Abstract
Psychological barriers are one of the most common problems facing individuals nowadays due to everyday life pressures. The current research aimed at identifying the extent to which psychological barriers contribute to predicting the perceived cognitive load of blackboard e-learning management system users. The research sample comprised (240) male and female among the University Students. The descriptive-analytical approach, specifically the predictive correlative research method was utilized to reveal the relationship between the research variables. The research main results revealed that there was a statistically significant correlative positive relationship between the psychological barriers and the cognitive load (intrinsic, extraneous, and the overall degree), and there was no statistically correlative relationship between psychological barriers and the Germane cognitive load. Besides, results concluded that the external psychological barriers were better at predicting the overall degree of the perceived cognitive load. Psychological barriers and cognitive load must be considered within the e-learning settings through making use of the results of the current study in developing training and counseling programs to reduce the students' psychological barriers and cognitive load levels.
 
 Keywords: psychological barriers; cognitive load; Blackboard system
Highlights
The world is currently facing many risks and disasters
The second hypothesis validation results: " There are no statistically significant differences between the means of the scientific and literary disciplines university students' scores in the psychological barriers scale and the cognitive load scale ": To validate this hypothesis, the researchers utilized a t-test as indicated in the following table (2)
Regarding the significance of managing students' psychological barriers especially in the present circumstances to reveal the negative effects of cognitive load, the results indicated that there was a statistically significant relationship between the two variables and that psychological barriers degree can predict the cognitive load level
Summary
The world is currently facing many risks and disasters. Science and technology play significant roles in confronting challenges imposed by these risks. Cognitive load theory research has shifted from studying paper-based learning to investigate web-based learning (Van Merriënboer & Ayres, 2005); as it has expanded to apply the CLT (cognitive load theory) principles in complex e-learning environments to both individual and group learning (Kester et al, 2007). In this regard, Hollender et al (2010) revealed that there is a need to incorporate the concepts of cognitive load theory (CLT) with the concepts of human-computer interaction. Universities begin to use this type of education without adequate preparation and training for both students and professors
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
