Analyze the document Details on article
| Id | 2511 | |
| Author | Haris N.; Bujang A.; Nik Fauzi S.F.; Sadikin S. |
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| Title | Investigation of Cognitive Engagement Theory in Supporting Visual Learners Using Multimedia Based Platforms | |
| Reference | Haris N.; Bujang A.; Nik Fauzi S.F.; Sadikin S. Investigation of Cognitive Engagement Theory in Supporting Visual Learners Using Multimedia Based Platforms,Proceedings - 2022 International Conference on Computer and Drone Applications, IConDA 2022 |
Keywords | E-learning; Learning systems; Cognitive theory of multimedia learning; Distance learners; Innovative approaches; Multimedium based platform; Online distance learner; Online learning; Teaching and learning; Teaching process; Virtual learner engagement; Visual learners; Students |
| Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146684840&doi=10.1109%2fICONDA56696.2022.10000373&partnerID=40&md5=068702d5526d6f63750a32bc1d0a6bfc |
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| Abstract | Innovative approaches to the teaching and learning process have been made possible by Covid-19 pandemic. Multimedia-based platforms for online learning have exploded as a result of the rigorous constraints put in place to counteract Covid-19. The intimidating multimedia-based platforms are actually a blessing in disguise because they allow teachers and students to continue their education in a secure setting. The multimedia-based platforms also assist in achieving Sustainable Development Goal 4.0 which is high-quality education. Visual students should benefit from online learning since they could immediately relate to the materials being given. The purpose of the study is to determine whether visual learners who use multimedia-based platforms could benefit from the cognitive engagement theory (CET). The research showed that the three independent predictors (Multimedia-Dual Channel, Cognitive-Working Memory, and Organization Overload) were statistically significant and had the most impact on the dependent variable's predictions (Cognitive Engagement). The findings will add to the body of knowledge and fill in gaps in the study of cognitive theory as it applies to multimedia learning. © 2022 IEEE. |
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| Metodology | ||
| DOI | 10.1109/ICONDA56696.2022.10000373 | |
| Search Database | Scopus |
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| Technique | ||
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