education

This paper reports on the design, development, and qualitative evaluation of an innovative distance-learning module, “The Four Elements of Nature,” for 4–6-year-olds children. Grounded in established instructional frameworks, Mayer’s Cognitive Theory of Multimedia Learning, Laurillard’s Conversational Model and the Seven Principles of Spanaka–Lionarakis, the module was built with H5P activities within the Chamilo platform. To answer four core research questions—(1) content quality, (2) accessibility, (3) pedagogical efficacy, and (4) affective impact—we integrated theatrical- play techniques (mime, role-play, dramatization, improvisation) into each lesson. Evaluation involved three distance-education experts and eight preschoolers, whose open-ended responses were coded in Atlas.ti. Results show the module’s robust theoretical foundation, its ease of use even with minimal parental support, and its capacity to engage young learners. Interactive quizzes, drag-and-drop experiments, continuous feedback, and on-screen heroes fostered autonomous exploration and self-assessment, with over 90% of coded segments indicating satisfaction and curiosity. Limitations include the small, single-site sample and reliance on qualitative data. Future work will scale this model across multiple kindergartens, employ pre-/post-tests for quantitative validation, and explore long-term retention. The originality and demonstrated pedagogical efficacy of this intervention underscore its promise as a blueprint for preschool science education.