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All Journal Online Learning in Educational Research AI and Developmental Insights in Education (AIDIE)
Anggi Widiarni
Universitas Negeri Yogyakarta, Indonesia
Education

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Examining the Association Between AI-Supported Cognitive Scaffolding and Conceptual Understanding in Secondary Science Learning Anggi Widiarni; Yuli Yanti
AI and Developmental Insights in Education Vol. 2 No. 1 (2026): AI and Developmental Insights in Education
Publisher : CV. FoundAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/aidie.v2i1.156

Abstract

Artificial intelligence (AI) is increasingly used to support adaptive feedback, prompts, and learning analytics in science education, yet the mechanisms linking AI-supported scaffolding to conceptual understanding remain underexplored. This study examined whether metacognitive awareness mediated the association between AI-supported cognitive scaffolding and conceptual understanding, and whether prior knowledge moderated the scaffolding–metacognition pathway. A quasi-experimental pretest–posttest control-group design was conducted with 214 Grade 9–10 students from four intact science classes in Bandar Lampung, Indonesia. Students were assigned to either an AI-scaffolding condition (n = 108) or a conventional instruction condition (n = 106) over a 12-week intervention. Conceptual understanding was assessed using a 40-item curriculum-aligned test (α = .87), while metacognitive awareness was measured using a 30-item adapted inventory (α = .82). Results showed that students in the AI-scaffolding condition achievedhigher post-test scores and greater learning gains. Metacognitive awareness partially mediated this association, and the indirect effect was stronger among students with lower prior knowledge.
A CTML-Guided Virtual Reality Framework for Conceptual Learning in Islamic Civilization History Deni Hardianto; M. Vithor Al Faqih; Maulana Afif Ramdhoni; June Onaritha Leky; Anggi Widiarni
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.994

Abstract

Developing meaningful conceptual understanding in history education requires more than immersive visualization; it demands instructional designs that effectively manage learners’ cognitive processes. However, most virtual reality (VR) applications in history education emphasize sensory immersion while providing limited cognitive guidance. This study developed and validated a CTML-guided virtual reality learning framework for teaching Islamic Civilization History to junior secondary students. Using the ADDIE research and development model, the VR environment was designed by integrating five principles of the Cognitive Theory of Multimedia Learning (CTML): pre-training, segmentation, signaling, modality, and coherence. The learning environment features four interconnected historical scenes, interactive three-dimensional objects, audio narration, informative hotspots, and generative microtasks that encourage active conceptual processing. Expert evaluation confirmed the framework’s high pedagogical and technical feasibility, while student trials demonstrated positive usability, engagement, and perceived learning value following iterative refinements. The findings suggest that integrating CTML principles into immersive environments can transform virtual reality from a technology-centered experience into a cognitively guided learning environment that supports conceptual understanding. This study contributes a practical instructional framework for designing theory-driven virtual reality learning environments in history and other conceptually demanding disciplines
Co-Authors Deni Hardianto June Onaritha Leky M. Vithor Al Faqih Maulana Afif Ramdhoni YULI YANTI