Proceedings of The International Conference on Advanced Research in Teaching and Education
type: channel
description: ISSN 3030-055X (Online) The Proceedings of the International Conference on Advanced Research in Teaching and Education (ICATE) include peer-reviewed papers from the International Conference on Advanced Research in Teaching and Education. Conference Proceedings is intended to share knowledge in the field of Teaching and Education. Learn more about the International Conference on Advanced Research in Teaching and Education
publisher: Mokslinės Leidybos Deimantas (Diamond Scientific publishing)
language: en-US
publication name: Proceedings of The International Conference on Advanced Research in Teaching and Education
issn: 3030-055X
items: Pedagogical Strategy to Strengthen English Learning in Early Childhood Education Students through Socioemotional Support
items: Designing for Cognitive Efficiency

Pedagogical Strategy to Strengthen English Learning in Early Childhood Education Students through Socioemotional Support
type: item
description: This study examines the challenges faced by students enrolled in the Bachelor’s Degree in Early Childhood Education program at the Corporación Universitaria Minuto de Dios in the virtual modality when developing English language competencies. In educational contexts that are not centered on language instruction, English is often perceived as an external requirement rather than a meaningful skill. This perception tends to generate demotivation and negative emotions, particularly among students with unsatisfactory prior experiences in language learning, which directly impacts their academic performance and limits their professional opportunities in increasingly globalized environments. The research aimed to strengthen students’ communicative abilities in English through the integration of socio-emotional strategies into the teaching–learning process. A qualitative case study design was employed with the participation of 15 students. Data were collected through semi-structured interviews, reflective journals, and focus groups, and thematic analysis was applied to identify emotional barriers such as anxiety and stress. Based on these findings, a socio-emotional pedagogical strategy was designed to reduce anxiety, enhance motivation, and promote a more supportive virtual learning environment. The results highlight the importance of addressing emotional well-being as a key factor in fostering more meaningful and effective language learning experiences.
creator: John Alfredo Cano Salerno
rights: Copyright (c) 2026 John Alfredo Cano Salerno https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-01-06
publication date: 2026-01-06
volume: 2
number: 2
starting page: 1
ending page: 18
doi: 10.33422/icate.v2i2.1594

Designing for Cognitive Efficiency
type: item
description: Cognitive load is a critical factor to consider in digital learning, as it directly influences learner engagement, comprehension, and overall success. By managing cognitive load effectively, digital platforms can create more efficient and supportive learning experiences that enhance self-efficacy and learning outcomes. This study investigates the cognitive load experienced by learners in an online learning system, with a focus on understanding how cognitive load, specifically extraneous, intrinsic, and germane loads affect the learning performance. While cognitive load plays a significant role in explaining individual learning differences, there has been limited empirical research on measuring it in the context of online learning platforms. This research aims to assess cognitive load levels, particularly among teachers, associated with the “The Digital Educator: A Primer (English)” course hosted in an online learning platform, FramerSpace, using cognitive load scale instrument. Data from self-reported questionnaires and semi-structured interviews were collected from 30 middle school teachers (ages 25–50) at a school in Delhi, India. The findings indicated that the course offered less intrinsic load and extraneous load and greater germane load. Additionally, the study also identifies the pain points from the users that may hinder the learning performance. This study presents instructional design strategies grounded in Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) principles to minimize cognitive load in e-learning platforms. Additionally, it explores how insights and results can inform the design of more cognitively aligned and potentially more effective courses.
creator: Priya Ganapathi
creator: Navneet Kaur
creator: Daevesh Kumar
creator: Shitanshu Mishra
rights: Copyright (c) 2026 Priya Ganapathi, Navneet Kaur, Daevesh Kumar, Shitanshu Mishra https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-03-29
publication date: 2026-03-29
volume: 2
number: 2
starting page: 19
ending page: 33
doi: 10.33422/icate.v2i2.1634