Technological Access, Cognitive Load, and Motivation in University Students’ Keyboarding Readiness: A Framework

Berlian Nur Morat, Nurul Izzati Idrus, Shazwani Mohd Salleh and Erindah Dimisyqiyani
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Berlian Nur Morat: Academy of Language Studies, Universiti Teknologi MARA Kedah Branch
Nurul Izzati Idrus: Faculty of Business and Management, Universiti Teknologi MARA Kedah Branch
Shazwani Mohd Salleh: Faculty of Business and Management, Universiti Teknologi MARA Kedah Branch
Erindah Dimisyqiyani: Airlangga University, Surabaya, Indonesia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 1528-1534

Abstract: This paper presents a conceptual framework that examines the influence of technological access, cognitive load, and personal motivation on keyboarding skill readiness among university students in Malaysia. The framework integrates key theories, including the Technology Acceptance Model (TAM), Cognitive Load Theory (CLT), and Self-Determination Theory (SDT), to understand how these factors shape students’ ability to develop keyboarding proficiency. Drawing on recent studies, the paper identifies the critical role of technological access in facilitating consistent practice, the importance of managing cognitive load to optimise learning, and the influence of intrinsic motivation in fostering engagement with keyboarding tasks. Despite the growing emphasis on digital literacy in higher education, disparities in technological access and varying levels of keyboarding proficiency remain significant challenges, particularly among students from different socioeconomic backgrounds. By proposing a structured approach that addresses these factors comprehensively, this paper offers actionable recommendations for educational institutions to enhance digital literacy and keyboarding skills, thereby preparing students for academic and professional success in an increasingly digital world. Future research should focus on empirically testing this framework to validate its effectiveness in different educational contexts.

Date: 2024
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