Deanship of Development and Quality Assurance, King Faisal University, Al-Ahsa 31982, Saudi Arabia.
Management Department, College of Business Administration, King Faisal University, Al-Ahsa 31982, Saudi Arabia.
Int J Environ Res Public Health. 2022 Dec 17;19(24):16972. doi: 10.3390/ijerph192416972.
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.
SARS-CoV-2（COVID-19）扰乱了大学教育，导致包括沙特阿拉伯王国（KSA）在内的许多国家的大学教育至少在一个学期内转为远程学习。然而，在这个关键时刻，大学生的认知负荷出现了问题，因为教育大约停了一个月，然后才远程恢复。本研究借鉴了认知负荷理论，特别是额外的认知负荷，开发了一个名为 ADIDAS 的教学设计模型。该模型包括六个阶段，分别是：分析（A）、设计（D）、改进（I）、实施（D）、评估（A）和分享（S）。34 名教学设计模型专家对 ADIDAS 模型在阿拉伯大学环境中的适用性进行了评估，达成了一致意见，认为该模型适合在 COVID-19 大流行期间用于远程学习。根据专家的一致意见，该模型被应用于沙特阿拉伯国王法伊萨尔大学的 527 名学生样本。结果证实，在采用 ADIDAS 模型前后，学生对同步数字学习（SDL）的态度和认知负荷存在显著的统计学差异，且效应量非常大。与采用 ADIDAS 模型之前相比，学生对 SDL 的态度更为积极，认知负荷也更低。本研究结果对 COVID-19 大流行后具有重要意义，特别是在阿拉伯国家和类似背景下。
