Promoting Thinking skills and Inventive Problem-Solving Skills Through Cybergogy Approach for TVET Learners Article Swipe
Nofouz Mafarja
,
Mimi Mohaffyza Mohamad
,
Haryanti Mohd Affandi
,
Raja Haslinda Raja Mohd Ali
,
Adnan Ahmad
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1177/21582440251357150
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1177/21582440251357150
The Cybergogy approach is a teaching and learning methodology that integrates technology and pedagogy to promote critical thinking skills and inventive problem-solving among Technical and Vocational Education and Training (TVET) learners. This approach leverages the affordances of digital technologies such as virtual reality, simulations, and gamification to create immersive learning experiences that engage learners and promote higher-order thinking skills. The purpose of this study is to determine the relationship between the use of the cybergogy approach and the development of thinking skills and inventive problem-solving skills among the TVET learners and analyze the correlational strength between Thinking skills and Inventive Problem-Solving skills. The study used a quantitative research design, with correlational study, with 164 sample size from TVET learners. The data collected from the study analyzed using descriptive statistics, non-parametric test. The analysis explored the differences in the development of thinking skills and inventive problem-solving skills. The analysis will also examine the learners' perceptions of the effectiveness of the cybergogy approach in promoting these skills. The study findings showed that the Cybergogy approach can be an effective way to promote thinking skills among TVET learners. However, cybergogy approach not effective way to improve problem solving skills. The findings of the study could inform the development of effective teaching strategies that incorporate cybergogy to enhance the learning experience and improve the skills of TVET learners. The study could also contribute to the growing body of knowledge on the use of cybergogy in education.
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Metadata
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All OpenAlex metadata
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https://openalex.org/W4412798935Canonical identifier for this work in OpenAlex
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https://doi.org/10.1177/21582440251357150Digital Object Identifier
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Promoting Thinking skills and Inventive Problem-Solving Skills Through Cybergogy Approach for TVET LearnersWork title
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articleOpenAlex work type
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enPrimary language
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2025Year of publication
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2025-01-01Full publication date if available
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Nofouz Mafarja, Mimi Mohaffyza Mohamad, Haryanti Mohd Affandi, Raja Haslinda Raja Mohd Ali, Adnan AhmadList of authors in order
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https://doi.org/10.1177/21582440251357150Publisher landing page
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YesWhether a free full text is available
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goldOpen access status per OpenAlex
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https://doi.org/10.1177/21582440251357150Direct OA link when available
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Psychology, Mathematics education, 21st century skills, Pedagogy, Skills managementTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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32Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.However, | 185 |
| abstract_inverted_index.Thinking | 96 |
| abstract_inverted_index.Training | 28 |
| abstract_inverted_index.analysis | 132, 147 |
| abstract_inverted_index.analyzed | 125 |
| abstract_inverted_index.approach | 2, 32, 75, 160, 172, 187 |
| abstract_inverted_index.critical | 16 |
| abstract_inverted_index.explored | 133 |
| abstract_inverted_index.findings | 167, 197 |
| abstract_inverted_index.learners | 53, 89 |
| abstract_inverted_index.learning | 7, 49, 215 |
| abstract_inverted_index.pedagogy | 13 |
| abstract_inverted_index.reality, | 42 |
| abstract_inverted_index.research | 107 |
| abstract_inverted_index.strength | 94 |
| abstract_inverted_index.teaching | 5, 207 |
| abstract_inverted_index.thinking | 17, 57, 80, 140, 180 |
| abstract_inverted_index.Cybergogy | 1, 171 |
| abstract_inverted_index.Education | 26 |
| abstract_inverted_index.Inventive | 99 |
| abstract_inverted_index.Technical | 23 |
| abstract_inverted_index.collected | 121 |
| abstract_inverted_index.cybergogy | 74, 159, 186, 211, 239 |
| abstract_inverted_index.determine | 66 |
| abstract_inverted_index.effective | 176, 189, 206 |
| abstract_inverted_index.immersive | 48 |
| abstract_inverted_index.inventive | 20, 83, 143 |
| abstract_inverted_index.knowledge | 234 |
| abstract_inverted_index.learners' | 152 |
| abstract_inverted_index.learners. | 30, 118, 184, 223 |
| abstract_inverted_index.leverages | 33 |
| abstract_inverted_index.promoting | 162 |
| abstract_inverted_index.Vocational | 25 |
| abstract_inverted_index.contribute | 228 |
| abstract_inverted_index.education. | 241 |
| abstract_inverted_index.experience | 216 |
| abstract_inverted_index.integrates | 10 |
| abstract_inverted_index.strategies | 208 |
| abstract_inverted_index.technology | 11 |
| abstract_inverted_index.affordances | 35 |
| abstract_inverted_index.descriptive | 127 |
| abstract_inverted_index.development | 78, 138, 204 |
| abstract_inverted_index.differences | 135 |
| abstract_inverted_index.experiences | 50 |
| abstract_inverted_index.incorporate | 210 |
| abstract_inverted_index.methodology | 8 |
| abstract_inverted_index.perceptions | 153 |
| abstract_inverted_index.statistics, | 128 |
| abstract_inverted_index.gamification | 45 |
| abstract_inverted_index.higher-order | 56 |
| abstract_inverted_index.quantitative | 106 |
| abstract_inverted_index.relationship | 68 |
| abstract_inverted_index.simulations, | 43 |
| abstract_inverted_index.technologies | 38 |
| abstract_inverted_index.correlational | 93, 110 |
| abstract_inverted_index.effectiveness | 156 |
| abstract_inverted_index.non-parametric | 129 |
| abstract_inverted_index.Problem-Solving | 100 |
| abstract_inverted_index.problem-solving | 21, 84, 144 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 5 |
| citation_normalized_percentile.value | 0.33039489 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |