Cognitive psychology and school learning
Ahmadreza Akbari; Mohammadhasan Seif; Seyd mohammad Shobeiri; Saeed Talebi
Abstract
The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, ...
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The objective of this study was to provide a causal model of factors that influence the psychological outcomes of environmental protection simulation training among secondary school students in Shiraz. To achieve this, a multi-stage random cluster sampling method was employed based on Cochran's formula, resulting in the selection of 620 students from secondary schools in Shiraz. After using Environmental simulation game, and an amalgamated questionnaire of Keller's game motivation questionnaires (2010), social presence Arba et al. (2008), Need for Cognition Cacciopo and Petty (1982), Mahat Self-Efficacy Scale, Mahd Ayoub and Wang (2012) and environmental engagement questionnaire, 605 questionnaires were completed and returned to the researcher. Out of the distributed questionnaires, 605 were completed and returned to the researcher. The findings revealed that variables such as social presence and the need for cognition have a significant direct and indirect impact on environmental engagement among students, mediated through self-efficacy and motivation variables. Furthermore, model fitting indicators demonstrated that the proposed research model aligns well with the data gathered from secondary school students. In total, 25% of the variations observed in the environmental engagement variable, the primary outcome of the educational simulation, were attributed to the variables of social presence, need for cognition, self-efficacy, and motivation.
Maryam Darvishi; mohammad hassan Seif; Mohammad Reza Sarmadi; mehran farajollahi
Abstract
The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western ...
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The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western provinces (Hamedan, Kermanshah and Chaharmahal-o Bakhtiari) were randomly selected and 600 undergraduate students were selected through randomized multistage cluster sampling on the basis of Cochran's formula and after using AR application , the students completed a 52 item questionnaire that was an integration of following questionnaires: perceived usefulness (Davis, 1989), need for cognition (Cacioppo & Petty, 1982) cognitive engagement (Aloka & Odongo, 2018), mobile self- efficacy (Mahat, Mohd Ayub & Wong, 2012) and cognitive absorption (Agarwal, R., & Karahanna, 2000). After completing the questionnaire, 556 questionnaires were returned to the researcher and data were analyzed through confirmatory factor analysis, Cronbach's alpha coefficients and path analysis using Amos 22, Lisrel 8.50 and Spss 22. The findings showed that cognitive absorption and need for cognition had a direct and indirect effect on perceived usefulness with mediating role of mobile self- efficacy and cognitive engagement. Also, the obtained results for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents. Therefore, this model can provide educators and education leaders with critical information for improving learning outcomes.
