Available via license: CC BY-SA 4.0
Content may be subject to copyright.
World Psychology
World Psychology, 1(3) – December 2022 89-105
Use of Visual Learning Media to Increase Student Learning Motivation
Bokarewa Katona 1, Jensen Venkataragavan 2, Erlandsson Nina 3, Burmann
Ulrika 4, Oparina Björn 5
1 The Australian National University, Australia
2 Polytechnical University of Kabul, Afghanistan
3 Applied Science University, Bahrain
4 Institute of Technology of Cambodia, Cambodia
5 Algebra University College, Croatia
Corresponding Author: Bokarewa Katona, E-mail; bokarewakatona@hotmail.com
Article Information:
Received October 10, 2022
Revised October 19, 2022
Accepted November 1, 2022
ABSTRACT
The development of the digitalization era today has a great impact on the
world of education, this development can be seen from the many
developments in learning media that can be used to increase student
learning motivation. with increased motivation can foster students'
confidence in this visual learning. One of the learning media used today is
visual learning media. This study aims to determine the use of visual
learning media to increase student motivation. The method used in this
study is a quantitative method using Google Chrome and conducting in-
depth interviews. The results of this study show how many digitalization
learning media are used by educators to be able to improve the quality of
student learning to be easier and better. this can make it easier for
educators and students to be able to understand an ongoing learning
between the two. Because with the help of this visual learning media, it
will make learning interesting for students. with interesting learning it will
make students enthusiastic in learning. The drawback of this study is that
researchers cannot conduct interviews directly on the use of visual
learning media used by educators to students, therefore researchers hope
that future researchers can be better than on the current one.
Keywords: Learning Media, Student, Visual
Journal Homepage https://ejournal.staialhikmahpariangan.ac.id/Journal/index.php/wp/
This is an open access article under the CC BY SA license
https://creativecommons.org/licenses/by-sa/4.0/
How to cite: Ilham, M., Desmita, D., Monef , A., & Hizrati, H. (2022). Anxiety Description of Social
Workers in Assisting Children in Conflict with the Law. World Psychology, 1(3), 89-105.
https://doi.org/10.55849/wp.v1i3.381
Published by: Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
INTRODUCTION
When people do something, they will be excited to do it because they are motivated
to do it, therefore in the learning process it is possible that many students will be
Use of Visual Learning Media to Increase Student Learning Motivation
90
motivated to take part in a lesson due to the curiosity of these students. (Aucejo et al.,
2020; Auerbach et al., 2018; Gabriel et al., 2018). In a lesson, it is hoped that teachers
and students can communicate well so that these students become motivated and
enthusiastic in carrying out learning. So with enthusiasm and curiosity from students, they
will try to improve their skills and dexterity in the learning process. Student motivation
can be increased again. by using visual learning media. With this can foster student
confidence in the learning that is happening (Zhang, 2019). Therefore learning media that
are interesting for students will make them happy and happy when the teaching and
learning process is carried out.
When visual learning media is used, it is hoped that the teacher will be more
effective (Andrews et al., 2018; Asadi et al., 2019; Wu et al., 2018), good in conveying
learning using this media (Baur et al., 2018; Cellini et al., 2020; Lou & Yuan, 2019). This
is because when the teacher can adapt the learning process to students, the students will
be more likely to like the learning. Therefore the teacher must be good at teaching
learning to students using this media. With the intelligence of the teacher, space will be
created for students to be able to develop their thinking and existing skills. Thus it will
make the learning atmosphere more conducive because students are willing to express
their opinions about learning that occurs in the classroom.
The use of visual learning media in schools has an impact on students (Aucejo et
al., 2020; Baloran, 2020; Copeland et al., 2021), that is, it tends to make students lazy in
taking notes in books. Because using this media students' interest in books and stationery
is reduced, students will prefer learning by seeing and listening through this visual media
(Fox et al., 2018; Peng, 2018; Terzidou et al., 2018). Actually, this visual learning media
has a good impact on students and educators, namely making it easier for educators to
convey learning using both pictures and videos (Kiran et al., 2018; Kiriyama et al., 2018;
Peng, 2018), as well as students will be more interested in the learning and the class
atmosphere will not be boring. because students prefer something that makes them
curious, such as learning to use an image and video that is displayed through visual media.
not only makes students like it but will also encourage them the students.
In every school in the city, it is likely that they have used this visual media a lot
in the learning process (Allemani et al., 2018; Théry et al., 2018; Wan et al., 2020). The
visual media in question are not only related to technology, but some are in the form of
objects, such as maps, posters, photographs and others. Visual media in the school is very
important for the continuity of the teaching and learning process (Dyer et al., 2018;
Marbán, 2018; Thachil, 2020). There are two visual learning media, namely silence and
motion. Included in the still visual media are photographs, illustrations, drawings, and
image fragments (Liu et al., 2019; Mishra et al., 2020; Wang et al., 2018). Meanwhile,
what is included in motion visual media are moving projected images such as silent films
and so on. What is meant by a silent film is a film produced without dialogue or sound
recordings. During the learning process using visual media, educators are required to be
able to understand what is conveyed and try to make learning interesting for students,
students will be enthusiastic about participating in learning.
Use of Visual Learning Media to Increase Student Learning Motivation
91
The use of visual learning media is very necessary to channel messages, stimulate
thoughts. In this visual learning media, it can also be used to activate learning in giving
feedback and feedback so that it can increase student learning motivation to carry out
good learning practices (Dicke et al., 2018; Kivi et al., 2021; Kumar et al., 2018). This
visual learning media is realistic and can be felt by most of the five human senses,
especially sight. The benefit of using this media is that it is used effectively and efficiently
and can be understood more quickly by students (Farooq et al., 2021; Newman & Lattouf,
2020; Teng & Zhang, 2020). It is hoped that educators can make optimal use of this visual
learning media so that it will produce a pleasant learning experience to make it easier to
interact and provide material discussed to students.
The development of visual media has started in many schools, not only in cities,
but also in villages, but not as complete as in cities. Thus students who attend school in
villages really need the government's role in assisting tools in carrying out their learning
process, especially assistance regarding technology-based visual learning media. (Chick
et al., 2020; Koytsoumpa et al., 2018; Oussous et al., 2018). This media is needed for
students who attend school in the village (Aceto et al., 2019; Halabi & Mekhilef, 2018;
Riley, 2018). By providing equal assistance by the government to schools in the village,
a student's learning motivation will be created because he will be eager to learn in class
(Lu et al., 2019), Not only that, the role of this visual media in the school environment is
to be able to advance the quality of student learning in villages and so that they are not
left far behind from the learning of students who attend schools in cities.
It can be seen that visual learning media is very useful for students and educators.
Because it can facilitate the teaching and learning process. Both media in the form of
images and videos. This will reduce the burden on educators (Lu et al., 2019; Roberts et
al., 2019; Staudt Willet, 2019), such as writing on blackboards, explaining to students
directly, this can be assisted by using visual learning media (Chiarotto et al., 2019; Labbé
& Michaud, 2019; Lin et al., 2018). It is possible that in certain subjects learning in class
will not use the blackboard, because it has been replaced by this visual learning media.
Of course this will be liked by students, because learning will tend not to be boring and
will certainly be interesting for students.
In relevant research related to the study that is being carried out by researchers,
namely research conducted by Wahyu Andhika Puteri is the use of audio-visual media to
carry out a lesson can foster enthusiasm and desire from students to study seriously. In
addition, the use of this visual media in the learning process will also provide its own
convenience for students to be able to understand the subject matter and be able to work
on the levers of their own understanding (Anjar purba 2015). On the other hand according
to Martin Kahfi, Wawat Setiawati, Yeli Ratnawati, Asep Saepuloh, in the learning process
there are several ways used by teachers to approach learning with students, one of which
is the Contextual approach, this approach is better than conventional or lecture methods
because in this contextual approach it can be easier to generate a motivation to learn from
students and increase achievement. In this contextual approach, student character
education is indispensable for success in carrying out a learning process using learning
Use of Visual Learning Media to Increase Student Learning Motivation
92
media that must be adapted to character, subject matter and subjects (Hamzah, 2013).
Meanwhile, according to research by Erlina Damayanti S1 Electrical Engineering
Education, Faculty of Engineering, Surabaya State University, the effect of using learning
media for students is that it has a special attraction for students by managing different
learning processes so that students don't feel bored in learning. And this learning media
is useful for growing student learning levels and students are directed to be able to
understand by listening and discussing.
The purpose of this research is to make it easier for educators and students to carry
out a learning process that allows students to understand it optimally. And by using this
visual learning media, students can develop their creativity in thinking and acting. For
students the use of visual media in class is very important, in addition to making it easier
for students to understand the material, it can also create a sense of enthusiasm for
learning and eliminate laziness. Not only that students will also get information and
knowledge. and provide support in learning activities, as well as make a means of
persuasion and motivation to learn to students.
RESEARCH METHODOLOGY
The research method used by researchers is research using quantitative survey
methods, where researchers give rights to teachers and students in the form of a statement
in the form of a questionnaire (Nordhoff et al., 2018; Toussaint et al., 2020; Tyndall et
al., 2019). By distributing this questionnaire, they will fill in according to the data that
has occurred in the field or the facts that exist. Against the statement submitted by the
researcher. The definition of a quantitative survey method is a research method used to
obtain existing data, and the data is valid beyond doubt. In this study, the researcher only
distributed questionnaires without conducting direct interviews with teachers and
students when the school used visual learning media as a tool in the teaching and learning
process, because this time was chosen because there was a match between the research
objectives and the use of aids in the teaching and learning process. at that school.
Research at this time researchers conducted research using data analysis in the
form of diagrams. This technique is applied because in presenting a data whose
information is very valid people are easy to understand and many people will know in
detail what problems are going on. By using this technique, researchers received many
different kinds of opinions from the distribution of this questionnaire. This data analysis
technique will receive information to then be managed into a conclusion related to or in
accordance with the answers from the respondents (Grigorescu et al., 2020; Singh &
Patidar, 2018). Regarding the questionnaire that was distributed, it was found that 40
people participated in filling out the problems that occurred. From filling out the existing
questionnaire, a conclusion will be made related to what the respondents have filled in
related to visual learning media to increase student learning motivation.
In this study, researchers conducted several surveys of existing sources. The
researcher also submits a questionnaire, because selecting the questionnaire will make it
easy for researchers to collect existing data by taking the results of several respondents
Use of Visual Learning Media to Increase Student Learning Motivation
93
who will become research samples in the form of several questions that will be answered,
then collected and will be used as data, so that conclusions will be drawn. for research.
With this questionnaire it will be easier for researchers to conclude existing data, as well
as to speed up making an existing conclusion. With this conclusion, the data can be said
to be valid related to the discussion, namely the use of visual learning media to increase
student learning motivation.
RESULT AND DISCUSSION
It can be said that in quite a long time the researchers got a result from the teachers
and students regarding their answers related to the problem regarding the use of visual
learning media in increasing student learning motivation. Many results agree with this
statement, meaning that the role of visual media can be accepted by both teachers and
students because it has many positive impacts and helps in the learning process. This is
the result of distributing the questionnaire that the researcher did which was filled in by
the respondents. So it can be said that this visual media is needed to be in school, in order
to make it easier for teachers to convey material and can change students' mindsets
towards learning in order to foster a sense of enthusiasm and motivation for students in
conducting learning in class. If a student has a sense of enthusiasm, he will prioritize
learning from other things when he is in the school environment, so he will not feel bored
or bored when studying because he already has a great sense of enthusiasm and
motivation that he has instilled. Related to the current problem, namely the teacher's lack
of knowledge about how to use this visual media when learning is an obstacle in itself for
the teacher or students, because if the teacher is unable to use this visual media in learning
activities, students become confused and boredom may arise. in students, so that it will
make them lazy to learn because their interest in learning using this media is lost. Not
only that, if the teacher is less skilled in using this visual media in learning, it will affect
the quality or atmosphere of learning in the classroom. Therefore it is expected that
teachers can learn about this visual media before starting a classroom lesson. The use of
this visual media is to direct students' attention fully and concentrate on the subject matter
related to visuals that can be displayed in class. Not only that, this visual media can also
assist teachers in conveying subject matter to students so that it is easily understood and
becomes something interesting for students and will make students more happy with the
use of this visual media in the learning process in class. The purpose of the researchers in
conducting this research was to find out how important the role of this visual learning
media was for students and the various kinds of problems faced by students and teachers
related to the use of this visual learning media in class. As well as about how students
prefer to learn to use this visual media. And also assess how the quality of student learning
when using this media, whether the quality is getting good or maybe getting bad.
In the research results that the researchers received were dominated by agreeing
answers related to the problems posed, namely the use of visual learning media to increase
student learning motivation. With so many agreeing statements, this can convince
teachers and students regarding the use of this media, and it should be applicable or
Use of Visual Learning Media to Increase Student Learning Motivation
94
implemented in schools because it has many benefits from its use. For example, it can
increase students' interest in learning from those who were initially lazy or bored while
studying. By using this visual media students will be more enthusiastic in learning
because learning will be displayed in the form of media both video and images, so that it
will make students interested in learning and will reduce boredom while studying. With
the loss of boredom in students, they will focus only on learning and understanding what
is conveyed by the teacher. If this has happened in the classroom, learning will be
preferred by many students because they have clear goals when studying, namely
understanding the subject matter. So that the teacher will be made happy by such students
because they have met the criteria in the learning process.
Figure 1. Using visual learning media in the learning process can increase student
enthusiasm and motivation.
From the diagram above it can be seen that 100% agree with the statement. Thus it
can be said that visual learning media has a positive influence on students, who were
initially lazy in learning or lacked the desire to learn, with this media these students began
to be excited and motivated to be able to learn in class. So the teachers should be able to
direct these students in a better direction for good in the future. The role of the teacher
here is very important with the emergence of a sense of enthusiasm from the student, the
teacher must provide more support so that he prefers learning in class without coercion
from anyone. If students already like learning in class, the learning delivered by the
teacher will be more easily understood by students because of the high enthusiasm and
motivation of these students.
0
50
100
150
agree disagree don't agree
using visual learning media in the learning
process can increase the enthusiasm and
motivation of student learning
Use of Visual Learning Media to Increase Student Learning Motivation
95
Figure 2. Visual learning media is very useful for both educators and students.
What can be seen from the diagram above is that 95% agree and 5% disagree and
0% disagree. In this case it can be concluded that visual learning media is needed by
educators and students. This media is needed because it is very useful for educators and
students for the continuity of the learning process. The role of this media for educators
and students is very important in addition to facilitating it can also be used as a substitute
for blackboards in terms of conveying teaching materials. Thus this visual learning media
plays an important role in terms of learning. Not only that, another role of this media is
that if in the classroom it requires students to understand a certain object, then this media
can display an image or video that maybe the teacher cannot explain it without the help
of this media.
Figure 3. Learning to use visual learning media will make educators and students
less likely to feel bored in class.
0
10
20
30
40
50
60
70
80
90
100
agree disagree don't agree
Visual learning media is very useful for both
educators and students
0
10
20
30
40
50
60
70
80
90
agree disagree don't agree
learning to use visual learning media will make
educators and students less likely to feel bored in
class
Use of Visual Learning Media to Increase Student Learning Motivation
96
The diagram above states that those who agree are 80%, 20% disagree and 0%
disagree. This means that it is true that by learning to use this visual learning media,
teachers and students do not feel bored in the classroom, because the role of this visual
media is very helpful to reduce boredom while studying, this will make learning in the
classroom more effective and conducive, because students really focused on ongoing
learning and maybe most of these students don't want to miss learning using this visual
media. This will be beneficial for teachers and students because the teacher will feel
happy and happy to see their students are diligent in paying attention to learning and
students will become enthusiastic because there are things that make them not feel bored,
namely learning to use this visual media in the classroom
Figure 4. Students prefer learning to use visual media.
From the results of the diagram above, it can be seen that the statements that say
they agree are 80%, 20% disagree and 0% disagree. Thus it can be said that students
prefer learning to use visual learning media compared to understanding a material only
through information from the teacher. If this continues to be done by the teacher when
learning, he only explains without using an aid, namely visual media, then it is possible
that students will not like the existing learning, especially when the teacher explains the
material tends to be too stiff or there is no joke in conveying teaching material. too
serious, then this can reduce students' interest in learning, because there are no things he
likes in the learning process in the class. So it is hoped that if there is visual learning
media in school then use it for learning because students might like learning to use the
visual media.
0
20
40
60
80
100
agree disagree don't agree
students prefer learning to use visual media
Use of Visual Learning Media to Increase Student Learning Motivation
97
Figure 5. Students tend to be more active in learning using visual learning.
It can be seen from the diagram above the statement about agreeing that 78%
disagree 22% and 0% disagree. We can conclude that with students learning to use visual
learning media it will make students more active in learning in class, whether in the form
of group discussions or answering teacher questions, because learning to use visual media
will make it easier for students to understand the material presented by the teacher
compared to learning with conventional methods or lectures, so as to make students feel
able and confident when in class. If self-confidence is instilled in students, however, they
will face learning in earnest.
Picture 6. Every school should have this visual learning media to facilitate the
learning process.
The result of the diagram above states that those who choose agree 100%. With the
existing statement it can be said that schools must have visual learning media, this is of
course not only useful for schools but can help teachers in providing learning material
that is easy to understand. This is in line with the benefits of visual media itself, that is, it
is interesting for students, makes it easier for teachers to provide material, makes students
more active and has good learning quality. With the presence of such visual media in the
classroom, it will certainly attract the attention of students and be able to concentrate fully
0
10
20
30
40
50
60
70
80
90
agree disagree don't agree
students tend to be more active in learning to
use visual learning media
0
50
100
150
agree disagree don't agree
every school should have this visual
learning media to facilitate the learning
process
Use of Visual Learning Media to Increase Student Learning Motivation
98
on the content of the lesson related to the visual meaning that is displayed or join the text
of the existing subject matter..
Figure 7. Using visual learning media in class will create a learning atmosphere that
is different from before.
Based on the results of the diagram above, it can be seen that the statements agree
that 80% disagree 20% and 0% disagree. This is very possible because the learning
process using visual media will bring up interactions between teachers and students or
between students and students. Compared to the teacher only explaining the blackboard
without any interaction. With the interactions that occur, it will bring up various opinions
from students as well as new ideas that come out of students' mouths. This of course has
a positive influence on students, especially in training mentally so they are not afraid or
embarrassed to express opinions in front of their friends. In addition, the positive impact
felt by students is that the material delivered by the teacher tends to be easier for them to
understand because they actively participate in the learning process.
Figure 8. Using visual learning media will make learning more interesting.
From the data diagram above that says 95% agree, 5% disagree and 0% disagree.
With so many opinions agreeing with the statement above, of course, researchers really
support this because we can see that by learning to use visual media as an object for
0
20
40
60
80
100
agree disagree don't agree
Using visual learning media in class will
create a learning atmosphere that is
different from before
0
20
40
60
80
100
agree disagree don't agree
Using visual learning media will make
learning more interesting
Use of Visual Learning Media to Increase Student Learning Motivation
99
learning, many of the students will like or be interested in it. For example, manipulative
media by learning to use this media students can adjust learning according to their wishes.
Like using objects to learn to determine the meaning of what the teacher conveys. This
media is interesting because it can make students directly involved in the learning process.
Figure 9. Visual learning media has a positive impact on students.
The results that can be seen from the diagram above are statements that agree 95%,
disagree 5% and disagree 0%. The statement above is very relevant to what is happening
to students now. Visual learning media has many positive impacts on students, one of
which is that students can obtain information and knowledge more broadly and generate
student learning motivation. By using this visual media in the learning process it will be
easier to improve student achievement and students will do more learning activities,
because students not only listen to the descriptions conveyed by the teacher but also carry
out other activities such as expressing opinions, discussing with friends and so on.
Figure 10. Visual learning media can make it easier for educators to deliver teaching
materials.
From the statement above it can be concluded that those who say agree 95%
disagree 5% and disagree 0%. The above can be said to be true because teachers using
visual learning media when teaching will make it easier for teachers and students to
0
20
40
60
80
100
agree disagree don't agree
visual learning media has a positive
impact on students
0
20
40
60
80
100
agree disagree don't agree
Visual learning media can make it
easier for educators to deliver teaching
materials
Use of Visual Learning Media to Increase Student Learning Motivation
100
understand what the teacher is conveying more quickly. In addition, the use of visual
media can facilitate understanding and strengthen students' memories. The use of this
visual media in the classroom is very effective for both teachers and students besides
facilitating the learning process it can also provide enthusiasm for learning to students
because students will like learning that requires them to participate in the learning process
in class
CONCLUSION
There is a lot that researchers do related to this research so that it can be concluded
that the existence of visual learning media in the school environment is very important
because it can make it easier for teachers and students in the learning process. Thus
student learning motivation will be created by itself through the use of this visual media.
The role of this visual media for teachers and students is to facilitate students'
understanding and make it easier for teachers to convey subject matter. This visual media
can also foster students' interest in learning and can provide a relationship between the
content of the subject matter and the real world. One of the positive impacts of using
visual media for students is opening students' insights in a broader direction and a
different understanding after using this visual media. Schools use visual learning media
as a tool in the learning process so that it will improve the quality of student learning in a
better direction.
ACKNOWLEDGEMENT
This is a short text to acknowledge the contributions of specific colleagues,
institutions, or agencies that aided the efforts of the authors.
REFERENCES
Aceto, G., Ciuonzo, D., Montieri, A., & Pescape, A. (2019). Mobile Encrypted Traffic
Classification Using Deep Learning: Experimental Evaluation, Lessons Learned,
and Challenges. IEEE Transactions on Network and Service Management, 16(2),
445–458. https://doi.org/10.1109/TNSM.2019.2899085
Allemani, C., Matsuda, T., Di Carlo, V., Harewood, R., Matz, M., Nikšić, M.,
Bonaventure, A., Valkov, M., Johnson, C. J., Estève, J., Ogunbiyi, O. J., Azevedo
e Silva, G., Chen, W.-Q., Eser, S., Engholm, G., Stiller, C. A., Monnereau, A.,
Woods, R. R., Visser, O., … Lewis, C. (2018). Global surveillance of trends in
cancer survival 2000–14 (CONCORD-3): Analysis of individual records for 37
513 025 patients diagnosed with one of 18 cancers from 322 population-based
registries in 71 countries. The Lancet, 391(10125), 1023–1075.
https://doi.org/10.1016/S0140-6736(17)33326-3
Andrews, G., Basu, A., Cuijpers, P., Craske, M. G., McEvoy, P., English, C. L., &
Newby, J. M. (2018). Computer therapy for the anxiety and depression disorders
is effective, acceptable and practical health care: An updated meta-analysis.
Use of Visual Learning Media to Increase Student Learning Motivation
101
Journal of Anxiety Disorders, 55, 70–78.
https://doi.org/10.1016/j.janxdis.2018.01.001
Asadi, N., Ramezanzadeh, M., Bahlakeh, G., & Ramezanzadeh, B. (2019). Utilizing
Lemon Balm extract as an effective green corrosion inhibitor for mild steel in 1M
HCl solution: A detailed experimental, molecular dynamics, Monte Carlo and
quantum mechanics study. Journal of the Taiwan Institute of Chemical Engineers,
95, 252–272. https://doi.org/10.1016/j.jtice.2018.07.011
Aucejo, E. M., French, J., Ugalde Araya, M. P., & Zafar, B. (2020). The impact of
COVID-19 on student experiences and expectations: Evidence from a survey.
Journal of Public Economics, 191, 104271.
https://doi.org/10.1016/j.jpubeco.2020.104271
Auerbach, R. P., Mortier, P., Bruffaerts, R., Alonso, J., Benjet, C., Cuijpers, P.,
Demyttenaere, K., Ebert, D. D., Green, J. G., Hasking, P., Murray, E., Nock, M.
K., Pinder-Amaker, S., Sampson, N. A., Stein, D. J., Vilagut, G., Zaslavsky, A.
M., Kessler, R. C., & WHO WMH-ICS Collaborators. (2018). WHO World
Mental Health Surveys International College Student Project: Prevalence and
distribution of mental disorders. Journal of Abnormal Psychology, 127(7), 623–
638. https://doi.org/10.1037/abn0000362
Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, and Coping Strategies of Students
during COVID-19 Pandemic. Journal of Loss and Trauma, 25(8), 635–642.
https://doi.org/10.1080/15325024.2020.1769300
Baur, D. G., Hong, K., & Lee, A. D. (2018). Bitcoin: Medium of exchange or speculative
assets? Journal of International Financial Markets, Institutions and Money, 54,
177–189. https://doi.org/10.1016/j.intfin.2017.12.004
Cellini, N., Canale, N., Mioni, G., & Costa, S. (2020). Changes in sleep pattern, sense of
time and digital media use during COVID‐19 lockdown in Italy. Journal of Sleep
Research, 29(4). https://doi.org/10.1111/jsr.13074
Chiarotto, A., Maxwell, L. J., Ostelo, R. W., Boers, M., Tugwell, P., & Terwee, C. B.
(2019). Measurement Properties of Visual Analogue Scale, Numeric Rating Scale,
and Pain Severity Subscale of the Brief Pain Inventory in Patients With Low Back
Pain: A Systematic Review. The Journal of Pain, 20(3), 245–263.
https://doi.org/10.1016/j.jpain.2018.07.009
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., &
Vreeland, T. J. (2020). Using Technology to Maintain the Education of Residents
During the COVID-19 Pandemic. Journal of Surgical Education, 77(4), 729–732.
https://doi.org/10.1016/j.jsurg.2020.03.018
Copeland, W. E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H., Devadanam, V.,
Rettew, J., & Hudziak, J. J. (2021). Impact of COVID-19 Pandemic on College
Student Mental Health and Wellness. Journal of the American Academy of Child
& Adolescent Psychiatry, 60(1), 134-141.e2.
https://doi.org/10.1016/j.jaac.2020.08.466
Use of Visual Learning Media to Increase Student Learning Motivation
102
Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal
study of teachers’ occupational well-being: Applying the job demands-resources
model. Journal of Occupational Health Psychology, 23(2), 262–277.
https://doi.org/10.1037/ocp0000070
Dyer, E., Swartzlander, B. J., & Gugliucci, M. R. (2018). Using virtual reality in medical
education to teach empathy. Journal of the Medical Library Association, 106(4).
https://doi.org/10.5195/jmla.2018.518
Farooq, F., Ahmed, W., Akbar, A., Aslam, F., & Alyousef, R. (2021). Predictive
modeling for sustainable high-performance concrete from industrial wastes: A
comparison and optimization of models using ensemble learners. Journal of
Cleaner Production, 292, 126032. https://doi.org/10.1016/j.jclepro.2021.126032
Fox, A. K., Bacile, T. J., Nakhata, C., & Weible, A. (2018). Selfie-marketing: Exploring
narcissism and self-concept in visual user-generated content on social media.
Journal of Consumer Marketing, 35(1), 11–21. https://doi.org/10.1108/JCM-03-
2016-1752
Gabriel, A., Sigalove, S., Sigalove, N. M., Storm-Dickerson, T. L., Rice, J., Pope, N., &
Maxwell, G. P. (2018). Prepectoral Revision Breast Reconstruction for Treatment
of Implant-Associated Animation Deformity: A Review of 102 Reconstructions.
Aesthetic Surgery Journal, 38(5), 519–526. https://doi.org/10.1093/asj/sjx261
Grigorescu, S., Trasnea, B., Cocias, T., & Macesanu, G. (2020). A survey of deep learning
techniques for autonomous driving. Journal of Field Robotics, 37(3), 362–386.
https://doi.org/10.1002/rob.21918
Halabi, L. M., & Mekhilef, S. (2018). Flexible hybrid renewable energy system design
for a typical remote village located in tropical climate. Journal of Cleaner
Production, 177, 908–924. https://doi.org/10.1016/j.jclepro.2017.12.248
Kiran, B., Thomas, D., & Parakkal, R. (2018). An Overview of Deep Learning Based
Methods for Unsupervised and Semi-Supervised Anomaly Detection in Videos.
Journal of Imaging, 4(2), 36. https://doi.org/10.3390/jimaging4020036
Kiriyama, S., Kozaka, K., Takada, T., Strasberg, S. M., Pitt, H. A., Gabata, T., Hata, J.,
Liau, K.-H., Miura, F., Horiguchi, A., Liu, K.-H., Su, C.-H., Wada, K., Jagannath,
P., Itoi, T., Gouma, D. J., Mori, Y., Mukai, S., Giménez, M. E., … Yamamoto,
M. (2018). Tokyo Guidelines 2018: Diagnostic criteria and severity grading of
acute cholangitis (with videos). Journal of Hepato-Biliary-Pancreatic Sciences,
25(1), 17–30. https://doi.org/10.1002/jhbp.512
Kivi, M., Hansson, I., & Bjälkebring, P. (2021). Up and About: Older Adults’ Well-being
During the COVID-19 Pandemic in a Swedish Longitudinal Study. The Journals
of Gerontology: Series B, 76(2), e4–e9. https://doi.org/10.1093/geronb/gbaa084
Koytsoumpa, E. I., Bergins, C., & Kakaras, E. (2018). The CO2 economy: Review of
CO2 capture and reuse technologies. The Journal of Supercritical Fluids, 132, 3–
16. https://doi.org/10.1016/j.supflu.2017.07.029
Kumar, D., Rub, M. A., Azum, N., & Asiri, A. M. (2018). Mixed micellization study of
ibuprofen (sodium salt) and cationic surfactant (conventional as well as gemini).
Use of Visual Learning Media to Increase Student Learning Motivation
103
Journal of Physical Organic Chemistry, 31(1), e3730.
https://doi.org/10.1002/poc.3730
Labbé, M., & Michaud, F. (2019). RTAB-Map as an open-source lidar and visual
simultaneous localization and mapping library for large-scale and long-term
online operation: LABBÉ AND MICHAUD. Journal of Field Robotics, 36(2),
416–446. https://doi.org/10.1002/rob.21831
Lin, Y., Gao, F., Qin, T., Gao, W., Liu, T., Wu, W., Yang, Z., & Shen, S. (2018).
Autonomous aerial navigation using monocular visual-inertial fusion. Journal of
Field Robotics, 35(1), 23–51. https://doi.org/10.1002/rob.21732
Liu, X., Jiao, Y., Zheng, Y., Jaroniec, M., & Qiao, S.-Z. (2019). Building Up a Picture of
the Electrocatalytic Nitrogen Reduction Activity of Transition Metal Single-Atom
Catalysts. Journal of the American Chemical Society, 141(24), 9664–9672.
https://doi.org/10.1021/jacs.9b03811
Lou, C., & Yuan, S. (2019). Influencer Marketing: How Message Value and Credibility
Affect Consumer Trust of Branded Content on Social Media. Journal of
Interactive Advertising, 19(1), 58–73.
https://doi.org/10.1080/15252019.2018.1533501
Lu, Y., Huang, H., Gao, X., Ren, C., Gao, J., Zhang, H., Zheng, S., Jin, Q., Zhao, Y., Lu,
C., Wang, T., & Li, T. (2019). A promising new class of irradiation tolerant
materials: Ti2ZrHfV0.5Mo0.2 high-entropy alloy. Journal of Materials Science
& Technology, 35(3), 369–373. https://doi.org/10.1016/j.jmst.2018.09.034
Marbán, E. (2018). The Secret Life of Exosomes. Journal of the American College of
Cardiology, 71(2), 193–200. https://doi.org/10.1016/j.jacc.2017.11.013
Mishra, S. K., Sahoo, B., & Parida, P. P. (2020). Load balancing in cloud computing: A
big picture. Journal of King Saud University - Computer and Information
Sciences, 32(2), 149–158. https://doi.org/10.1016/j.jksuci.2018.01.003
Newman, N. A., & Lattouf, O. M. (2020). Coalition for medical education—A call to
action: A proposition to adapt clinical medical education to meet the needs of
students and other healthcare learners during COVID‐19. Journal of Cardiac
Surgery, 35(6), 1174–1175. https://doi.org/10.1111/jocs.14590
Nordhoff, S., de Winter, J., Kyriakidis, M., van Arem, B., & Happee, R. (2018).
Acceptance of Driverless Vehicles: Results from a Large Cross-National
Questionnaire Study. Journal of Advanced Transportation, 2018, 1–22.
https://doi.org/10.1155/2018/5382192
Oussous, A., Benjelloun, F.-Z., Ait Lahcen, A., & Belfkih, S. (2018). Big Data
technologies: A survey. Journal of King Saud University - Computer and
Information Sciences, 30(4), 431–448.
https://doi.org/10.1016/j.jksuci.2017.06.001
Peng, Y. (2018). Same Candidates, Different Faces: Uncovering Media Bias in Visual
Portrayals of Presidential Candidates with Computer Vision. Journal of
Communication, 68(5), 920–941. https://doi.org/10.1093/joc/jqy041
Use of Visual Learning Media to Increase Student Learning Motivation
104
Riley, E. (2018). Mobile money and risk sharing against village shocks. Journal of
Development Economics, 135, 43–58.
https://doi.org/10.1016/j.jdeveco.2018.06.015
Roberts, A. M., Gallagher, K. C., Daro, A. M., Iruka, I. U., & Sarver, S. L. (2019).
Workforce well-being: Personal and workplace contributions to early educators’
depression across settings. Journal of Applied Developmental Psychology, 61, 4–
12. https://doi.org/10.1016/j.appdev.2017.09.007
Singh, G., & Patidar, S. K. (2018). Microalgae harvesting techniques: A review. Journal
of Environmental Management, 217, 499–508.
https://doi.org/10.1016/j.jenvman.2018.04.010
Staudt Willet, K. B. (2019). Revisiting How and Why Educators Use Twitter: Tweet
Types and Purposes in #Edchat. Journal of Research on Technology in Education,
51(3), 273–289. https://doi.org/10.1080/15391523.2019.1611507
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language
classroom: Can self-regulated learning strategies-based writing instruction make
a difference? Journal of Second Language Writing, 48, 100701.
https://doi.org/10.1016/j.jslw.2019.100701
Terzidou, M., Stylidis, D., & Terzidis, K. (2018). The role of visual media in religious
tourists’ destination image, choice, and on-site experience: The case of Tinos,
Greece. Journal of Travel & Tourism Marketing, 35(3), 306–319.
https://doi.org/10.1080/10548408.2017.1304316
Thachil, J. (2020). What do monitoring platelet counts in COVID‐19 teach us? Journal
of Thrombosis and Haemostasis, 18(8), 2071–2072.
https://doi.org/10.1111/jth.14879
Théry, C., Witwer, K. W., Aikawa, E., Alcaraz, M. J., Anderson, J. D., Andriantsitohaina,
R., Antoniou, A., Arab, T., Archer, F., Atkin-Smith, G. K., Ayre, D. C., Bach, J.-
M., Bachurski, D., Baharvand, H., Balaj, L., Baldacchino, S., Bauer, N. N.,
Baxter, A. A., Bebawy, M., … Zuba-Surma, E. K. (2018). Minimal information
for studies of extracellular vesicles 2018 (MISEV2018): A position statement of
the International Society for Extracellular Vesicles and update of the MISEV2014
guidelines. Journal of Extracellular Vesicles, 7(1), 1535750.
https://doi.org/10.1080/20013078.2018.1535750
Toussaint, A., Hüsing, P., Gumz, A., Wingenfeld, K., Härter, M., Schramm, E., & Löwe,
B. (2020). Sensitivity to change and minimal clinically important difference of
the 7-item Generalized Anxiety Disorder Questionnaire (GAD-7). Journal of
Affective Disorders, 265, 395–401. https://doi.org/10.1016/j.jad.2020.01.032
Tyndall, I., Waldeck, D., Pancani, L., Whelan, R., Roche, B., & Dawson, D. L. (2019).
The Acceptance and Action Questionnaire-II (AAQ-II) as a measure of
experiential avoidance: Concerns over discriminant validity. Journal of
Contextual Behavioral Science, 12, 278–284.
https://doi.org/10.1016/j.jcbs.2018.09.005
Use of Visual Learning Media to Increase Student Learning Motivation
105
Wan, Y., Shang, J., Graham, R., Baric, R. S., & Li, F. (2020). Receptor Recognition by
the Novel Coronavirus from Wuhan: An Analysis Based on Decade-Long
Structural Studies of SARS Coronavirus. Journal of Virology, 94(7), e00127-20.
https://doi.org/10.1128/JVI.00127-20
Wang, L., Peng, J., & Wang, J. (2018). A multi-criteria decision-making framework for
risk ranking of energy performance contracting project under picture fuzzy
environment. Journal of Cleaner Production, 191, 105–118.
https://doi.org/10.1016/j.jclepro.2018.04.169
Wu, G., Ma, J., Li, S., Guan, J., Jiang, B., Wang, L., Li, J., Wang, X., & Chen, L. (2018).
Magnetic copper-based metal organic framework as an effective and recyclable
adsorbent for removal of two fluoroquinolone antibiotics from aqueous solutions.
Journal of Colloid and Interface Science, 528, 360–371.
https://doi.org/10.1016/j.jcis.2018.05.105
Zhang, L. (2019). Application Research of Automatic Generation Technology for 3D
Animation Based on UE4 Engine in Marine Animation. Journal of Coastal
Research, 93(sp1), 652. https://doi.org/10.2112/SI93-088.1
Copyright Holder :
© Bokarewa Katona et al. (2023).
First Publication Right :
© World Psychology
This article is under: