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Does cognitive load moderate students’ learning engagement mechanism in blended learning?

International Journal of Evaluation and Research in Education (IJERE) · Vol. 14 No. 5 (2025) · hlm. 3904–3916

DOI
10.11591/ijere.v14i5.34333
ISSN
2620-5440, 2252-8822
Terbit
2025-10-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

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.

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  • Universitas Syiah Kuala
  • National University of Malaysia
  • Samudra University
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Rekan penulisOrganisasiArtikel bersama
Marlissa OmarAfiliasi tidak diketahui3
Fathiyah Mohd KamaruzamanAfiliasi tidak diketahui2
Mohd Aizuddin SaariAfiliasi tidak diketahui2
Mohamad Hidir Mhd SalimAfiliasi tidak diketahui2
Zool Hilmi Mohamed AshariAfiliasi tidak diketahui2
Sulastri SulastriUniversitas Syiah Kuala1
JulianaUniversitas Syiah Kuala1
SyahrialUniversitas Syiah Kuala1
Ismi ZatyaSamudra University1
Ahmad Rosli Mohd NorAfiliasi tidak diketahui1
Salleh AmatAfiliasi tidak diketahui1
Jasmi Abu TalibAfiliasi tidak diketahui1
Nurul Atiqah Ab RajiAfiliasi tidak diketahui1
Md Mosharaf HossainAfiliasi tidak diketahui1
Salwa SuradinAfiliasi tidak diketahui1
Roszilah HamidAfiliasi tidak diketahui1
Azrul A. MutalibAfiliasi tidak diketahui1
Mohd Fakhrul Azizie Mohd ZaidAfiliasi tidak diketahui1
Bity Salwana AliasAfiliasi tidak diketahui1
Azlin MoktarAfiliasi tidak diketahui1
Siti Raudhah M. YusopAfiliasi tidak diketahui1
Ruhizan Mohamad YasinAfiliasi tidak diketahui1
Norzaharah Ab HamidAfiliasi tidak diketahui1
Fathiyah Mohd KamaruzamanAfiliasi tidak diketahui1
Hutkemri ZulnaidiAfiliasi tidak diketahui1
Li CaoAfiliasi tidak diketahui1
Nik Norlaili Jamilah Nik OthmanAfiliasi tidak diketahui1
Budiman Mahmud MusthofaAfiliasi tidak diketahui1
Banu Muhammad HaidlirAfiliasi tidak diketahui1
Diaz PranitaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Does cognitive load moderate students’ learning engagement mechanism in blended learning?</dc:title>
	<dc:creator>Zidi, Chen</dc:creator>
	<dc:creator>Jalaludin, Nur Atiqah</dc:creator>
	<dc:creator>Rasul, Mohamad Sattar</dc:creator>
	<dc:subject xml:lang="en-US">Blended learning; Cognitive load; Learning engagement; Learning satisfaction; Moderating effect; Vocational students</dc:subject>
	<dc:description xml:lang="en-US">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.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2025-10-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/34333</dc:identifier>
	<dc:identifier>10.11591/ijere.v14i5.34333</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 14, No 5: October 2025; 3904-3916</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v14i5</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/34333/14684</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Chen Zidi, Nur Atiqah Jalaludin, Mohamad Sattar Rasul</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>