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Готові списки джерел за темами / Cognitive learning theory / Статті в журналах

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Статті в журналах з теми "Cognitive learning theory"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 25 липня 2025

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1

Kolluru, Mythili. "Cognitive Style, Learning Preference and Performance: Theory and Empirics." International Journal of Psychosocial Rehabilitation 24, no. 4 (2020): 3678–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201481.

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2

Glenn, Cynthia Wheatley. "Cognitive Free will Learning Theory." Procedia - Social and Behavioral Sciences 97 (November 2013): 292–98. http://dx.doi.org/10.1016/j.sbspro.2013.10.236.

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3

Burden, Robert. "Mediated Learning Theory." School Psychology International 8, no. 1 (1987): 59–62. http://dx.doi.org/10.1177/014303438700800108.

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The growing spread of interest in Feuerstein's theory of mediated learning as an essential prerequisite of adequate cognitive development and the developing worldwide enthusiasm amongst psychologists and special educators for the theory's two practical offspring, the learning potential assessment device (LPAD) and instrumental enrichment, was probably initiated by the publication of two key texts (Feuerstein, Rand and Hoffman, 1979; Feuerstein et al, 1980). Although the Israeli team of researchers and special educators had been developing and disseminating their ideas for some two decades prio

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4

Happs, John C. "Cognitive Learning Theory and Classroom Complexity." Research in Science & Technological Education 3, no. 2 (1985): 159–74. http://dx.doi.org/10.1080/0263514850030109a.

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5

McSparron, Jakob I., Anita Vanka, and C. Christopher Smith. "Cognitive learning theory for clinical teaching." Clinical Teacher 16, no. 2 (2018): 96–100. http://dx.doi.org/10.1111/tct.12781.

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6

Goldfarb, Lev. "A cognitive theory without inductive learning." Behavioral and Brain Sciences 15, no. 3 (1992): 446–47. http://dx.doi.org/10.1017/s0140525x00069569.

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7

Kavic, Michael S. "Cognitive Load Theory and Learning Medicine." Photomedicine and Laser Surgery 31, no. 8 (2013): 357–59. http://dx.doi.org/10.1089/pho.2013.9874.

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8

Hadi, Shahla Abdul Kadhim. "Foreign Language Learning in Light of Cognitive Learning Theory." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (2022): 55–61. http://dx.doi.org/10.32996/jeltal.2022.4.4.7.

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Language, with a capital initial, indicates the human system of verbal communication, which has a lot of variations represented by various languages spoken in the world. All languages involve the same mechanisms that govern their patterning because all humans have the same architecture of the cognitive system and follow the same cognitive learning principles in acquiring knowledge. While the cognitive processing mechanisms are unconscious and automatic in first language acquisition, they are effortful and can impose load on the cognitive system of the EFL learners due to factors internal to th

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9

Freitas, Sandra Ferreira, and Christiane Kleinübing Godoi. "A APRENDIZAGEM ORGANIZACIONAL SOB A PERSPECTIVA SÓCIO-COGNITIVA: CONTRIBUIÇÕES DE LEWIN, BANDURA E GIDDENS." Revista de Negócios 13, no. 4 (2009): 40. http://dx.doi.org/10.7867/1980-4431.2008v13n4p40-55.

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This article seeks to establish the transfer of contributions of socio-cognitive learning theories to the sphere of organizational learning. The central argument is the idea that social cognition explains organizational learning more adequately than the fragmented studies of learning derived from the organizational field. Within the socio-cognitive perspective, organizational learning is understood as the result of a reciprocal exchange between socio-cognitive constructs and organizational culture. The understanding of organizational learning requires consideration of the social aspects of lea

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10

Kirschner, Paul A. "Cognitive load theory: implications of cognitive load theory on the design of learning." Learning and Instruction 12, no. 1 (2002): 1–10. http://dx.doi.org/10.1016/s0959-4752(01)00014-7.

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11

Ouda, Hassan A. G., and Ralf Klischewski. "Accounting and politicians: a theory of accounting information usefulness." Journal of Public Budgeting, Accounting & Financial Management 31, no. 4 (2019): 496–517. http://dx.doi.org/10.1108/jpbafm-10-2018-0113.

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Purpose How do cognitive aspects influence the use/non-use of accounting information by the politicians? The purpose of this paper is to conceptualize and theorize the readiness to use and the actual use of accounting information in relation to the human and social agency involved. Design/methodology/approach Applying cognitive fit theory and social cognitive theory, the authors explain how cognition of accounting information producers and users relates to their tasks and their environment. Analyzing cognitive matching, the authors develop accounting information usefulness as a function of the

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12

Cardona, Mario. "Apprendere le lingue nella terza età è possibile ed è salutare. Il cervello ci dice perchè." Revista Italiano UERJ 12, no. 2 (2022): 21. http://dx.doi.org/10.12957/italianouerj.2021.67581.

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ABSTRACT: L’invecchiamento della popolazione è un dato demografico mondiale che assume carattere rilevante in molti Paesi del cosiddetto “primo mondo”, Il concetto di anzianità oggigiorno non può più basarsi su dati misurabili che stabiliscono quando un individuo, nell’arco della sua vita, entra nella fase della vecchiaia. Si tratta di un concetto molto più ampio e articolato che riguarda dimensioni socio-sanitarie, psico-affettive, cognitive e culturali. È necessario dunque ripensare il ruolo attivo della popolazione anziana in una società complessa e plurilingue. Nell’ottica dell’invecchiame

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13

Stapa, Siti Hamin. "Socio-Cognitive Theory in Second Language Learning." International Journal of Learning: Annual Review 12, no. 7 (2007): 137–44. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45390.

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14

ALGHAFRI, Ali Salim Rashid. "HEBB'S THEORY OF LEARNING IN COGNITIVE NEUROSCIENCE." International Journal of Humanities and Educational Research 03, no. 05 (2021): 259–65. http://dx.doi.org/10.47832/2757-5403.5-3.23.

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Donald Hebb who is the founder of theory of learning behavior from the perspective of cognitive neuroscience based on the cell assembly. Where he explained the occurrence of learning through the Hebb's synapse, which explained the mechanism of interaction and connection between synaptic cells, and the activity that occurs between them to produce learning and related thinking and memory. Also, how the induce that occurs between the cell assembly in the Hebb's synapse has a significant role to understand learning and associated skills, abilities and behavior. Therefore, this theory in the field

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15

Tennyson, Robert D., and Mariana Rasch. "Linking cognitive learning theory to instructional prescriptions." Instructional Science 17, no. 4 (1988): 369–85. http://dx.doi.org/10.1007/bf00056222.

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16

Saragih, Fernando. "The Self-Regulated Learning: Social Cognitive Theory." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 11, no. 2 (2024): 124–33. https://doi.org/10.21831/jppm.v11i2.57542.

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Self-regulated learning is one illustration of the development of students' character, where this character is absolute for students. Based on this, researchers are interested in the condition of learning independence and the factors that influence it (peers, learning motivation, and self-efficacy). The approach used in this research is quantitative. The data collection method used is the explanatory research method (questionnaire). The questionnaire consists of 47 statements and each statement has 4 choices. All statements in the questionnaire are valid and reliable to test (CFA). This resear

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17

Park, Yangjoo. "Understanding and Designing Concept Learning through Expansive Learning Theory." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 135–51. https://doi.org/10.22251/jlcci.2025.25.3.135.

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Objectives This study aims to integrate Vygotsky's theory of concept acquisition with Engeström's expansive learning theory to propose effective strategies for designing concept learning processes in educational contexts. Methods Using a literature analysis method, this study explored Vygotsky's concepts of double stimulation, the zone of proximal development (ZPD), and internalization. Additionally, Engeström's expansive learning cycle was applied to individual learning activities to deeply analyze the process through which learners experience and resolve cognitive conflicts and contradiction

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18

Muna, Lia Aulial, Yunidar Ayu Ningrum та Rizqina Wahyu Laras Pertiwi. "An-Naẓariyyah Al-Ma’rifiyyah Wa Istikhdāmuhā Fī Ta’līmi Al-Lugah". Al-Tadris: Jurnal Pendidikan Bahasa Arab 8, № 2 (2020): 222–36. http://dx.doi.org/10.21274/tadris.2020.8.2.222-236.

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Cognitive theory is the main stream that makes learning and teaching closer to the realities of human learning, because cognitive theory takes into account the characteristics of learners and the factors that influence learning and the process. Cognitive theory aims to answer the basics that help students prepare and processing information so that this information is relevant which means for them become independent in their learning. This cognitive theory is based on attention to internal cognitive process, namely: attention, perception, acceptance, processing, and information processing. And

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19

Allanazarova, M. "Vocabulary Retention in Cognitive Theory." Bulletin of Science and Practice 6, no. 9 (2020): 414–19. http://dx.doi.org/10.33619/2414-2948/58/42.

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Vocabulary learning has been a key aspect of acquiring a second language for many years. Many scholars and linguists claimed that learning languages cannot be successful without a wide range of vocabulary. However, most ESL learners are confronted with recalling difficulties as they tend to forget the word fast that they learned recently. These challenges are commonly discussed and researched by Cognitivists since they deem that there are several reasons for forgetting associated with memory and mental process. This case study entails small-scale research on vocabulary retention, reasons for f

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20

Chiriacescu, Vlad, Leen-Kiat Soh, and Duane F. Shell. "Understanding Human Learning Using a Multi-agent Simulation of the Unified Learning Model." International Journal of Cognitive Informatics and Natural Intelligence 7, no. 4 (2013): 1–25. http://dx.doi.org/10.4018/ijcini.2013100101.

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Within cognitive science and cognitive informatics, computational modeling based on cognitive architectures has been an important approach to addressing questions of human cognition and learning. This paper reports on a multi-agent computational model based on the principles of the Unified Learning Model (ULM). Derived from a synthesis of neuroscience, cognitive science, psychology, and education, the ULM merges a statistical learning mechanism with a general learning architecture. Description of the single agent model and the multi-agent environment which translate the principles of the ULM i

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21

Badi’ah, Zahrotul. "Implikasi Teori Belajar Kognitif J. Piaget dalam Pembelajaran Bahasa Arab dengan Metode Audiolongual." Attractive : Innovative Education Journal 3, no. 1 (2021): 76. http://dx.doi.org/10.51278/aj.v3i1.166.

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There are so many learning theories, one of which is the cognitive theory. This article aims to examine cognitive learning theory and its implications for learning Arabic. The cognitive learning theory would be explored in depth based on the perspective of J. Piaget's theory and Arabic learning using the audio lingual method. This article is characterized by literature review, data is extracted through literature study and analysed through content analysis. The results found that cognitive theory has implications for learning Arabic with the audio lingual method, which has several aspects, nam

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22

Chen, Ke. "Functional Structure Design of English Learning Machine Based on Innovative Cognition." Advanced Materials Research 538-541 (June 2012): 2967–71. http://dx.doi.org/10.4028/www.scientific.net/amr.538-541.2967.

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In terms of cognitive psychology and innovative psychology, this paper establishes the innovative cognitive process of English learning from input of information to output of language acquisition result. Then combined with the theory of cognitive linguistics, the paper analyzes the main impact that innovative cognition produced on English learning process, and proposes the related English learning strategies. Based on the above theory, functional structure of English learning machine, which is made up of the man-machine interaction interface, the core function layer and the hardware base layer

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23

Bahk, Hae-jin. "A Study on Teaching Methods of Sight Reading by Applying Cognitive Apprenticeship Theory -Focusing on Students Majoring in Piri at an Music High School." Korean Society of Music Education Technology 63 (April 30, 2025): 233–51. https://doi.org/10.30832/jmes.2025.63.233.

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The purpose of this study is to develop a guideline of teaching-learning using the cognitive apprentice theory and to verify the effect on learners' degree of musical knowledge acquisition, self-efficacy, musical self-efficacy, and meta-cognition by utilizing the theory of cognitive apprentice of piri’s sight reading class in music high schools. For this study, references on sight reading, piri, and the theory of cognitive apprentice were reviewed, and based on this, a teaching-learning guideline for sight reading of piri, which applied the theory of cognitive apprentice in a total of 5 sessio

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24

Xiaotian, Wang, Nirat Jantharajit, and Sarit Srikhao. "Fostering autonomy in vocational college students: A fusion of metacognitive strategies and social cognitive learning theory." Asian Journal of Contemporary Education 8, no. 1 (2024): 42–51. http://dx.doi.org/10.55493/5052.v8i1.5065.

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The aim of this study is to investigate how to foster vocational college students' autonomy in learning by integrating metacognitive strategies and social cognitive learning theory. The study uses social cognitive learning theory to look at metacognitive strategies in a systmematic and thorough way. It looks for similarities and places where the two can be combined in order to come up with a new and effective way to teach. 1) The integration of metacognitive strategies and social cognitive learning theory offers innovative perspectives and strategies for educational practice, fostering student

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25

Hafiz Abdul Sami, SairaNiaz, and Muhammad Ahsan Raza. "IMPLICATIONS OF TASK-BASED LEARNING AND COGNITIVE THEORY ON LANGUAGE LEARNING." Journal of Applied Linguistics and TESOL (JALT) 8, no. 2 (2025): 1446–59. https://doi.org/10.63878/jalt797.

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Second Language Acquisition (SLA) and applied linguistics are strongly influenced in this way through Task-Based Learning (TBL) and Cognitive Theory. This study investigates the intersection of TBL with cognitive theoretical perspectives, highlighting the roles of cognitive mechanisms (e.g., attention, memory, and problem-solving) in language learning. This paper explores the cognitive processes that TBL employs to facilitate effective language acquisition, synthesizing 15–20 scholarly sources, such as empirical studies, books, and journal articles. In each review, TBL was found to develop mor

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26

Fox, Stephen. "Situated learning theory versus traditional cognitive learning theory: Why management education should not ignore management learning." Systems Practice 10, no. 6 (1997): 727–47. http://dx.doi.org/10.1007/bf02557922.

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27

Butarev, K. V. "Learning programming from the perspective of cognitive load theory." Informatics in school 23, no. 5 (2024): 5–11. http://dx.doi.org/10.32517/2221-1993-2024-23-5-5-11.

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The article discusses the applications of Cognitive Load Theory in the design of tasks and educational materials for programming. It describes Cognitive Load Theory as a theory of instructional design, grounded in cognitive psychology, specifically the Atkinson—Shiffrin three-component model and Baddeley's working memory model. The article also defines cognitive load and its categories, as well as other important concepts. Key cognitive effects described by Cognitive Load Theory, such as the split-attention effect, modality effect, collective working memory effect, and worked-example effect, a

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28

Daud Mahande, Ridwan, and Nurul Mukhlisah Abdal. "A HyFlex learning measurement model based on students’ cognitive learning styles to create equitable learning." World Journal on Educational Technology: Current Issues 14, no. 5 (2022): 1485–97. http://dx.doi.org/10.18844/wjet.v14i5.7777.

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This article reports on a study that aims to develop and empirically test a measurement model of several constructs of cognitive learning styles, HyFlex learning modalities, and equitable learning with the assumptions of the indicators that build them. A total of 451 students from state universities and private universities in South Sulawesi, Indonesia, with previous online study experience, participated in the online survey. To investigate the interaction between cognitive learning style constructs and equitable HyFlex learning modalities, each used a set of indicators/items developed from Ki

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29

Ergasheva, Baxtiniso. "ANTHROPOCENTRIC PARADIGM OF HUMANITARIAN THEORY." SCHOLAR 1, no. 34 (2023): 301–6. https://doi.org/10.5281/zenodo.10413297.

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<em> In modern linguistics the development of language is really connected with the human cognition. This article is dedicated the main concept of cultural linguistics –“concept”- and its key importance for learning and understanding language . It is mainly focused on linguistic personality, culture and cognitive linguistics. </em>

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30

Surbakti, Rudy, Satria Evans Umboh, Ming Pong, and Sokha Dara. "Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms." International Journal of Educational Narratives 2, no. 6 (2024): 483–93. https://doi.org/10.70177/ijen.v2i6.1659.

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The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload.

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31

Liu, Xianyang. "The analysis of distance learning based on Vygotsky’s Learning Theory." SHS Web of Conferences 183 (2024): 03016. http://dx.doi.org/10.1051/shsconf/202418303016.

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This study aims to provide insight into the social interactions and cognitive development of students in a distance learning environment through the application of Vygotsky's theory to address possible barriers to learning in distance learning. The background introduction points out the importance of distance learning in today's education, whilst highlighting the challenges facing the field, such as declining student engagement and poor learning outcomes. The problem statement clarifies the central concern of the study, which is the possible impact of inadequate student social interaction on c

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32

Habsy, Bakhrudin All, Pingkan Duwi Lestari, Dinda Avrilia Maulidynan, and Najwa Anisah Karim. "Integrasi Teori Perkembangan Kognitif Jeanpiaget dan Perkembangan Bahasa Vygotsky dalam Pembelajaran: Pemahaman dan Penerapan di Sekolah." TSAQOFAH 4, no. 2 (2023): 735–50. http://dx.doi.org/10.58578/tsaqofah.v4i2.2357.

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Education has an important role in shaping children's development, especially in terms of cognition and language. In the cognitive development literature, Jean Piaget's theory and Lev Vygotsky's theory of language development have become two significant approaches in understanding how children learn, think, and communicate. This article combines these two theories and discusses their application in the context of learning in schools. Jean Piaget's theory of cognitive development emphasizes the stages of intellectual development that play a role in children's understanding of the world. In a le

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33

Jiya, Eli Adama, Obunadike N. Georgina, and Atomatofa Emmanuel O. "A Review of Fuzzy Cognitive Maps Extensions and Learning." Journal of Information Systems and Informatics 5, no. 1 (2023): 300–323. http://dx.doi.org/10.51519/journalisi.v5i1.447.

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Fuzzy Cognitive Maps (FCM) is a soft computing technique whose vertices and edges are fuzzy values with an inference mechanism for solving modelling problems; it has been used in modelling complex systems like industrial and process control. The concept was first introduced in 1986, with an initial learning algorithm in 1996; several works have been published on FCM methodology, learnings and applications. Fuzzy cognitive maps continue to evolve both in theory, learning algorithms and application. Many theories like intuitionistic theory, hesitancy theory, grey system theory, wavelet theory, e

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34

Elizabeth, Guadalupe, Angel Garcia-Collantes, and Rafael Manuel. "Constructive Cognitive Assessment of Learning in a Course on the Computational Cognition in Psychology Students." European Journal of Educational Research 12, no. 2 (2023): 837–50. http://dx.doi.org/10.12973/eu-jer.12.2.837.

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<p style="text-align: justify;">Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as

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35

Bozionelos, Nicholas. "Cognitive Spontaneity and Learning Style." Perceptual and Motor Skills 83, no. 1 (1996): 43–48. http://dx.doi.org/10.2466/pms.1996.83.1.43.

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The relationship between cognitive spontaneity and learning style was investigated ( N = 157; 23 women, 133 men). Kolb's experiential learning theory was employed. Scores on cognitive spontaneity correlated positively with those on a measure of learning style which emphasizes active experimentation over reflective observation. The 44 respondents classified as Accommodators reported significantly higher scores on cognitive spontaneity than the 34 respondents classified as Assimilators.

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36

Miyauchi, Kenya, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi, and Masayoshi Kanoh. "Learning Effects of Robots Teaching Based on Cognitive Apprenticeship Theory." Journal of Advanced Computational Intelligence and Intelligent Informatics 24, no. 1 (2020): 101–12. http://dx.doi.org/10.20965/jaciii.2020.p0101.

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In recent years, educational support robots that assist learners have attracted attention. The main role of teacher-type robots in previous research has been to teach students how to solve problems and to explain learning material. Under such conditions, students may not learn the material adequately due to their reliance on the support of the robot; this paper utilizes the cognitive apprenticeship theory in order to prevent this problem. The cognitive apprenticeship theory asserts that the support provided to a student should change according to the student’s learning situation. Previous stud

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37

Rana, Jasmine, and Susan Burgin. "Teaching & Learning Tips 2: Cognitive load theory." International Journal of Dermatology 56, no. 12 (2017): 1438–41. http://dx.doi.org/10.1111/ijd.13707.

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38

Martin, Jack. "Self-Regulated Learning, Social Cognitive Theory, and Agency." Educational Psychologist 39, no. 2 (2004): 135–45. http://dx.doi.org/10.1207/s15326985ep3902_4.

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39

Schilling, Jim F. "Cognitive Load Theory of Learning: Underpinnings and Model." International Journal of Athletic Therapy and Training 21, no. 2 (2016): 12–16. http://dx.doi.org/10.1123/ijatt.2014-0074.

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40

Sweller, John. "Cognitive load theory, learning difficulty, and instructional design." Learning and Instruction 4, no. 4 (1994): 295–312. http://dx.doi.org/10.1016/0959-4752(94)90003-5.

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41

Brandt, Barbara Legrand. "Cognitive learning theory and continuing health professions education." Journal of Continuing Education in the Health Professions 16, no. 4 (1996): 197–202. http://dx.doi.org/10.1002/chp.4750160402.

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Rahim, Noor Raifana Ab, Nur Zaidani Wati Mohd Darwis, Narita Noh, Juwita Asfar, and Herda Balqis Ismail. "Exploring Learning Strategies through the Social Cognitive Theory." International Journal of Research and Innovation in Social Science IX, no. I (2025): 3476–89. https://doi.org/10.47772/ijriss.2025.9010276.

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Learning strategies were fundamental in the educational system as a guide for learners to achieve success in education. They referred to the methods and approaches used by individual learners to enhance their learning process, comprehension, and retention of new information. These strategies were categorized into three main types: cognitive, metacognitive, and resource management strategies. Understanding the acceptance and implementation of these strategies was important to ensure their relevancy and impact. This study aimed to investigate how learners perceived cognitive components, behavior

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Abduqahhorova, Muhayyoxon, and Ezoza Khazratkulova. "Cognitive load theory and its application for learning." Инновации в современной лингвистике и преподавании языков, no. 1 (April 11, 2025): 143–45. https://doi.org/10.47689/zttctoi-vol1-iss1-pp143-145.

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Why is learning effortful? Why do we struggle to learn calculus but easily learn our mother tongue? How can we make hard skills easier to learn? Cognitive load theory is a powerful framework from psychology for making sense of these questions. Cognitive load theory, developed in the 1980s by psychologist John Sweller, has become a dominant paradigm for the design of teaching materials. In this essay, I explain the theory, some of its key predictions, and potential applications for your learning.

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Hagen, Marcia, and Sunyoung Park. "We knew it all along! Using cognitive science to explain how andragogy works." European Journal of Training and Development 40, no. 3 (2016): 171–90. http://dx.doi.org/10.1108/ejtd-10-2015-0081.

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Purpose – This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning. Design/methodology/approach – The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regar

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Sundari, Susan, and Tarsono Tarsono. "Cognitive Learning Theory and Its Application in Learning Islamic Religious Education at SMK Muhmmadiyah 1 Sumedang." FONDATIA 7, no. 3 (2023): 792–808. http://dx.doi.org/10.36088/fondatia.v7i3.3920.

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Cognitive theory is an important aspect of educational theory, but it is nevertheless misunderstood by some educators. Interestingly, by the beginning of the 15th century, Muslim scholars had begun to emphasize the importance of returning to Islamic teachings based on the Quran and Hadith. It could be that modern theories of learning are rooted in these Islamic teachings or at least have equivalents that can be found. By examining the theoretical concepts of cognitive learning through the lens of Islamic education, this study aims to compare and distinguish Western concepts from those sourced

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Pahru, Syaipul, Munawir Gazali, Made Ayu Pransisca, Ahmad Dedi Marzuki, and Nopi Nurpitasari. "TEORI BELAJAR KOGNITIVISTIK DAN IMPLIKASINYA DALAM PROSES PEMBELAJARAN DI SEKOLAH DASAR." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 4 (2023): 1070–77. http://dx.doi.org/10.55681/nusra.v4i4.1745.

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Learning theory will make it easier for educators to carry out the form of learning that will be carried out. This article will review the theory of cognitive learning and will provide a complete understanding and explanation so that it can be applied in learning activities. This research is a literature study research, where in this research the writer tries to collect data related to the theory put forward by Ausubel and Gagne and then analyzes how the theory of the two figures is applied in learning in elementary schools. The results of this study are the first cognitive theory developed by

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Thayyibi, Muhammad Ilham, and Dwi Ratnasari. "COGNITIVE LEARNING THEORY IN THE PERSPECTIVE OF ISLAMIC EDUCATION." Sunan Kalijaga International Journal on Islamic Educational Research 6, no. 1 (2022): 51–67. https://doi.org/10.14421/skijier.2022.61.04.

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Cognitive theory is classified as a theory that plays an important role in the development of educational theory, but there are still few educational practitioners who understand the concept of cognitive theory. At the beginning of the 15th century H , Muslim scientists strengthened the spirit to return to Islamic teachings based on the Al-Quran and Hadith. So it is not impossible if modern learning theories exist in the Qur'an and Hadith, or at least find their equivalent. So that western concepts can be juxtaposed with concepts based on the Qur'an and Hadith . The purpose of this study is to

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Goodman, Amy, Youngjin Lee, Willard Elieson, and Gerald Knezek. "Using Self-Regulated Learning Theory and Learning Analytics to Identify Explanatory Variables Affecting Learning Outcomes in Online/Hybrid Undergraduate Calculus." Journal of Computers in Mathematics and Science Teaching 42, no. 2 (2023): 125–54. https://doi.org/10.70725/334335tyxwcw.

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Virtual learning environments give students more autonomy over their learning than traditional face-to-face classes and require that students adapt the ways they consume and assimilate new information. One theory of this process is self-regulated learning, which is illustrated in Efklides’ Metacognitive and Affective model of Self-Regulated Learning (MASRL). MASRL represents the interplay between cognition, metacognition, and affect, both within a learner and between a learner and a task. This study uses learning analytics to operationalize Efklides’ MASRL model in order to investigate the ext

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Mahande, Ridwan Daud, Wirawan Setialaksana, Nurul Mukhlisah Abdal, and Mustari Lamada. "Exploring HyFlex learning modality through adaption-innovation theory for student learning equity." Online Journal of Communication and Media Technologies 14, no. 1 (2024): e202410. http://dx.doi.org/10.30935/ojcmt/14170.

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Equity is an important issue in student learning. HyFlex as a learning modality provides students an equitable opportunity to access learning through several modalities, which correlate with students’ cognitive styles. The study investigates the relationship between student learning and cognitive styles, student-preferred modalities, and their equity in learning. The digital survey was sent to students and 451 students filled out the survey voluntarily. A structural equation model was developed to investigate the relationship between variables. The results indicate that students with innovatio

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Asmaa Abdoune, Majd El Meraoui, Mouradi Abderrahman, and Mohamed Khaldi. "Using multimedia learning theory in physics teaching and learning: Work methodology." Global Journal of Engineering and Technology Advances 21, no. 3 (2024): 091–96. https://doi.org/10.30574/gjeta.2024.21.3.0230.

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Teaching physics is essential for developing students' analytical skills, but the discipline is often perceived as complex and difficult. Mayer's Multimedia Learning Theory (MLT) proposes integrating visual and auditory elements to make concepts more accessible. This study explores the application of TAM in physics teaching, integrating augmented reality (AR) to make phenomena more concrete. The aim is to design a multimedia model to improve student understanding and engagement, while reducing cognitive overload and enhancing knowledge retention. The methodology includes the creation of multim

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