Virtual Mathematics Laboratory Based on Cognitive Load Theory
Abstract
Teachers need high levels of creativity and innovation to deliver subject matter during this period of digital learning. Literacy and numeracy skills are top priorities in schools, and mathematics is very relevant for the acceleration of literacy and numeracy development. The goal of this study was to develop a virtual math lab based on the cognitive load theory to improve literacy skills. The ADDIE development model was used, consisting of the stages of analysis, design, development, implementation and evaluation. Data were obtained on the needs for a complete mathematical learning medium that would be accessible and fun. The virtual design was carried out using the Drag and Drop app builder software. In the next stage, a virtual lab design framework was implemented with this app builder. The validation results showed that 80% of the math teaching materials were in accordance with the school’s math curriculum; 80% of the virtual math lab design was categorized as dynamic, and the remaining 20% was identified as needing synchronization between the videos displayed and the level of attractiveness and interactivity of the lab. According to the results, the modules and virtual laboratory that were developed are valid and suitable for use.
Keywords: virtual mathematics lab, cognitive load theory, literacy
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