دراسات: العلوم التربوية (Mar 2021)
Effectiveness of Microlearning Environment Design Based on the Theory of Cognitive Load in Developing Postponed Achievement and Self-Directed Learning Skills among Female Students at Taibah University
Abstract
This study aims to design a microlearning environment based on the Theory of Cognitive Load to develop postponed achievement and self-directed learning skills among female students at Taibah University, and then to measure its effectiveness. The study employed a quasi-experimental design and was conducted in the first semester of the academic year (1441H) on a sample that consisted of thirteen female students enrolled in an online course intentionally selected from the College of Education at Taibah University, Saudi Arabia. The researcher used the following tools: an achievement test and a self-directed learning scale. The results showed that there was an effect of microlearning environment design in developing achievement. Further, there were no statistically significant differences in both pre- and post-measurements in self-directed learning skills. The Study recommends applying the current research to a larger sample and from other university degree levels with different majors and through other educational applications. In addition, conducting a qualitative study focusing on the effectiveness of designing a micro-learning environment based on gamification among students of higher education.
