Digital Learning Content in Automotive Technology Program Towards Student Cognition in TVET: A Partial Experiment

Abstract

This study examines, via a partial experiment, the impact of the automotive technology program digital learning content on students' cognition. Consequently, the researcher conducted a partial experiment in this study to evaluate the functionality and usability of digital content. It fits with the social stigma of TVET, shaped by the perception that vocational education and training exist to serve school leavers rather than as an essential strategy to provide competent workers to the labour market. In total, 47 students in the Bachelor of Engineering Technology (Honours) in the Mechatronics (Automotive) programme participated in the investigation. The study's findings indicated that digital learning content has a significant positive influence on the cognitive and psychomotor achievement of students. The functionality of digital learning content is evaluated based on its capacity to produce the desired learning outcomes and its compatibility with the current curriculum. Assessing the usability of digital learning content involves measuring usability, navigation, and overall user experience. This evaluation demonstrates that the digital learning content is functional and usable, providing students with a positive learning experience. In addition, the results of this test demonstrate a significant improvement in students' cognitive achievement, indicating that digital learning content is beneficial in facilitating the learning process, and students are evaluated on their ability to perform practical tasks related to the course material. The results of this evaluation demonstrate a significant improvement in the psychomotor performance of students, indicating that digital learning content can enhance their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology has a significant positive influence on students' cognitive and psychomotor achievement. Available digital learning content can facilitate learning and provide students with a positive educational experience. These findings suggest that incorporating digital learning content into automotive technology programs may be a valuable addition to conventional learning methods. This study implies that digital learning effectively facilitates the learning process and that students are evaluated on their ability to complete practical tasks related to the course material. Consequently, this study was conducted to aid educators in using digital learning for students in automotive programs.