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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Jalaludin, Nur Atiqah
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Humanities Education Library & Information Science Social Sciences Other

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Does cognitive load moderate students’ learning engagement mechanism in blended learning? Zidi, Chen; Jalaludin, Nur Atiqah; Rasul, Mohamad Sattar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34333

Abstract

With the popularity of technology-supported blended learning (BL) in vocational colleges, students’ cognitive load (CL) caused by the increasing complexity of BL environments potentially impact the overall learning satisfaction (LS). In order to explore the effects of CL on students’ BL, this study investigates how different dimensions of learning engagement (LE) (emotional, cognitive, and behavioral) impact on students’ LS and whether CL can moderate these relationships. This quantitative study was conducted among 615 Chinese vocational students. Survey research was carried out by questionnaires that have been well-established that were taken and modified from previous studies. Structural equation modeling (SEM) was used to analyze the relationships among these variables. Findings revealed that emotional, cognitive, and behavioral engagement (BE) can positively predict LS. Additionally, BE mediates the relationship between psychological engagement (emotional and cognitive) and LS when CL is not at a low level. CL moderates the pathways from psychological engagement to BE and in turn changes the LE influence mechanism on LS. This study provides valuable insights for educators to stimulate students’ engagement by satisfying their psychological needs, and optimize teaching design to balance CL in order to maintain active LE and satisfaction levels.
The development direction and challenges of STEM integration: a systematic literature review Lei, Zhang; Jalaludin, Nur Atiqah; Rasul, Mohamad Sattar; Salim, Mohamad Hidir Mhd
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22439

Abstract

The development of society has put forward higher requirements for K-12 talent cultivation. However, some situations are not optimistic, such as students’ low interest in mathematics, science and other disciplines, and the subject setting cannot match the needs of talent cultivation. Numerous studies confirmed that in the context of curriculum integration, further integration of science, technology, engineering, and mathematics (STEM) curriculum, learning methods and other aspects is needed, but there are still few summaries of the development direction and approaches of STEM in the context of STEM integration. This paper focuses on STEM integration, to clarify the development direction and approaches of STEM integration in the context of education reform, and then systematically summarize the development and existing problems of STEM integration education with a systematic literature review (SLR) method, 62 articles from 2013-2023 were finally selected from Web of Science (WoS). This study reveals the development of STEM curriculum, STEM pedagogy and models in STEM integration, attaches importance to the concept of interdisciplinary integration, advocates curriculum integration and improves students’ 21st century skills by integrating. In addition, there needs to be more research focusing on the internal impacts of learning outcomes, STEM literacy, and student STEM identity.
Co-Authors Lei, Zhang Rasul, Mohamad Sattar Salim, Mohamad Hidir Mhd Zidi, Chen