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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) · pp. 3904–3916

DOI
10.11591/ijere.v14i5.34333
ISSN
2620-5440, 2252-8822
Published
2025-10-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

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.

Keywords

Collaboration network of the authors

33 authors · 76 co-authorship links · 7 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Syiah Kuala
  • National University of Malaysia
  • Samudra University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Marlissa OmarAffiliation unknown3
Fathiyah Mohd KamaruzamanAffiliation unknown2
Mohd Aizuddin SaariAffiliation unknown2
Mohamad Hidir Mhd SalimAffiliation unknown2
Zool Hilmi Mohamed AshariAffiliation unknown2
Sulastri SulastriUniversitas Syiah Kuala1
JulianaUniversitas Syiah Kuala1
SyahrialUniversitas Syiah Kuala1
Ismi ZatyaSamudra University1
Ahmad Rosli Mohd NorAffiliation unknown1
Salleh AmatAffiliation unknown1
Jasmi Abu TalibAffiliation unknown1
Nurul Atiqah Ab RajiAffiliation unknown1
Md Mosharaf HossainAffiliation unknown1
Salwa SuradinAffiliation unknown1
Roszilah HamidAffiliation unknown1
Azrul A. MutalibAffiliation unknown1
Mohd Fakhrul Azizie Mohd ZaidAffiliation unknown1
Bity Salwana AliasAffiliation unknown1
Azlin MoktarAffiliation unknown1
Siti Raudhah M. YusopAffiliation unknown1
Ruhizan Mohamad YasinAffiliation unknown1
Norzaharah Ab HamidAffiliation unknown1
Fathiyah Mohd KamaruzamanAffiliation unknown1
Hutkemri ZulnaidiAffiliation unknown1
Li CaoAffiliation unknown1
Nik Norlaili Jamilah Nik OthmanAffiliation unknown1
Budiman Mahmud MusthofaAffiliation unknown1
Banu Muhammad HaidlirAffiliation unknown1
Diaz PranitaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
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	<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>