Task interruptions in STEM online courses: understanding the mechanisms of their impact on learning outcomes and user experience

STEM (Science, Technology, Engineering, and Mathematics) online education is increasingly characterized by high cognitive demands and complex interactive environments, which makes task interruptions a critical factor influencing both learning outcomes and user experience. This study examines the mechanisms of task interruptions in STEM online learning. We first used grounded theory to build a theoretical framework based on the Stressor-Strain-Outcome (SSO) model. Then, we conducted empirical tests using structural equation modeling (SEM) and moderation analysis. The findings indicate that: (1) task interruptions significantly increase recovery costs and cognitive and emotional strain; (2) both factors have a substantial influence on learning outcomes and user experience, with cognitive and emotional strain playing a more prominent role; and (3) active control capabilities significantly mitigate the negative effects of interruptions on cognitive and emotional processes. These results extend the applicability of the SSO framework to the context of STEM online courses and provide empirical insights into the complex mechanisms by which task interruptions impair learning effectiveness and user engagement.