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ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic

Author

Listed:
  • Mostafa Aboulnour Salem

    (Deanship of Development and Quality Assurance, King Faisal University, Al-Ahsa 31982, Saudi Arabia)

  • Abu Elnasr E. Sobaih

    (Management Department, College of Business Administration, King Faisal University, Al-Ahsa 31982, Saudi Arabia
    Hotel Management Department, Faculty of Tourism and Hotel Management, Helwan University, Cairo 12612, Egypt)

Abstract

SARS-CoV-2 (COVID-19) has disrupted university education and turned it into distance learning for at least one semester in many countries, including the Kingdom of Saudi Arabia (KSA). However, there was an issue with university students’ cognitive load at this critical time, because education totally stopped for about a month and then resumed remotely. This research draws on the cognitive load theory, particularly the extraneous load, to develop an instructional design model called ADIDAS. The model includes six stages, namely: analyse (A), design (D), improve (I), do (D), Assess (A), and Share (S). Thirty-four experts in instructional technology models have reviewed the ADIDAS model in Arab university contexts, producing a consensus about its suitability for use in distance learning amid the COVID-19 pandemic. Following the consensus of the experts, the model was applied to a sample of 527 students at King Faisal University, KSA. The results confirmed significant statistical differences with a very large effect size in relation to the attitude towards synchronous digital learning (SDL) and cognitive load pre and post ADIDAS. Students had a positive attitude towards SDL and a low cognitive load during the educational process pre adoption of the ADIDAS model, compared to post ADIDAS. The current research results have numerous implications for post the COVID-19 pandemic, especially in Arab countries and similar contexts.

Suggested Citation

  • Mostafa Aboulnour Salem & Abu Elnasr E. Sobaih, 2022. "ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16972-:d:1006554
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    References listed on IDEAS

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    1. Mostafa Aboulnour Salem & Wafaa Hassanien Alsyed & Ibrahim A. Elshaer, 2022. "Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study," IJERPH, MDPI, vol. 19(16), pages 1-13, August.
    2. Abu Elnasr E. Sobaih & Ahmed M. Hasanein & Ahmed E. Abu Elnasr, 2020. "Responses to COVID-19 in Higher Education: Social Media Usage for Sustaining Formal Academic Communication in Developing Countries," Sustainability, MDPI, vol. 12(16), pages 1-18, August.
    3. Younyoung Choi & Hyunwoo Lee, 2022. "Psychometric Properties for Multidimensional Cognitive Load Scale in an E-Learning Environment," IJERPH, MDPI, vol. 19(10), pages 1-12, May.
    4. Ruba Abdelmatloub Moawad, 2020. "Online Learning during the COVID- 19 Pandemic and Academic Stress in University Students," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(1Sup2), pages 100-107, June.
    5. Abu Elnasr E. Sobaih & Ishfaq Ahmad Palla & Abdul Baquee, 2022. "Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students’ Perspective," IJERPH, MDPI, vol. 19(9), pages 1-12, April.
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