Worksheet in Writing a Review of Related Literature

Research Title Digital Instructional Materials to Enhance the Cognitive Skills of Early Childhood Learners of Foothills Christian
School
Members Binondo, Maria Grace Ann
Cruz, Daniel Cesar
Dacanay, Angelic Claire
Dasallas, Cristal Faith
Diwa, Stephanie Carl
Ferrancullo, Jasmine
Flojo, Marinelle
Obar, Cindy Nicole
Oliver, Jorgie Nicole
Pantan, Jan Antonette
Paule, Erika May
Quebral, Justine Cathe
Course and Section SBECED 1A

LOCAL
Statement of the Title of the Abstract Research Key Findings List down the Referenc
Problem Study Objective/s things that the e (APA
study does not Format)
able to answer (in
a narrative form),
but possibly
answer by your
present study.
1) What is the pre-test T he Effectiveness of T he achievement of pupils in T his study explored Findings revealed that T his study aims to Cornito, C. M.
mean score on pupils’ Contextualized Digital their future studies depends on the effectiveness of interactive learning determine the (2023). The
alphabet knowledge? Game-Based Learning their reading skills. One of the digital game-based resource was effective as effectiveness of digital effectiveness
Resource in Improving strongest foundations in learning resource in reflected by a substantial game-based learning in of
Kindergarten P upil's reading success includes improving pupils’ increase of 8.95 points. improving learners' contextualized
2) What is the post-test Alphabet Knowledge alphabet knowledge. alphabet knowledge T he t-test for paired alphabet knowledge digital
mean score on the pupil’s Level Nowadays, the utilization of specifically on vowels. samples results in a specifically on vowels, gam e-based
alphabet knowledge? information communication t-value of -10.11 and a while our research study learning
3) Is there a significant technology (ICT ) influences p-value of 0.000. T hus, aims to identify the resources in
difference between the young children’s learning and the difference between efficacy of digital im proving
pre-test and post-test emergent literacy skills. An the posttest and pretest instructional materials to kindergarten
mean scores of alphabet alphabet knowledge checklist is significant. Hence, enhance the cognitive pupil’s
knowledge of on vowels was used to collect digital game-based skills of the learners. T he alphabet
kindergarten learners the data. One key finding from learning resource is an findings of their study knowledge
before and after exposure the study is that most of them effective non-print shows that digital level.
to contextualized digital have fair alphabet knowledge instructional material in game-based learning is an International
game-based learning of vowels with an overall kindergarten for the effective material in Journal on
resource? pre-test mean score of 17.91. improvement of kindergarten to improve Studies in
Findings revealed that alphabet knowledge on the learners knowledge on Education
interactive learning resource vowels. vowels. However, this (IJonSE),
was effective as reflected by a study focused only on 5(2),
substantial increase of 8.95 learners' alphabet 130-140.
points. T he t-test for paired knowledge specifically on https://doi.org
samples results in a t-value of vowels. /10.46328/ijo
-10.11 and a p-value of 0.000. nse.103
T hus, the difference between
the posttest and pretest is
significant.

T his study aimed to Effectiveness of T his study examined the T his study aims to T he outcome showed T his study explains that Sasam , R. M.
determine the Downloaded Videos effectiveness of using enthuse and engage that the students in the downloaded videos or C., & Arazo,
effectiveness of Approach in downloaded films vs students in the downloaded video group films help kindergartens V. H. (2023).
downloaded videos in Developing P honemic conventional teaching practical learning outperformed those in to develop their Effectiveness
developing phonemic Awareness to techniques to help process. T he case for the comparative group phonemic awareness. of
awareness Kindergarteners kindergarteners develop their using videos as a in terms of Although this research Downloaded
to kindergarteners. phonemic awareness. T his teaching tool is strong. incomparably higher study connected to digital Videos
Specifically, it sought to study utilized a quasi- Compared to the more performance. T his instructional materials, Approach in
answer the experimental research design conventional printed implied that there had but, the result only Developing
following questions: using two groups of material, it generates a been a noticeable reveals that it can help to Phonem ic
1. What are the pre-test respondents and used a lot more attention and improvement in scores develop the phonemic Awareness to
scores of the respondents researcher-made questionnaire. delight. in the downloaded video awareness of a child. Kindergartene
in T he researcher gave it to both group when compared While in out study, we rs. Zenodo
the comparative and the experimental and control to the instruction develop a digital (CERN
downloaded video groups? groups. Frequency and comparative group. T he instructional materials to European
2. What are the post-test percentage, mean and study found that help kindergarten learners Organization
scores of the respondents Independent T-test, P aired kindergarteners were to develop their least for Nuclear
in T-test, and analysis of more engaged in their mastered skills in terms Research).
the comparative and covariance were the statistical learning when they used of Cognitive domain. https://doi.org
downloaded video groups? techniques employed in the downloadable films to /10.5281/zeno
3. What are the pre-test study (ANCOVA). Between the help them build do.7683868
and post-test scores of the two groups, there was a fairly phonemic awareness.
respondents in the big variation in the
comparative and respondents' posttest results.
downloaded video T he outcome showed that the
group? students in the downloaded
4. Is there a significant video group outperformed
difference between the those in the comparative
pre-test group in terms of
scores of the respondents incomparably higher
in the comparative and performance. T his implied
downloaded video groups? that there had been a
5. Is there a significant noticeable improvement in
difference between the scores in the downloaded video
pre-test group when compared to the
and post-test scores of the instruction comparative group.
respondents in the T he study found that
comparative and kindergarteners were more
downloaded video groups? engaged in their learning when
6. Is there a significant they used downloadable films
difference between the to help them build phonemic
post- awareness. According to the
test scores of the collected data, using
respondents in the downloaded video instruction
comparative and to enhance phonemic
downloaded video groups awareness had a positive
by controlling the pre-test impact and considerably
scores? improved the students'
performance.
T his study addresses the T he Experiences of With the threat of future T he goal of this study, T his research hopes to T his research study The
following research Virtual Kindergarten global pandemics and the within its limitations, provide suggestions for focused on the Experiences
questions: Educators in possible necessity to mandate is to determine what future virtual educators, experiences of virtual of Virtual
1. What are the attitudes Technology-Enhanced schools to transition to attitudes and beliefs school boards, learning of a kindergarten Kindergarten
and beliefs towards digital Virtual Classrooms: A temporary online learning, it is educators have towards policymakers and other educators using a Educators in
screen-based technologies Guide to P roviding important to provide digital screen-based stakeholders in technology-enhanced Technology-E
and digital Effective Virtual kindergarten educators with technologies, why they kindergarten education. virtual classrooms, where nhanced
resources by FDK Teaching effective teaching practices have these Future research should it's not explained in their Virtual
educators; and the benefits with the use of technological presuppositions look into the study the efficacy of Classroom s:
and challenges of teaching devices and resources in virtual towards digital effectiveness of digital digital-based learning, A Guide to
and learning in classrooms. T his study screen-based resources, games and while in our study we Providing
virtual kindergarten examined how 11 kindergarten technology or activities that augment develop a digital Effective
classrooms? educators and 1 teacher - resources, discover students’ abilities to instructional materials Virtual
2. What digital researcher are currently what educators need to learn, retain, understand that can be used of Teaching -
screen-based technological implementing learning through effectively integrate and make connections kindergarten educators to ProQuest.
tools or resources are FDK digital screen-based devices in a technology into their without excessive enhance the cognitive (n.d.-b).
educators currently way that promotes purposeful, virtual pedagogical amounts of screen time. skills of their learners. https://www.pr
implementing, and how meaningful, efficient and practices, the benefits oquest.com /o
are they used to document effective learning for FDK and challenges of penview/fb9f1
play-based learning students virtually. virtual teaching and ee139f0155ea
virtually? learning, and how 336c7251692
3. What do educators need digital screen-based 1af9/1?pq-ori
to effectively integrate technologies are used gsite=gschola
technology into their for documentation in r&cbl=18750
virtual pedagogical FDK virtual &diss=y
practices? classrooms.
effectiveness as an Kinder Learns: An Because of its potent force T he purpose of this T he result supports the T his research title, Garcia, M.
educational tool for Educational Visual within the educational settings, study is to develop a acceptance of the game "Kinder Learns: An (2021).
preschoolers was Novel Game as digital game-based learning is digital educational as an Educational Visual Novel Kinder
investigated and evaluated Knowledge considered as a methodological game called “ Kinder educational tool for Game as Knowledge
Learns: An
through the assessment of Enhancement Tool for means to keep up with the Learns” by using visual knowledge enhancement Enhancement Tool for
its Early Childhood changing pedagogical landscape novels as the game in preschool. Kinder Early Childhood Educational
direct users, (kindergarten Education precipitated by technological design and K to 12 Learns shaped a novel Education" focuses only Visual Novel
teachers and preschoolers) developments. While Kindergarten realization that on visual novel games in Gam e as
using the Serious Game educational technology has Curriculum Guide of technology has a place which it doesn't address Knowledge
framework, which already established its presence the Department of in the early education the least mastered skills Enhancem ent
includes learning and in most parts of the education Education as the game landscape. of the students. While in Tool for Early
pedagogy theory in sector, it is still underused in content, and to Consequently, the game our research study, we
Childhood
combination with gaming kindergarten level. T he investigate its impact has successfully accurately measure and
requirements. More purpose of this study is to as an educational tool reinforced the positive develop digital Education.
specifically, the develop a digital educational for preschoolers and influence of employing instructional materials The
researchers wants to game called “ Kinder Learns” educators. a digital educational based on improving the International
establish the potential of by using visual novels as the game into the classroom least mastered skills of Journal of
visual novel as an game design and K to 12 curricula of preschool the students. Technologies
educational game Kindergarten Curriculum Guide education and the Learning,
genre, especially for of the Department of unequivocal
27(1).
young students. As little Education as the game stakeholders’
game prototype and content, and to investigate its perceptions towards
research have been done impact as an educational tool technology use in early
in the development of for preschoolers and educators. education years
visual novel game and its A digital
effectiveness in education, educational game development
respectively, this study methodology was employed to
means to contribute to sensibly plan, design, develop,
literature and provide a and implement Kinder Learn.
baseline for educational T he game impact was then
game developers and evaluated by 243 preschoolers
researchers who will and 29 preschool teachers
conduct similar project from the P asay Schools
and research in the future. Division of the Department of
Education using the Serious
Game framework, which is
composed of learning and
pedagogy theory in
combination with gaming
requirements. T he result
supports the acceptance of the
game as an educational tool for
knowledge enhancement in
preschool. Kinder Learns
shaped a novel realization that
technology has a place in the
early education landscape.
Consequently, the game has
successfully reinforced the
positive influence of
 employing a digital educational
game into the classroom
curricula of preschool
education and the unequivocal
stakeholders’ perceptions
towards technology use in
early education years.
How can a DGBL ST EAM Games Are In a study on digital T he purpose of this Findings suggest that T he digital game-based Hunter, J., &
platform focused on Good for Learning: game-based learning in five study was to teachers found it highly learning in this research Fitzgerald, T.
ST EAM support teachers A Study of Teacher high-poverty elementary investigate the effective for engaging study was only developed (2021).
of students P rofessional schools in the P hilippines, the professional students more in based on the ST EAM
STEAM
in high-poverty schools to Development in the teachers’ professional development learning, with fewer curriculum, without even
teach these disciplines, P hilippines development experiences were experience of five student absentees measuring the least Gam es Are
develop 21st Century investigated. Research high-poverty recorded across the mastered skills of the Good for
skills, and experience conducted for the study was elementary schools in five-week intervention. students and how to Learning: A
success in project-based part of a university-industry the P hilippines with While effectively address it. In Study of
learning? partnership with the developer regards to the digital noteworthy satisfaction our research study, the Teacher
Two sub-questions of a new platform designed to game-based learning. with the program was researchers will be Professional
underpinned the give teachers and students T his research was expressed attentive to the least
Developm ent
overarching research experience of integrated conducted as part of a by teachers about the mastered skills of the
question: Science, university-industry in-class effectiveness of students because in the
1. What were teachers’ Technology, Engineering, Arts partnership with the digital game- addressing this issue can Philippines.
perceptions of the P D and Mathematics (ST EAM) developer of a new based learning, and with be beneficial in the JI of
they received prior to curriculum in an innovative platform designed to the professional development of the Com puters in
and during digital game-based format with give teachers and learning provided to students. Mathem atics
implementation of the elements of coding, robotics students experience of up-skill themselves in and Science
program? and project-based learning. integrated Science, the platform prior to
Teaching,
2. What significant Findings suggest that teachers Technology, implementation of the
recommendations would found it highly effective for Engineering, Arts and program, it was found 40(4),
teachers make to im- engaging students more in Mathematics that significant 347-355
prove both their learning, with fewer student (ST EAM) curriculum contextual and language
professional learning absentees recorded across the in an innovative digital improvements could
experiences and the five-week intervention. While game-based format enhance the
opportu- noteworthy satisfaction with with elements of overarching aims
nities for DGBL in the program was expressed by coding, robotics and of this digital
elementary school teachers about the in-class project-based learning. game-based resource for
classrooms? effectiveness of digital ST EAM teaching and
game-based learning, and with learning.
the professional learning
provided
to up-skill themselves in the
platform prior to
implementation of the
program, it was found that
significant contextual and
language improvements could
enhance the overarching aims
of this digital game-based
resource for ST EAM teaching
and learning.
FOREIGN

Statement of Title of the Abstract Research Key Findings List down the Reference
the Problem Study Objective/s things that the (APA
study does not Format)
able to answer (in
a narrative form),
but possibly
answer by your
present study.
1). How difficult E-Learning According to Kassymova G., T he purpose of the T he outcome showed that T he research titled Kassymova G.,
are real-world Environments and Akhmetova A., Baibekova M., study is to provide it is outlined that “ E-Learning Akhmetova A.,
learning issues for P roblem-Based Kalniyazova A., Mazhinov B., and opportunities for problem-based learning Environm ents and Baibekova M.,
Kalniyazova A.,
students to solve? Learning Mussina S. (2020) described this students to assess develops human cognition Problem -Based Learning”
Mazhinov B.
paper studies e-learning their knowledge by by using e-learning materials focuses on how educators ,Mussina S.
2). How can environments and problem-based themselves and to set and it is necessary to change can lead students to use (2020).
students make use learning. T he authors identified learning goals for learning materials for their knowledge and to E-Learning
of digital principles in e-learning developing their students in order to make accumulate it properly. It Environments
technologies in the environments for effective learning strategies in them think about real encourages students to and
classroom? learning and teaching. As a order to achieve problem-solving decisions develop their cognitive P roblem-Based
Learning. Interna
research result, it is outlined that learning outcomes. based acquire skills such as decision
tional Journal of
3). Which online problem-based learning develops d theory. making and thinking skills. Advanced
games are human cognition by using Digital technologies Science and
applicable in e-learning materials and it is require students to engage Technology, 29(
schools necessary to change learning in real authentic research 7s), 346 - 356.
materials for students in order to work by using a variety of Retrieved from
important in the make them think about real media and methods. http://sersc.org/jo
digital age? problem-solving decisions based Students are encouraged to urnals/index.php/
on acquired theory. P roblem-based present their research IJAST /article/vie
w/9447
learning style is recommended to outcomes in front of an
use in different teaching ways such audience.
as in seminars, assessment, role
play, teamwork, etc. T he authors
also analyzed its benefits and
drawbacks which are faced in
teaching. Furthermore, how to use
digital technologies in education
was described according to
different researchers.
In contrast to Giacomo D.,Raneiri J., & The purpose of this study The r esul ts show ed that hi gh Ai m of the pr esent study
1.What are the Lacasa P. (2019) explored that the is to test the cognitive di gi tal sk i l l s ar e r el ated to w as to i nv esti gate the
i nf l uence of di gi tal Di Giacom o D.,
cognitiv e ef f ects of technology changes the life of the people performance of children. the i mpr ov ement of
Digital Learning As ex per i ence on cogni ti v e Ranieri J.,
digital learning on improving the wellness in the social We applied a cogni ti v e dev el opment.
Enhanced Learning dev el opment i n chi l dhood Lacasa P.
learning processing, context and refining the learning process, Psychological Chi l dr en w i th hi gh l ev el s by ev i dence-based
P rocessing? (2017). Digital
such as attention, enhancing cognitive performance and so measurement hav e better per f or mance i n appr oach; our objecti v e
Cognitive Evidence Learning As
memory, and favoring high adaptability in the (psychological test cogni ti v e abi l i ty of w as to detect i f the access
for New insight of Enhanced
problem-solv ing? elaboration of information processing. composed of n. 8 l anguage (nami ng and to di gi tal gami ng i n ear l y
Smart Learning chi l dhood coul d deter mi ne Learning
Taking into account that, the learning standardized cognitive semanti c sk i l l s) and v i sual
a changi ng i nto mental Processing?
2.How does digital process reflects the changing becoming tests) (pl anni ng of the l ogi cal
dev el opment. We w anted to Cognitive
learning compare to ‘smart learning’ for improved cognition. r easoni ng and v i sual
measur e the ef f ect of Evidence for New
traditional f orms of In addition, a limit of present study is to memor y ). Those r esul ts ar e technol ogy i nf l uence on Insight of Sm art
learning in terms of have detected the digital skills by i nter esti ng: the di gi tal chi l dhood by assessment of Learning.
cognitiv e processing self-report method; beside we applied a ex posi ti on by gami ng i n cogni ti v e per f or mance
usi ng standar di zed
Frontiers in
and learning standard measurement of cognitive ear l y ti mes coul d be a gr eat
psy chol ogi cal tests. Our Psychology, vol.
outcomes? performance. Could be interesting to i nstr ument to f av or the
r esear ch w ants to detect 8, 1664-1078.
measure digital skills by direct i ncr eased cogni ti v e
pr el i mi nar y data i n or der Digital Learning
3.What are the measurements and evaluate the correlated dev el opment of chi l dr en i n
to under stand i f the di gi tal As Enhanced
potential benef its and effect on cognitive development in the di gi tal i zati on w or l d. ex per i ence i n ear l y age (or Learning
drawbacks of using childhood. Moreover, our preliminary Chi l dr en so w el l -sti mul ated l ater ) i mpacts the
Processing?
digital learning to analyses are interesting and significant to i n ear l y ti me by task s cogni ti on.
Cognitive
support learning outline our next research focus for future r el ated to pl easur e (di gi tal
Evidence for New
processing? investigations. Implications of our study games) pr esent an adv antage
insight of Sm art
can be in future learning context and in the i ntel l ecti v e
Learning
4.How can digital procedures in order to support competence that w i l l be
learning be optimized educational needs of new generations usef ul i n the l ear ni ng
to support cognitiv e fitting the efficacy of cognitive pr ocess and much mor e i n
processing and potentiality. the adaptati on to the
enhance learning educati onal and then
outcomes? w or k i ng r equests.
1.How do digital and The 4 P’s creativity model (person, The study 's objecti v e The r esul ts hav e show n that In the pr esent paper w e
phy sical materials process, press, and product) underlines i s to descr i be some educati onal mater i al s that ai m at del i neati ng some
dif f er in their ability methods that can be Ponticorvo, M.,
how creativity is strongly connected cr eati v i ty enhanci ng i nv ol v e both di gi tal and
to enhance creativ ity O n t h e Edg e methods f or chi l dr en phy si cal mater i al s, at the
appl i ed to sti mul ate Sica Luigia S.,
with the materials employed to conceive
in children with cr eati v i ty i n chi l dr en Rega A., Miglino
Bet w een Dig it a l and realize a creative outcome. As a w hi ch gi v e edge betw een these domai ns,
aty pical w i th ty pi cal and aty pi cal
dev elopment? a n d Ph y sic a l: multiform construct, it invites a wide i mpor tance to the can be par ti cul ar l y dev el opmental O. (2020). On
Ma t er ia ls t o variety of approaches to the study of it. edge betw een di gi tal ef f ecti v e i n hav i ng posi ti v e tr ajector i es, empl oy i ng the Edge
2.What f actors En h a n c e One of the most promising ways to and phy si cal ef f ects on cr eati v i ty both di gi tal and phy si cal Between Digital
contribute to the address this issue is to connect it with mater i al s and to medi ated by cogni ti v e mater i al s and joi ni ng the
C r ea t iv it y in notabl e adv antages that and Physical:
ef f ectiv eness of cognitive development and related introduce some useful f uncti ons and emoti onal
digital and phy sical C h ildr en . A n these k i nds of mater i al s Materials to
educational pathways, as creativity can indications deriving from pr ocesses: thi s happens
materials in A pplic a t ion t o can of f er . Af ter a Enhance
be enhanced and stimulated in every intervention in a thr ough the body and the descr i pti on of the
enhancing creativ ity Creativity in
A t y pic a l child, leading to an improvement both at non-normative sample, i nter acti ons i t has w i th the connecti on betw een
in children with
aty pical Dev elopm en t personal and societal level. Even if that is children with ASD. phy si cal w or l d. cr eati v i ty and i nter acti on Children. An
dev elopment? creativity is recognized and highly w i th phy si cal mater i al s, Application to
w e descr i be an appl i cati on
valued, there is still a lack of methods Atypical
3.What are the of thi s method to a concr ete
which can stimulate creativity in an case of aty pi cal Developm ent.
potential benef its and
effective way. Useful hints may come from dev el opment. In par ti cul ar
limitations of using Frontiers in
digital and phy sical the outstanding contributions of Piaget w e r epor t i n secti on
“Foster i ng emoti on Psychology, vol.
materials in and Montessori who underlined that
supporting the interaction with the physical world is a r ecogni ti on to sti mul ate 11, 1667-1078.
creativ e cr eati v i ty by technol ogy https://www.fronti
fundamental building block for cognitive
dev elopment of i n chi l dr en w i th Auti sti c
development. In this paper, starting from Spectr um Di sor der (ASD)” ersin.org/articles/
children with aty pical
these fixed points, we describe some an ex ampl e of how to 10.3389/fpsyg.20
dev elopment?
creativity enhancing methods for children sti mul ate cr eati v i ty by 20.00755
which give importance to the edge pr omoti ng emoti on
between digital and physical materials. r ecogni ti on w i th di gi tal
Digital materials open new ways to the and phy si cal mater i al s i n
chi l dr en w i th Auti sti c
use and integration of physical materials Spectr um Di sor der (ASD).
with hybrid platforms which can be used
in educational contexts. Together with
this perspective we provide a description
of the application of these methodologies
to enhance creativity in children with
Autistic Spectrum Disorder.
1.What is the Metacognition is a construct that is The study's intended use The study’s results show a higher The study aims to contribute
relationship between noteworthy for its relationship with the is to analyze more specific use of logic and spatial activities. to the understanding of the
the use of digital relationship between digital Lara
Digital Teaching prediction and enhancement of student relationships to improve A relationship is observed
teaching materials teaching materials and the Nieto-Márquez,
and the dev elopment
Materials and T heir performance. It is of interest in education, digital materials to be between the use of digital
dev elopment of
as well as in the field of cognitive implemented in class. exercises that have specific N., Baldom inos,
of metacognitiv e Relationship with metacognitiv e skills in
skills in primary psychology, because it contributes to feedback and work on logic and primary education students,
A., &
the Metacognitive
education students? competencies, such as learning to learn visuospatial skills with which can inf orm the design Pérez-Nieto, M.
Skills of Students in
and the understanding of information. metacognitive knowledge. We and implementation of Á. (2020).
2.Are there any P rimary Education This study conducted research at a state discuss our findings surrounding ef f ectiv e digital teaching
Digital Teaching
dif f erences in the school in the Community of Madrid educational implications, materials. By identif y ing the
dev elopment of f actors that contribute to the Materials and
(Spain) with a sample of 130 students in metacognition assessment, and
metacognitiv e skills ef f ectiv eness of digital Their
between students Grade 3 of their primary education (8 recommendations for teaching materials, the study
years old). The research involved the use improvements of the digital Relationship with
who use digital can prov ide guidance f or
teaching materials of a digital teaching platform called Smile materials. teachers and educational the
and Learn, as the feedback included in the practitioners on how to design Metacognitive
and those who do digital activities may have an effect on and use these materials to Skills of Students
not? students’ metacognition. We analyzed the support the dev elopment of in Prim ary
implementation of the intelligent platform metacognitiv e skills in
3.What f actors primary education students. Education.
at school and the activities most
contribute to the Education
ef f ectiv eness of commonly engaged in. The Junior
Metacognitive Awareness Inventory (Jr. Sciences, 10(4),
digital teaching
materials in MAI) was the measuring instrument 113.
dev eloping chosen for the external evaluation of https://doi.org/10
metacognitiv e skills, metacognition. The study’s results show .3390/educsci10
such as the design, a higher use of logic and spatial
f ormat, content, and 040113
activities. A relationship is observed
interactiv ity of the
materials? between the use of digital exercises that
have specific feedback and work on logic
4.What are the and visuospatial skills with
potential challenges metacognitive knowledge. We discuss
or limitations of using our findings surrounding educational
digital teaching implications, metacognition assessment,
materials to support
and recommendations for improvements of
the dev elopment of
metacognitiv e skills the digital materials.
in primary education
students?
Indeed, Arsyad A., Syahriman S., Villa N., The aim of the study is to The research results show that The study aims to contribute
1). What are the Exploring the & Sissca A. (2022) investigated the most investigate how students' literacy skills with an average of to the understanding of the
relationship between digital Arono, Arsyad,
dominant factors influencing Indonesian digital literacy abilities 3.56 (level 4) are categorized as
factors that give Effect of Digital literacy skills, learning sty les, S., Syahrim an,
students' listening meta-cognitive and learning preferences high. Digital literacy indicators
the most dominant Literacy Skill and and metacognitiv e strategies Nadrah, & Villia,
strategies. The interaction of digital affect their metacognitive include supporting learning in listening, which can inf orm
influence in our Learning Style of literacy skills, research instruments and listening strategies. practices (4.11), using computers A. S. (2022).
the design and
students' literacy Students on T heir learning styles can improve the students' and the internet (3.91), engaging implementation of ef f ectiv e Exploring the
skills? Meta-Cognitive meta-cognitive strategies in listening using digital (3.89), searching, listening instruction. By Effect of Digital
Strategies in skills. The role of digital literacy skills selecting, and evaluating identif y ing the specif ic
Literacy Skill and
research instruments and learning styles information (3.81), exogenous metacognitiv e strategies that
2). What digital Listening are most ef f ectiv e f or Learning Style of
is to enhance students' listening motivation (3.67), endogenous
literacy skills and students with dif f erent digital Students on Their
meta-cognitive strategies with a total motivation (3.61), operating literacy skills and learning
learning styles Meta-Cognitive
sample of 242. This study uses digital devices (3.59), looking for sty les, the study can prov ide
have a quantitative research by applying the information (3.44). Students' guidance f or teachers and Strategies in
psychological role ex-post-facto method. Analysis of research learning styles of the six learning educational practitioners on Listening. Intern
in efforts to data using descriptive and inferential styles are almost balanced, with a how to design and implement ational Journal
statistics with a linear regression test. high category and a high average listening instruction that
improve students' ef f ectiv ely supports the of
meta-cognitive The results demonstrate that the pupils' (3.90). Of the 242 respondents,
dev elopment of Instruction, 15(1
digital literacy skills had the most 80.17% were women (194 metacognitiv e strategies.
listening strategies? ), 527–546.
dominant impact. The regression results students), while 19.83% were men
disclosed that the R-value of the influence (48 students). The students' https://eric.ed.go
3). How can of the literacy variable on the meta-cognitive listening strategy v/?q=digital+inst
student learning meta-cognitive listening strategy was has a high average of the five ructional+m ateri
styles and digital 0.468, meaning that it had an effect of indicators of their meta-cognitive als+to+enhance
literacy abilities be 46.8%, while the learning style was only listening strategy (3.99). +the+cognitive+s
improved in order 19.20%. The interaction between digital
kills+of+early+c
literacy skills and learning styles could The details of each indicator in the
to support hildhood+learne
improve the students' meta-cognitive strategy of listening to students'
listening strategies, approximately by meta-cognitive are direct attention
metacognitive 50.40%. Digital literacy skills and (4.69), problem solving (3.96), rs&id=EJ133148
strategies? learning styles have a positive role in mental translation (3.86), 4
improving students' meta-cognitive planning/evaluation (3.77), and
listening strategies. A student's person knowledge (3.71). It
meta-cognitive listening technique indicates that listening to
improves as his or her digital literacy students with learning from the
skills and learning style improves. home of the COVID 19 pandemic
has become

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