{"paper_id":"1ace072f-c491-493e-a8d8-66150eefa221","body_text":"Developing and Validating the Cognitive-Affective-Sociocultural Identity Digital Cultural Framework for Sustainable Cultural Heritage Education in Schools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Developing and Validating the Cognitive-Affective-Sociocultural Identity Digital Cultural Framework for Sustainable Cultural Heritage Education in Schools Herlina Herlina, Hadriana Hadriana, Zulirfan Zulirfan, Elmustian Elmustian This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9070343/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract Achieving the United Nations Sustainable Development Goal 4 (Quality Education), particularly Target 4.7 on education for sustainable development and cultural diversity, and Sustainable Development Goal 11 (Sustainable Cities and Communities), especially Target 11.4 on safeguarding cultural heritage, requires innovative educational approaches that sustain local cultural identity within increasingly digitalized learning environments. While multimedia learning theory and culturally sustaining pedagogy offer strong foundations, an integrated model addressing cognitive, affective, and sociocultural dimensions in digital cultural learning remains limited. This study proposes the Cognitive-Affective-Sociocultural Identity-Digital Cultural (CASIDC) framework, synthesized from multimedia learning theory, cultural identity education, character formation theory, and empirical findings from the Malay Riau Culture E-Module. The framework consists of three interrelated dimensions: Cognitive Processing Dimension (CPD), focusing on multimodal integration and cognitive load management; Affective Engagement Dimension (AED), emphasizing motivation and value internalization; and Sociocultural Identity Dimension (SID), positioning culture as an identity anchor and learners as cultural agents. The framework is empirically grounded in a mixed-methods quasi-experimental study involving 391 students across six secondary schools in Riau Province, Indonesia. The e-module, developed using the 4D model and supported by Augmented Reality features, achieved expert validation scores above 93%. Independent-samples t-tests showed significant learning improvements (p < 0.001), with large effect sizes (Cohen’s d = 1.51–2.07) and moderate explanatory power (R² = 0.148–0.293). Observations also revealed progressive internalization of 28 Malay cultural identity values. Overall, CASIDC advances culturally embedded digital learning and provides a scalable framework for sustainable cultural education. culturally sustaining pedagogy digital cultural learning cognitive-affective-sociocultural identity augmented reality e-module cultural heritage sustainability Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 1 Introduction The accelerating digitalization of global education systems has generated a critical epistemological challenge: how can digital learning environments, often designed according to culturally neutral or globally standardized principles, effectively transmit and sustain the richly particularized value systems embedded within local cultural traditions? This tension between the efficiency imperatives of digital scalability and the depth requirements of cultural identity formation has emerged as one of the defining unresolved questions in contemporary educational technology scholarship [ 1 , 2 ]. This challenge is directly relevant to the United Nations 2030 Agenda for Sustainable Development, particularly SDG 4 (Quality Education), Target 4.7, which mandates education for sustainable development including the appreciation of cultural diversity, and SDG 11 (Sustainable Cities and Communities), Target 11.4, which calls for strengthened efforts to protect and safeguard the world's cultural and natural heritage [ 3 ]. The consequences are not merely pedagogical; they are fundamentally societal. When formal education fails to sustain cultural identity, communities risk the progressive erosion of the intangible knowledge systems, value frameworks, and identity anchors that constitute their distinct cultural heritage [ 4 ]–[ 6 ] Existing theoretical frameworks have addressed parts of this challenge but not its full complexity. Multimedia learning theory [ 7 ] provides a robust account of how digital instructional design can optimize cognitive processing; the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE; [ 8 ]) extends this by incorporating emotional and social dimensions; and culturally sustaining pedagogy articulates the pedagogical principles for maintaining cultural vitality. However, none of these frameworks has been specifically formulated to guide the design of digital learning resources in which local cultural identity, with its particular value systems, sociocultural practices, and imperatives of intergenerational transmission, is not merely context but the central instructional objective. This theoretical gap represents a significant limitation, particularly for regions of the world characterized by rich local cultural heritage, rapid technological adoption, and formal curricular mandates for cultural education. The present paper addresses this gap by proposing the Cognitive–Affective–Sociocultural Identity Theory of Digital Cultural Learning (CASIDC), a novel integrative design framework synthesized from four converging theoretical traditions: multimedia learning theory, cultural identity education, character formation theory, and digital instructional design research. The CASIDC framework is grounded in and validated through the development and rigorous empirical evaluation of the Malay Riau Culture E-Module, a culturally embedded, Android-based digital learning resource developed for Grade 10 secondary school students in Riau Province, Indonesia. This study thus serves a dual theoretical and empirical purpose: it presents a replicable design framework generalizable across cultural heritage contexts and simultaneously provides robust empirical evidence of its effectiveness in a specific, regionally grounded implementation, thereby contributing to the operationalization of SDG 4 (Target 4.7) and SDG 11 (Target 11.4) through empirically validated digital pedagogical innovation. The Riau Province context provides a particularly instructive case. Malay Riau Culture is designated as a mandatory Local Content subject in secondary education under Riau Provincial Regulation No. 45/2018, with the explicit objective of cultivating the 28 identity values documented in the Malay philosophical tradition by [ 9 ]. These values encompassing religiosity, integrity, responsibility, mutual respect, cooperation, and social harmony represent a comprehensive moral and cultural framework that, while deeply locally specific, resonates with universal dimensions of character education [ 9 , 10 ]. Despite its formal curricular status, Malay Riau Culture instruction has been persistently constrained by the absence of systematically designed, digitally mediated, and empirically validated learning resources, resulting in superficial cognitive engagement rather than meaningful value internalization [ 5 , 11 ]. This paper is organized as follows: Section 2 presents the theoretical foundations informing CASIDC. Section 3 introduces the CASIDC framework, articulating its three dimensions and their interrelationships. Section 4 describes the empirical study design and methods. Section 5 presents results. Section 6 discusses findings in relation to the CASIDC framework and broader implications. Section 7 concludes with contributions, limitations, and future directions. The study is guided by the following research questions: RQ1 What empirical needs of teachers and students justify the three-dimensional design architecture of the CASIDC framework for digital learning on Malay Riau Culture? RQ2 To what extent does the CASIDC-based Malay Riau Culture E-Module meet expert validation standards across content, media design, language, and pedagogical domains? RQ3 How practical is the CASIDC-based Malay Riau Culture E-Module as perceived by teachers and students in authentic instructional settings? RQ4 What is the effect of the CASIDC-based E-Module on students' cognitive learning outcomes compared to conventional instruction across Senior High School and Vocational High School school types? RQ5 To what extent does the CASIDC-based E-Module facilitate the behavioral manifestation of the 28 Malay identity values during instructional implementation? 2 Literature Review 2.1 Theoretical Foundations of the CASIDC Framework 2.2.1. Cognitive Foundations: Multimedia Learning and Learning and Cognitive Load Theory The cognitive dimension of CASIDC is grounded in Mayer’s Cognitive Theory of Multimedia Learning (CTML), which posits that learners possess dual processing channels for verbal and pictorial information, limited working memory capacity, and engage in active learning through selecting, organizing, and integrating information [ 7 ]. Meta-analytic synthesis by [ 9 ] Across 17 meta-analyses, it confirms that well-designed multimedia instruction significantly outperforms text-based instruction across diverse educational contexts, with combined effect sizes ranging from d = 0.33 to d = 0.79. Cognitive Load Theory [ 12 , 13 ] complements CTML by distinguishing intrinsic load (inherent complexity), extraneous load (poor instructional design), and germane load (schema construction). Effective multimedia design minimizes extraneous cognitive load while maximizing germane load, enabling learners to construct robust mental representations. For culturally embedded digital learning, cognitive principles require specific adaptations. Cultural concepts such as the symbolic meanings of traditional attire, the social philosophy embedded in traditional crafts, or the ecological knowledge encoded in traditional fishing technologies are inherently complex and highly context-dependent, presenting a higher intrinsic cognitive load for learners with limited prior exposure. Augmented Reality (AR), three-dimensional animation, and contextual multimedia representations thus serve not merely aesthetic functions but critical cognitive scaffolding functions: they render abstract cultural concepts concrete, reducing intrinsic load through visualization and supporting the construction of culturally accurate mental models [ 13 – 16 ]. The CASIDC framework explicitly incorporates these cognitive design principles as foundational to the Cognitive Processing Dimension (CPD). 2.2.2. Affective Foundations: Emotional Learning and Value Internalization Affective dimensions of learning have received growing theoretical and empirical attention in digital learning scholarship. The CASTLE framework [7, [ 16 ] systematically extends traditional cognitive accounts of digital learning to incorporate emotional engagement, social co-regulation, and motivational dynamics, demonstrating that learning outcomes in digital environments are substantially mediated by affective processes. Empirical evidence indicates that positive affect, perceived relevance, and cultural resonance enhance intrinsic motivation, deepen information processing, and facilitate durable memory encoding [ 18 , 19 ]. Character formation theory [ 9 , 10 ] introduces a critical distinction relevant to CASIDC: value internalization is not reducible to cognitive knowledge acquisition but requires integrating moral knowing, moral feeling, and moral action. Moral feeling encompasses empathy, appreciation for cultural heritage, emotional identification with community values, and the motivational disposition to act in accordance with internalized values, constituting the affective bridge between intellectual understanding and behavioral manifestation. This dimension has been consistently undertheorized in digital learning frameworks that focus predominantly on cognitive outcomes. CASIDC Affective Engagement Dimension (AED) addresses this gap by positioning emotional resonance with cultural content, value-laden narrative engagement, and reflective practices as essential design elements for digital cultural learning resources. 2.2.3 Sociocultural Identity Foundations: Cultural Sustainability and Identity Formation The sociocultural foundations of CASIDC draw from three converging bodies of scholarship. First, culturally responsive and culturally sustaining pedagogy [ 19 ] establishes that effective instruction in culturally diverse contexts must actively validate, sustain, and revitalize students’ cultural backgrounds, positioning them not as contextual variables but as central educational resources. Culturally sustaining pedagogy extends culturally responsive teaching by emphasizing the active maintenance and revitalization of cultural practices across generations [ 20 ]. Second, cultural identity formation theory [ 21 ] conceptualizes cultural identity not as a static attribute but as a dynamic developmental construct shaped through ongoing interaction between the learner, curriculum, pedagogy, and sociocultural environment. In globalized contexts characterized by rapid technological change and cosmopolitan cultural flows, local cultural identity requires deliberate educational cultivation to function as a stabilizing anchor enabling learners to navigate external influences without losing meaningful local identity commitments [ 3 , 23 ]. Third, cultural sustainability theory [ 3 , 4 ] frames the intergenerational transmission of cultural knowledge, values, and practices as an educational imperative comparable in significance to ecological and social sustainability goals [ 23 ], a position explicitly endorsed by the United Nations through SDG 4 (Target 4.7), which requires that all learners acquire knowledge and skills needed to promote sustainable development including through education for cultural diversity, and SDG 11 (Target 11.4), which mandates the safeguarding of intangible cultural heritage as a component of sustainable urban and community development. 2.2.4. Instructional Design Foundations: 4D Model and TPACK The The instructional design foundations of CASIDC integrate the 4D model (Define, Design, Develop, Disseminate) [ 24 ] with the Technological Pedagogical Content Knowledge (TPACK) framework [ 25 ], situating both within the emerging field of digital culture learning. The 4D model provides a systematic, evidence-based development process ensuring that instructional design proceeds from rigorous needs analysis through iterative validation, thereby aligning content, pedagogy, and technology in an integrated manner, while TPACK specifies the theoretical structure of this alignment, requiring that technological tools be selected and configured not in isolation but in coherent integration with pedagogical approach and content specificity [ 28 , 28 ]. However, digital culture learning understood as the deliberate use of digital environments to transmit, sustain, and revitalize culturally specific knowledge, values, and identity practices presents unique design challenges that neither the 4D model nor TPACK alone fully addresses [ 27 ]. While TPACK emphasizes the intersection of technology, pedagogy, and content, it does not inherently differentiate between culturally neutral content and content in which culture itself is the instructional objective a distinction that fundamentally alters the design requirements, as the technological dimension must support cultural immersion through multimedia visualization, augmented reality, and contextual representation [ 30 , 31 ], the pedagogical dimension must facilitate not only cognitive acquisition but also affective engagement and value internalization [ 7 , 9 ], and the content dimension must preserve cultural authenticity while remaining pedagogically accessible to learners with varying degrees of prior cultural exposure [ 32 , 29 ]. CASIDC resolves this limitation by embedding the 4D development process within a three-dimensional theoretical architecture (CPD, AED, SID) that ensures every stage of instructional design systematically addresses the cognitive, affective, and sociocultural identity requirements specific to digital culture learning, thereby transforming the 4D–TPACK integration from a general-purpose instructional design approach into a culturally responsive design methodology purpose-built for heritage education in digital environments. 2.3 The CASIDC Framework: Theoretical architecture The Cognitive–Affective–Sociocultural Identity Theory of Digital Cultural Learning (CASIDC) is proposed as an integrative design framework for digital learning resources in which local cultural identity, values, and heritage constitute the primary instructional content rather than peripheral contextual decoration. The framework comprises three interlocking dimensions, each with distinct theoretical foundations, design implications, and measurable outcomes, operating as a coherent, mutually reinforcing system rather than as parallel or sequential stages. Figure 1 conceptualizes the CASIDC architecture. Figure 1 CASIDC Framework: Three-Dimensional Architecture Illustrating the Cognitive Processing Dimension (CPD), Affective Engagement Dimension (AED), and Sociocultural Identity Dimension (SID) with Reciprocal Amplification Dynamics and Learning Trajectory (Knowing → Being → Doing) Table 1 CASIDC Framework: Dimensions, Theoretical Foundations, Design Principles, and Learning Outcomes Table 1 CASIDC Framework: Dimensions, Theoretical Foundations, Design Principles, and Learning Outcomes Dimension Core Theory Key Design Principles Primary Outcomes Cognitive Processing Dimension (CPD) CTML [ 6 ]; CLT [ 12 ] Dual-channel presentation; AR/3D visualization; segmentation; coherence; signaling of cultural elements Conceptual understanding of cultural content; cognitive schema construction; reduced extraneous load Affective Engagement Dimension (AED) CASTLE [ 7 , 9 , 18 ] Cultural narrative embedding; reflective prompts; value-laden examples; interactive assessment with feedback Motivational activation; emotional resonance with cultural values; moral feeling development; value internalization Sociocultural Identity Dimension (SID) Culturally Sustaining Pedagogy [ 20 , 22 , 2 ] Community-embedded examples; intergenerational value transmission; learner-as-cultural-agent positioning; collaborative discussion forums Cultural identity strengthening; behavioral manifestation of values; cultural agency; sustainability transmission 2.3.1. Cognitive Processing Dimension (CPD) The CPD operationalizes CTML and CLT principles in the specific context of cultural content. Cultural knowledge is characterized by high intrinsic complexity: it involves simultaneous processing of historical, symbolic, aesthetic, social, and value dimensions that are densely interconnected and often lack direct referents in learners’ prior experience. Effective CPD design therefore requires: (a) systematic dual-channel presentation through the coordinated integration of text, image, audio narration, video demonstration, and three-dimensional visualization; (b) strategic load management through segmentation, signaling, and the use of AR technology to render abstract cultural objects tangible; and (c) scaffolded conceptual progression from concrete cultural artifacts toward their embedded philosophical, ethical, and identity-forming dimensions. The cognitive scaffolding function of AR documented by [ 31 , 33 ] in a meta-analysis of 32 experimental studies (d = 0.53) is particularly significant for cultural material that cannot be directly accessed in learners’ immediate environments 2.3.2. Affective Engagement Dimension (AED) The AED constitutes CASIDC most distinctive theoretical contribution relative to existing multimedia learning frameworks. While CTML addresses affective factors (the coherence and personalization principles; [ 7 ] Instrumentally, as factors influencing cognitive processing efficiency, CASIDC positions affective engagement as a substantive learning objective in its own right. In cultural education, the goal is not merely that learners process cultural information efficiently but that they develop affective dispositions: appreciation for cultural heritage, emotional identification with value systems, motivation to act as cultural agents, and the moral feeling that bridges cognitive value-knowing and behavioral value-doing [ 10 ]. AED design principles include: (a) embedding cultural content within emotionally resonant narratives that make value dimensions personally meaningful; (b) incorporating structured reflection and value identification prompts that promote metacognitive awareness of cultural learning; (c) designing interactive assessment with formative feedback that activates emotional investment in competence development; and (d) creating collaborative discussion spaces (digital forums, peer reflection activities) that facilitate the social processing of cultural meaning. These principles align with [ 17 ] Achievement Emotions Theory, which demonstrates that activating positive activating emotions (interest, enjoyment, pride in cultural identification) enhances learning depth, retention, and motivation for continued engagement. 2.3.3. Sociocultural Identity Dimension (SID) The SID positions the digital learning resource not merely as a knowledge transmission medium but as an instrument of cultural sustainability a technology for the intergenerational transmission of identity values that sustains cultural community across time. This dimension draws critically from culturally sustaining pedagogy’s emphasis on active cultural maintenance [ 20 , 22 ] framework for cultural identity development in multicultural contexts, and UNESCO’s (2023) conceptualization of cultural sustainability as an educational imperative. The SID explicitly frames learners as cultural agents rather than passive cultural inheritors: the learning process is designed to build not only cultural knowledge and affective cultural identification but the practical and philosophical disposition to transmit, apply, and adapt cultural values in contemporary contexts. SID design principles include: (a) embedding local community examples, local voices, and authentic cultural documentation that validates the cultural specificity of the learning content; (b) explicitly articulating the intergenerational transmission logic of each cultural element not merely what a cultural practice is, but why it exists, what values it encodes, and how those values connect the learner to their cultural community across generations; (c) designing collaborative and dialogic activities (group discussion, peer teaching of cultural values, community-linked projects) that provide experiential practice in cultural agency; and (d) structuring content so that learners progressively move from cultural knowledge (knowing) through cultural appreciation and value resonance (being) toward cultural practice and transmission (doing). This three-stage learning trajectory, knowing, being, doing, constitutes the SID’s operational developmental model [ 32 ]. 2.3.4. CASIDC Integration Dynamics: Reciprocal Amplification The three CASIDC dimensions do not operate independently; rather, they function as a mutually amplifying system. CPD effectiveness enhances AED engagement by enabling learners to construct accurate cultural knowledge schemas that can serve as cognitive foundations for affective elaboration. One cannot develop genuine emotional resonance with cultural values one does not yet understand. AED depth strengthens SID formation: affective identification with cultural values provides the motivational and dispositional substrate necessary for genuine cultural agency to develop. SID activation, in turn, deepens CPD processing by creating an authentic purpose for constructing cultural knowledge: learners who understand themselves as cultural agents have heightened intrinsic motivation to process cultural information accurately and deeply. This reciprocal amplification dynamic distinguishes CASIDC from additive multi-component frameworks and constitutes its central theoretical claim: effective digital cultural learning requires the simultaneous activation and mutual reinforcement of all three dimensions. 3 Study Design and Methods 3.1. Research Design and Participants The empirical foundation of the CASIDC framework was established through a mixed-methods study that combined a quasi-experimental pretest–posttest control-group design with systematic qualitative observation and expert validation. The study was conducted in Riau Province, Indonesia, across six secondary schools in three districts (Pekanbaru, Siak, and Kampar), comprising three Senior High Schools and three Vocational High Schools. Ethical permissions were obtained from all participating institutions, and all data collection procedures conformed to institutional ethical guidelines. Participants included 391 Grade 10 students: 102 in the Senior High School experimental group, 102 in the Senior High School control group, 94 in the Vocational High School experimental group, and 93 in the Vocational High School control group. Additionally, 25 Malay Riau Culture E-Module teachers and 30 student volunteers participated in practical testing. Twelve domain experts (three each in content, media, language, and pedagogy) conducted validation assessments. Six model teachers participated in a structured perception-alignment workshop prior to experimental implementation to ensure instructional consistency. 3.2. The Malay Riau Culture E-Module as CASIDC Instantiation The Malay Riau Culture E-Module was developed as the primary empirical instantiation of the CASIDC framework, using the 4D instructional design model [ 33 ]; [ 36 , 37 ]. The Define phase involved comprehensive needs analysis surveys with teachers (N = 25 from 8 schools) and students, curriculum analysis aligned to Riau’s Kurikulum Merdeka Local Content standards, and identification of 28 Malay identity values from [ 9 ]. The Design phase produced systematic module architecture, prototype system design (use case, activity, and sequence diagrams), and interface prototyping. The Develop phase produced the full Android application with five content modules (Malay attire; Riau souvenirs; Malay cuisine; traditional dance and music; traditional fishing technology), AR features, automated assessment, discussion forums, a Malay calendar, and comprehensive user guides (admin, teacher, student). Teacher training workshops, and monitoring protocols [ 33 ]. Each content module was designed in explicit accordance with the three CASIDC dimensions: multimedia integration (text, high-resolution images, instructional video, 3D animation, AR markers) operationalizing CPD; value identification prompts, reflective questions, and narrative embedding operationalizing AED; and community-linked examples, intergenerational transmission discussions, and collaborative forum activities operationalizing SID. The five module topics were selected for their cultural representativeness, value density, and relevance to students’ daily lives criteria directly aligned with the SID design logic. 3.3. Instruments and Validation Expert validation employed four domain-specific instruments covering content accuracy and curriculum alignment (20 items); media design, navigation, interactivity, and visual quality (32 items); linguistic clarity and appropriateness (24 items); and pedagogical alignment, learning design quality, and value integration (17 items). Each item used a five-point Likert scale, with a validity threshold set at ≥ 85% following [ 36 ]. Practicality was assessed through student (N = 30, 10 items) and teacher (N = 25, 10 items) instruments covering material quality, visual design, navigation, language clarity, and learning effectiveness. The knowledge instrument for pre-test and post-test comprised 30 items (selected from 50 after expert validation and item analysis), with confirmed construct validity (r > 0.05 at the two-tailed significance threshold) and Cronbach’s α = 0.733, meeting the standard reliability threshold of 0.70. Behavioral observation used a structured checklist aligned with the 28 Malay identity values [ 9 ], completed by model teachers and trained observers over 2.5 months of instructional implementation. 3.4. Data Analysis Quantitative data were analyzed using IBM SPSS. Normality was assessed using the Kolmogorov-Smirnov test; homogeneity using Levene’s test; and linearity using the Deviation from Linearity test; all assumptions were confirmed prior to parametric analysis. Independent-samples t-tests examined between-group differences; paired-samples t-tests examined within-group pre-post changes. Ordinary least-squares regression was used to estimate R² (proportion of outcome variance explained by e-module use). Effect sizes were computed as Cohen’s d using the pooled standard deviation. Qualitative observational data were analyzed thematically using deductive coding against the 28-value framework. Expert validation percentages and practicality percentages were computed descriptively. 4 Result 4.1. E Module Malay Riau Culture (RQ 1) The opening section includes the Learning Outcome Elements (ECP), the Learning Objective Flow (ATP), and the Learning Plan (RP). The material is presented in a consistent and systematic structure. This consistency is important so that students and teachers have clear expectations regarding the flow of each material and avoid confusion in navigation or understanding the content. Figure 2 below illustrates the structure of each material in the BMR e-module. Figure 2 Riau Malay E-module Material The material is enhanced with a combination of narrative text, documentary photos, videos, and 3D animations. This use of multimedia follows the principles of multimedia learning, which emphasize that information presented in a combination of words and images is easier to understand and remember [ 39 , 40 ]. For example, 3D animations make it easier for students to see details of traditional clothing, distinctive ornaments, or traditional fishing tools that might be difficult for them to find directly in their home environment. This multimodal presentation is not simply about enhancing appearance, but is designed to facilitate the gradual construction of meaning. Figure 3 Menu 3D AR Each section of the material explicitly explains the cultural values ​​embodied in that culture. Values ​​are not presented as a list of abstract concepts. Still, they are directly linked to practical examples, such as how traditional clothing reflects modesty and honor, or how fishing technology teaches work ethic, cooperation, and perseverance. This approach aligns with the principle of values integration in the curriculum, as recommended by [ 10 ], which holds that values should be presented through concrete examples, meaningful narratives, and experiences students can relate to. Learning activities in the e-modules are designed around collaboration and reflection on value. Activities such as group discussions, environmental observations, cultural problem-solving, exploration of local artifacts, and reflective assignments encourage students to construct understanding actively, rather than simply receive information [ 39 ]. This approach aligns with constructivist and experiential learning theories, which emphasize the importance of direct experience, social interaction, and reflection in the learning process [ 42 , 43 ]. The final section of each module contains a summary of the core material and guidance for value reflection. Students are guided to reflect on what they've learned, which values are most meaningful to them, and how these values can be realized in their daily lives. Thus, the e-module focuses not only on cognitive knowledge acquisition but also on strengthening the affective dimension and character development. The e-module's technical features are designed to ensure ease of use while supporting the principles of independent and interactive learning. Some of the key features developed include: Interactive navigation, which allows students to easily navigate between materials, sub-chapters, and activities through intuitive menus and icons. Structured material menus, ensuring a clear learning sequence and following the flow outlined in the Lesson Plan. Multimedia (images, videos, 3D animations), which enrich the learning experience and help visualize abstract cultural concepts. A distinctive Riau Malay visual display, utilizing Malay colors, motifs, and visual elements, enhances the cultural nuances of the learning experience. In addition to these features, the e-module also features digital assessments, discussion features, a learning calendar, and an AR (Augmented Reality) camera. The assessment feature allows students to take quizzes and exercises directly within the app, with automatic feedback helping them monitor their own understanding. The discussion feature provides a space for students and teachers to engage in dialogue, ask questions, and share perspectives on the material and cultural values. The calendar feature helps students manage their study time and remember important assignments or activities. Figure 4 Menu Assessment Overall, the application is designed to be user-friendly for both teachers and students, allowing them to utilize all features without significant technical barriers. The combination of a robust curricular structure, rich cultural content, reflective pedagogical strategies, and innovative technological features makes the BMR e-module a relevant learning medium to address the challenges of cultural education in the digital era [ 42 ]. 4.2. Needs Analysis: Empirical Grounding for CASIDC (RQ1) Needs analysis surveys revealed uniformly high teacher requirements across all CASIDC-relevant dimensions. Teacher competency needs were high, with Mean = 4.77 for ICT mastery and Mean = 4.68 for digital media utilization (both very high), confirming the CPD design imperatives. Affective and pedagogical needs were equally pronounced: mean scores for effective cultural value transmission strategies (M = 4.59) and interactive student engagement tools (M = 4.81) confirmed AED design priorities. Teacher expectations for contextually appropriate e-modules (M = 4.68) and usage guides (M = 4.41) validated SID implementation requirements. Student needs analysis corroborated these patterns: students indicated strong needs for technology-based materials (M = 4.17), interactive and multimedia formats (M = 4.53), self-directed learning support (M = 4.01), and e-module features including interactive media (M = 4.17) and automated evaluation (M = 4.09). These convergent teacher and student needs provide empirical grounding for each of CASIDC’s three-dimensional design requirements [ 43 ]. Figure 5 presents a radar chart showing the convergent teacher and student needs across CASIDC-relevant dimensions. The visual representation reveals a consistently high needs profile among teachers across all assessed dimensions, with ICT mastery (M = 4.77), interactive student engagement tools (M = 4.81), and digital media utilization (M = 4.68) exhibiting the most pronounced requirements. Student needs, while uniformly elevated, demonstrated comparatively lower magnitude, with interactive and multimedia formats (M = 4.53) registering the highest student-reported need. The differential pattern between teacher and student radar profiles suggests that while both stakeholder groups identified substantial needs aligned with all three CASIDC dimensions, teachers demonstrated particularly acute awareness of the CPD and AED design imperatives, likely reflecting their direct pedagogical experience with the limitations of existing instructional resources. Figure 5 Needs Analysis: Teacher vs. Student Requirements Across CASIDC Dimensions (Scale 1–5) These convergent needs analysis findings provide robust empirical justification for the three-dimensional CASIDC design architecture: the pronounced teacher requirements for ICT mastery and digital media directly validate CPD design priorities; the elevated needs for cultural value transmission strategies and interactive engagement confirm AED design imperatives; and the expressed requirements for contextually appropriate e-modules and community-embedded content substantiate SID design specifications. The triangulation of teacher and student perspectives strengthens the construct validity of the needs assessment, ensuring that the Malay Riau Culture E-Module development was grounded in empirically verified stakeholder requirements rather than theoretical assumptions alone. 4.3. Expert Validation Results The validity of the BMR E-Module was evaluated through a multi-domain expert validation process involving 12 independent validators, 3 specialists in each of 4 domains: content (Malay culture), media design, language and readability, and pedagogical alignment. This multi-domain approach aligns with established validation protocols in e-module development research, which emphasize that digital learning resources must satisfy content accuracy, technical design quality, linguistic clarity, and pedagogical coherence simultaneously to be considered instructionally sound [ 36 ]; [ 34 ]. Each validator assessed the module using domain-specific instruments with five-point Likert scales, and validity percentages were computed with a minimum acceptability threshold of 85% following [ 36 ] formative evaluation framework a benchmark widely adopted in Indonesian educational design research [ 46 , 47 ]. The validation results, summarized in Table 2 , demonstrate that all four domains exceeded this threshold, yielding an overall mean validity of 93.32%, which is categorized as \"Very Valid,\" thereby confirming that the BMR E-Module meets rigorous quality standards across all evaluative dimensions and is suitable for classroom implementation as a CASIDC instantiation [ 46 ]. Table 2 Expert Validation Results by Domain Validation Domain Validator 1 (%) Validator 2 (%) Validator 3 (%) Category Content (Malay Culture) 100.00 98.00 98.00 Very Valid Media Design 98.13 95.63 92.50 Very Valid Language & Readability 99.17 84.17 88.33 Very Valid Pedagogical Alignment 85.88 88.23 88.23 Very Valid Overall Mean Validity — — — 93.32% (Very Valid) Table 2 Expert Validation Results by Domain All four validation domains exceeded the 85% threshold [ 36 ], yielding an overall validity score of 93.32%. Content validators including a senior Malay adat figure, a Malay Riau Culture curriculum developer, and a performing arts practitioner confirmed the accuracy, cultural authenticity, and value-richness of materials (addressing CASIDC SID requirements). Media validators confirmed CPD-relevant design quality: visual design, interactivity, navigation, and AR functionality all rated as “Very Valid”. Pedagogical validators confirmed AED and SID alignment with learning objectives, value integration, and reflective design features. These results establish the Malay Riau Culture E-Module as a valid CASIDC instantiation. To enhance the interpretability of the expert validation results, Fig. 6 presents a grouped bar chart that facilitates direct visual comparison across validators and domains. The chart reveals several noteworthy patterns. First, content validation achieved the highest and most consistent scores across all three validators (range: 98.00–100.00%), confirming the cultural authenticity and curriculum alignment of the Malay Riau Culture E-Module materials a critical requirement for the CASIDC Sociocultural Identity Dimension (SID). Second, media design validation demonstrated strong but slightly more variable scores (92.50–98.13%), with Validator 3 providing the most conservative assessment; this variability likely reflects differential expectations regarding interactive media standards and AR implementation quality. Third, language and readability validation showed the widest inter-validator range (84.17–99.17%), with Validator 2’s score (84.17%) approaching but not falling below the 85% threshold, indicating that while linguistic presentation was generally strong, minor refinements in terminology accessibility were warranted. Figure 6 Expert Validation Results by Domain with 85% Validity Threshold [ 36 ]. Bars represent individual validator scores; dashed line indicates minimum acceptability criterion. The red-dashed threshold line (85%) in Fig. 3 clearly shows that overall validation performance substantially exceeded the minimum acceptability criterion established by [ 36 ]. The overall mean validity of 93.32% positions the Malay Riau Culture E-Module within the “Very Valid” category, establishing its methodological credibility as a CASIDC instantiation. Importantly, the validation results confirm that the three-dimensional design approach addressing cognitive (media design), affective (pedagogical alignment), and sociocultural identity (content authenticity) dimensions simultaneously achieved consistent quality across all evaluative domains. 4.4. Practicality Results (RQ 3) The practicality of the BMR E-Module was assessed through two complementary respondent groups: 25 Malay Riau Culture teachers and 30 student volunteers, using ten-item instruments that evaluated material quality, visual design, navigational ease, linguistic clarity, and learning effectiveness. This dual-perspective practicality assessment reflects current best practices in e-module evaluation, in which both instructors and end-users must confirm that a digital learning resource is not only technically functional but also pedagogically usable in authentic classroom settings [ 46 , 49 ]. Practicality testing serves a distinct evaluative function from validity assessment: whereas expert validation addresses whether a resource is designed correctly, practicality testing addresses whether it works effectively in the hands of its intended users under real instructional conditions [ 38 , 36 ]. As presented in Table 3 , all ten practicality indicators exceeded 90% for both teacher and student respondent groups, with teacher scores ranging from 92.8% to 99.2% and student scores ranging from 90.0% to 96.7%, confirming that the CASIDC-designed e-module achieves high practical usability across all assessed dimensions as perceived by both stakeholder groups. Table 3 Practicality Results: Teacher (N = 25) and Student (N = 30) Mean Scores Practicality Indicator Teachers Mean Teachers (%) Students Mean Students (%) Content quality & relevance 4.80 96.0 4.83 96.7 Information accuracy (Malay Riau Culture topic) 4.76 95.2 4.60 92.0 Cultural example relevance 4.72 94.4 4.60 92.0 Visual appeal & engagement 4.84 96.8 4.50 90.0 Layout, color & visual clarity 4.88 97.6 4.63 92.7 Navigation ease 4.96 99.2 4.70 94.0 Language clarity 4.64 92.8 4.60 92.0 Cultural terminology presentation 4.72 94.4 4.60 92.0 Effectiveness for Malay Riau Culture understanding 4.76 95.2 4.73 94.7 Overall learning practicality 4.80 96.0 4.83 96.7 Table 3 Practicality Results: Teacher (N = 25) and Student (N = 30) Mean Scores All practicality indicators exceeded 90% for both teachers and students, with navigation ease achieving the highest score (99.2% from teachers) [ 48 ]. The consistent pattern of high practicality across CPD-relevant (visual design, navigation), AED-relevant (cultural relevance, engagement), and SID-relevant (cultural example authenticity, effectiveness for value understanding) indicators provides convergent evidence for the practical viability of the CASIDC design framework across all three dimensions. Figure 7 provides a visual comparison of teacher and student practicality assessments across all 10 evaluation indicators. The grouped bar chart reveals two salient patterns. First, teacher ratings consistently exceeded student ratings across all indicators, with the differential most pronounced for visual appeal and engagement (teacher: 96.8% vs. student: 90.0%) and navigation ease (teacher: 99.2% vs. student: 94.0%). This systematic differential may reflect teachers’ broader comparative frame of reference, having experienced a wider range of instructional materials, which positions the Malay Riau Culture E-Module favorably relative to conventional resources. Second, both stakeholder groups achieved their highest levels of convergence on content quality and relevance (teacher: 96.0%; student: 96.7%) and on overall learning practicality (teacher: 96.0%; student: 96.7%), indicating strong consensus regarding the e-module’s educational value. Figure 7 Practicality Results: Teacher (N = 25) vs. Student (N = 30) Perceptions Across Ten Evaluation Indicators. The dashed red line indicates the 90% practicality threshold. The consistent pattern of practicality scores exceeding the 90% threshold (indicated by the red dashed line in Fig. 7) across all indicators and both respondent groups provides robust evidence for the practical viability of the CASIDC design framework. The alignment of practicality indicators with specific CASIDC dimensions, CPD-relevant indicators (visual design, navigation, layout), AED-relevant indicators (cultural relevance, engagement, effectiveness), and SID-relevant indicators (cultural example authenticity, terminology presentation) demonstrates that the three-dimensional design approach translates effectively from theoretical specification to practical implementation as perceived by both teachers and students. 4.5 Pre-Test to Post-Test Learning Gains (RQ 4) The effectiveness of the BMR E-Module as a CASIDC instantiation was evaluated using a quasi-experimental pre-test–post-test control-group design involving 391 Grade 10 students across six secondary schools in Riau Province. Before parametric analysis, all statistical assumptions were verified: normality was confirmed using the Kolmogorov–Smirnov test (p = 0.833 for Senior High School experimental; p = 0.473 for Vocational High School experimental; p = 0.220 for Senior High School control; p = 0.413 for Vocational High School control), homogeneity of variance was established through Levene's test (all p > 0.05), and linearity was confirmed via the Deviation from Linearity test (all p > 0.05). These assumption verification procedures are consistent with methodological standards recommended for quasi-experimental educational research [ 51 , 52 ]. Independent-samples t-tests were then employed to examine between-group differences. At the same time, effect sizes were calculated using Cohen's d with pooled standard deviation to quantify practical significance a metric increasingly recognized as essential for interpreting educational intervention outcomes beyond mere statistical significance [ 53 , 54 ]. As presented in Table 4 , all groups demonstrated statistically significant learning gains (p < 0.001); however, the experimental groups achieved substantially larger gains and effect sizes compared to their respective control groups, with Cohen's d values of 1.51 (Senior High School ) and 2.07 (Vocational High School) for experimental groups both substantially exceeding the conventional threshold of 0.80 for large effects [ 53 ] and surpassing the typical range of multimedia learning interventions reported in meta-analytic literature (d = 0.33–0.79; [ 52 ]). Table 4 Pre-Test and Post-Test Descriptive Statistics and t-Test Results Group School Type Pre Mean Post Mean Gain Sig. (2-tailed) Cohen's d Experimental Senior High School (n = 102) 63.30 85.03 + 21.72 0.000 1.51 Experimental Vocational High School (n = 94) 63.19 88.79 + 25.60 0.000 2.07 Control Senior High School (n = 102) 64.80 76.54 + 11.73 0.000 0.87 Control Vocational High School (n = 93) 64.34 75.09 + 10.75 0.000 0.74 Table 4 Pre-Test and Post-Test Descriptive Statistics and t-Test Results All parametric assumptions were confirmed: normality (Kolmogorov–Smirnov: p = 0.833 Senior High School-E; p = 0.473 Vocational High School-E; p = 0.220 Senior High School-C; p = 0.413 Vocational High School-C); homogeneity (Levene’s: all p > 0.05); and linearity (Deviation from Linearity: all p > 0.05). Independent-samples t-tests showed that the experimental groups significantly outperformed the control groups (p < 0.001) at both school levels. Effect sizes for the experimental groups, d = 1.51 (Senior High School) and d = 2.07 (Vocational High School), substantially exceed conventional thresholds for “large” effects (Cohen, 1988), indicating strong practical significance. Vocational High School experimental gains (+ 25.60 points) exceeded Senior High School experimental gains (+ 21.72 points), while control group gains were substantially lower in both cases, confirming the specific contribution of the CASIDC-designed e-module beyond general instructional improvement. Figure 8 presents a dual-panel visualization of the pre-test to post-test learning outcomes. Panel (a) displays the mean score comparisons, revealing that while all four groups commenced with comparable baseline performance (pre-test range: 63.19–64.80), the experimental groups achieved substantially higher post-test scores (Senior High School: 85.03; Vocational High School: 88.79) compared to control groups (Senior High School: 76.54; Vocational High School: 75.09). The visual contrast between the light (pre-test) and dark (post-test) bars underscores the magnitude of the differential learning gains attributable to the CASIDC-designed e-module. Panel (b) translates these differences into standardized effect sizes using Cohen’s d, providing a scale-independent measure of practical significance. Figure 8 Pre-Test to Post-Test Learning Gains: (a) Mean Score Comparisons Across Experimental and Control Groups; (b) Effect Sizes (Cohen’s d) with Large Effect Threshold (d = 0.80). Note; Senior High School (SMA) Vocational High School (SMK) The effect size visualization in Panel (b) reveals that both experimental groups substantially exceeded the conventional threshold for large effects (d = 0.80, indicated by the red dashed line), with the Vocational High School experimental group achieving a particularly exceptional effect size of d = 2.07 a value that exceeds the 95th percentile of educational intervention effects documented in meta-analytic literature [ 54 ]. The differential between Senior High School (d = 1.51) and Vocational High School (d = 2.07) experimental effect sizes is theoretically significant and will be discussed in detail in Section 6.2. Control group effect sizes (d = 0.87 and d = 0.74), while representing meaningful pre-post improvement attributable to general instruction, remain substantially below the experimental values, confirming the specific additive contribution of the CASIDC-designed e-module. These effect sizes (d = 1.51–2.07) substantially exceed those typically attributable to multimedia instruction in non-cultural contexts (d = 0.33–0.79; [ 52 ]), suggesting that the integration of the AED and SID dimensions within the CASIDC framework generates amplified learning outcomes beyond what cognitive optimization alone would predict. 4.6. Regression Analysis: E-Module Influence on Learning Outcomes (RQ 4) Regression analysis confirmed that e-module use explained 14.8% of outcome variance among Senior High School students and 29.3% among Vocational High School students, both statistically significant (p < 0.001) and representing medium to large effect sizes by [ 53 ] benchmark. The substantially higher R² for Vocational High School students indicates that the CASIDC design, with its contextual, visual, and practice-oriented features, was particularly well aligned with the learning characteristics of vocational students. Table 5 Regression (R²) Analysis Results Table 5 Regression (R²) Analysis Results Group School Type R² Variance Explained (%) Sig. Interpretation Experimental Senior High School 0.148 14.8% 0.000 Significant e-module contribution Experimental Vocational High School 0.293 29.3% 0.000 Strong e-module contribution Control Senior High School 0.139 13.9% 0.000 Moderate pre-test relationship Control Vocational High School 0.223 22.3% 0.000 Moderate pre-test relationship Figure 9 provides a bar chart visualization of the regression analysis results, enabling direct comparison of variance explained (R²) across experimental and control conditions at both school levels. The visual representation highlights two critical patterns. First, the substantially higher R² values for experimental groups compared to control groups at both school levels confirm that e-module utilization explains a meaningful proportion of learning outcome variance beyond what pre-existing academic achievement would predict. Second, the markedly higher R² for Vocational High School experimental students (29.3%) compared to Senior High School experimental students (14.8%) indicates that the CASIDC-designed e-module explained nearly twice the proportion of outcome variance among vocational students a finding with important implications for the differential effectiveness of the CASIDC design across learner populations. Figure 9 Regression Analysis: Variance Explained (R²) by Group and School Type. Blue bars = experimental groups; grey bars = control groups. Note; Senior High School (SMA) Vocational High School (SMK) The regression findings, interpreted through [ 53 ] benchmarks for R² effect sizes (small = 0.02, medium = 0.13, large = 0.26), position the Senior High School experimental result (R² = 0.148) at the medium-to-large threshold and the Vocational High School experimental result (R² = 0.293) firmly within the large effect range. The differential R² between Senior High School and Vocational High School experimental groups is theoretically interpretable within the CASIDC framework: the e-module’s contextual, visual, and practice-oriented design features which operationalize all three CASIDC dimensions simultaneously demonstrate particularly strong alignment with the practical, application-oriented learning dispositions characteristic of vocational education students [57, 58]. This finding suggests that the SID dimension’s knowing-being-doing developmental trajectory resonates differentially with learner populations whose educational orientations emphasize practical application and the construction of contextual knowledge. 4.7. Behavioral Observation: Value Manifestation Across 28 Identity Dimensions (RQ 5) Systematic behavioral observations conducted over 2.5 months documented progressive manifestation of all 28 Malay identity values during e-module implementation. Early observations revealed limited and inconsistent behavioral expression; as instruction progressed, observers documented increasingly frequent and contextually appropriate value manifestations across cooperative, interpersonal, and individual learning behaviors. The highest-observed frequencies included: responsibility (timely task completion, role maintenance in group work), cooperation (active group participation, peer support in LKPD completion), integrity (acknowledging errors, fact-based correction in discussion), and self-confidence (active presentation participation). More nuanced values, including positive assumption, simplicity, and constructive disagreement management, emerged with increasing frequency in the later phases, consistent with the progressive SID developmental trajectory (knowing → being → doing) predicted by the CASIDC framework. 5 Discussion 5.1. CASIDC as a Unifying Theoretical Advance (RQ 1, RQ 2, and RQ 4) The results provide convergent empirical support for the CASIDC framework’s core theoretical claim: that effective digital cultural learning requires the simultaneous activation and mutual reinforcement of cognitive processing, affective engagement, and sociocultural identity dimensions. Neither multimedia design quality alone (CPD) nor cultural content relevance alone (SID) would have been sufficient to generate the substantial learning gains and behavioral value manifestations observed. The large effect sizes (d = 1.51–2.07) significantly exceed those typically observed with multimedia instruction in non-cultural contexts (d = 0.33–0.79; [ 52 ]), suggesting that the addition of the AED and SID dimensions substantially amplifies learning outcomes. This is consistent with CASTLE’s [ 8 ] Theoretical prediction that emotional and social dimensions of digital learning generate multiplicative rather than merely additive effects on outcomes, and extends that prediction specifically to the domain of cultural identity learning. The CASIDC framework advances theoretical understanding in three specific respects. First, it disaggregates the often conflated constructs of “cultural learning” and “cultural education” by specifying the distinct instructional mechanisms through which each dimension operates and how they interact. Second, it provides a principled theoretical account of why culturally embedded digital learning may be more effective than generic digital learning: cultural relevance activates intrinsic motivation (AED), enriches prior knowledge schemas (CPD), and provides meaningful learning purpose (SID) simultaneously. Third, it articulates a three-stage developmental model (knowing → being → doing) that specifies the trajectory of value internalization across the three CASIDC dimensions, providing a theoretically grounded account of why short-term cognitive outcomes (CPD) are necessary but insufficient indicators of effective cultural learning. 5.2. Differential Effects Across Senior High Schoo l and Vocational High School: Implications for CASIDC Application (RQ 4) The significantly larger effect sizes observed among Vocational High School students (d = 2.07) compared to Senior High School students (d = 1.51) require theoretical explanation. Within the CASIDC framework, this differential is attributable primarily to the SID dimension: vocational education students in Indonesia are characterized by stronger practical, context-embedded, and skill-application learning orientations [ 55 ], which makes the SID’s knowing-being-doing developmental trajectory particularly resonant with their learning dispositions. The Malay Riau Culture E-Module contextual examples (traditional fishing technology, traditional craft production) are both culturally specific and practically grounded, activating SID engagement more intensely in vocational contexts where students routinely apply knowledge in practical settings. This differential also has important implications for the generalizability of the CASIDC framework: the same design principles may generate different effect magnitudes depending on the specific sociocultural, institutional, and individual characteristics of the learner population, even within the same cultural context. The framework predicts that SID dimension design elements will be most powerful for learner populations with strong practical and community-embedded learning orientations, while AED elements may be most critical for populations with weaker existing cultural identification. Future research should systematically examine these interaction effects. 5.3. CASIDC and Cultural Sustainability in Digital Education (RQ 5) The present findings directly address the theoretical challenge identified by [ 1 ] regarding the cultural homogenizing tendencies of digital education. The Malay Riau Culture E-Module demonstrates that digital tools, when designed in accordance with CASIDC principles, can function as instruments of cultural sustainability rather than cultural erosion, actively transmitting, sustaining, and revitalizing local cultural values through the digital medium itself. This aligns with [ 5 ] A meta-analysis of indigenous and local knowledge integration strategies and extends their findings by providing a specific theoretical architecture (CASIDC) for how such integration should be designed in digital environments. These findings carry direct implications for the operationalization of SDG 4 (Target 4.7) and SDG 11 (Target 11.4): the CASIDC framework demonstrates that digital learning technologies, when systematically designed to integrate cognitive, affective, and sociocultural identity dimensions, can serve as effective instruments for safeguarding intangible cultural heritage (SDG 11.4) while simultaneously delivering quality education that promotes cultural diversity and sustainable development values (SDG 4.7). The progressive behavioral manifestation of all 28 identity values documented in classroom observations provides particularly significant empirical evidence. Behavioral manifestation represents the \"doing\" stage of the CASIDC’s SID developmental model the most demanding and educationally significant form of value internalization. That classroom observations documented this across diverse value domains (including complex interpersonal values such as deliberative consensus, charitable assumption, and emotional self-regulation) within 2.5 months of instruction suggests that the CASIDC design approach activates genuine internalization processes rather than merely surface cognitive recognition [ 10 ] The tripartite model of moral knowing, moral feeling, and moral action provides the theoretical lens through which this progression is most precisely interpreted: the Malay Riau Culture E-Module appears to activate all three stages of this developmental sequence, consistent with CASIDC’s integrated dimensional design. 5.4. Practical Implications and Transferability of the CASIDC Framework (RQ 2, and RQ 3) The CASIDC framework offers actionable design guidance for practitioners developing digital cultural learning resources across diverse cultural contexts. The three-dimensional design checklist implied by CASIDC: Does the resource support accurate cultural knowledge construction through multimedia optimization? Does it activate emotional resonance with cultural values through narrative, reflection, and interactive engagement? Does it position learners as cultural agents and facilitate progression from cultural knowing through cultural being to cultural doing? provides a principled evaluation tool generalizable beyond the Malay Riau cultural context. For educational policy, the study's findings support the strategic prioritization of culturally embedded digital learning resource development in regions with formal cultural education mandates, providing evidence-based guidance for national and regional implementation of SDG 4 (Target 4.7) through digitally mediated cultural heritage education programs. The validation methodology (multi-domain expert validation, practicality testing with both teacher and student populations, pre-registered quasi-experimental evaluation) provides a replicable quality assurance model. For teacher professional development, the findings highlight the importance of training that specifically addresses CASIDC’s pedagogical dimension, helping teachers understand not merely how to use digital tools but also how to orchestrate the three CASIDC dimensions in their instructional practice, ensuring that CPD, AED, and SID are all actively engaged during e-module implementation. 6 Limitations Several limitations require acknowledgment. The study was conducted in three districts of Riau Province; while geographic diversity across urban, suburban, and rural contexts was achieved, generalizability to other cultural or national contexts should be treated with appropriate epistemic caution. The quasi-experimental design preserves ecological validity but does not permit the inferential strength of full randomization [ 57 ]. Behavioral observations were descriptively coded rather than subjected to formal inter-rater reliability analysis, limiting confirmatory strength. The e-module was deployed exclusively on Android devices, potentially introducing differential access effects. Post-test measurement at a single time point cannot establish the durability of value internalization effects; longitudinal follow-up is required. Finally, the CASIDC framework was developed inductively from a single cultural context and requires deductive testing in diverse cultural heritage education settings. 7 Conclusion This paper has introduced the Cognitive–Affective–Sociocultural Identity Theory of Digital Cultural Learning (CASIDC), a novel integrative design framework synthesized from multimedia learning theory, cultural identity education, character formation theory, and digital instructional design research, and provided its foundational empirical validation through the development and evaluation of the Malay Riau Culture E-Module. The framework’s three interlocking dimensions, the Cognitive Processing Dimension (CPD), the Affective Engagement Dimension (AED), and the Sociocultural Identity Dimension (SID), each address distinct theoretical and practical requirements of digital cultural learning, and their mutual reinforcement constitutes CASIDC’s central theoretical contribution. Empirically, the Malay Riau Culture E-Module achieved overall expert validation of 93.32%, very high teacher and student practicality ratings (all > 90%), substantial learning gains in both Senior High School and Vocational High School experimental groups (mean post-test scores: 85.03 and 88.79 respectively), large effect sizes (d = 1.51 and d = 2.07), and meaningful regression contributions (R² = 0.148 and 0.293). Behavioral observations documented progressive manifestation of all 28 Malay identity values, providing qualitative evidence of value internalization beyond cognitive measurement. The CASIDC framework advances the field in three principal respects: theoretically, by providing the first integrated design theory specifically formulated for digital cultural identity learning; empirically, by demonstrating that cognitive, affective, and sociocultural identity dimensions can be systematically designed for and simultaneously achieved in a single digital learning resource; and practically, by offering a transferable design template for sustainable cultural education in digitally mediated, heritage-rich educational contexts globally. In an era when digital transformation and cultural sustainability are too often framed as competing imperatives, CASIDC offers a principled theoretical resolution: the challenge is not whether to digitalize cultural education, but how to design digital cultural education so that it actively sustains, transmits, and revitalizes the identity values that anchor communities across generations. Declarations Ethics Approval This study was reviewed and approved by the Research Ethics Committee of Universitas Riau, Pekanbaru, Indonesia. Written permission to conduct the study was obtained from all six participating secondary schools across Pekanbaru, Siak, and Kampar Districts, Riau Province, Indonesia. Consent to Participate Informed consent was obtained from all participants involved in the study prior to data collection. For student participants under the age of 16, written informed consent was obtained from their respective parents or legal guardians. Participation was entirely voluntary, and all participants were informed of their right to withdraw at any time without consequence. Consent to Publish Not applicable. This study does not include any identifiable images, personal photographs, or personal information of individual participants that would require separate consent to publish. Funding This research has not received funding from any source. 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The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Comput Educ. 2016;94:252–75. 10.1016/j.compedu.2015.11.008 . Creswell JW, Creswell JD. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 5th ed. SAGE; 2018. Fraenkel JR. How to Design and Evaluate Research in Education. McGraw-Hill; 2023. Kraft MA. Interpreting effect sizes of education interventions. Educ Res. 2020;49(4):241–53. Noetel M, et al. Multimedia design for learning: An overview of reviews with meta-meta-analysis. Rev Educ Res. 2022;92(3):413–48. 10.3102/00346543211052329 . Cohen J. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Lawrence Erlbaum; 1988. Hattie J. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge; 2009. Slameto. Belajar dan Faktor-faktor yang Mempengaruhi . Rineka Cipta, 2015. OECD. Innovating Education and Training for Vocational Learners. OECD Publishing. 2023. 10.1787/acff263d-en . Anderson-Cook CM. Experimental and quasi-experimental designs for generalized causal inference, 2005, 10.1198/jasa.2005.s22 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 14 May, 2026 Reviewers agreed at journal 14 May, 2026 Reviews received at journal 22 Apr, 2026 Reviewers agreed at journal 17 Apr, 2026 Reviews received at journal 14 Apr, 2026 Reviewers agreed at journal 31 Mar, 2026 Reviewers invited by journal 28 Mar, 2026 Editor assigned by journal 28 Mar, 2026 Editor invited by journal 20 Mar, 2026 Submission checks completed at journal 18 Mar, 2026 First submitted to journal 18 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {\"props\":{\"pageProps\":{\"initialData\":{\"identity\":\"rs-9070343\",\"acceptedTermsAndConditions\":true,\"allowDirectSubmit\":false,\"archivedVersions\":[],\"articleType\":\"Research Article\",\"associatedPublications\":[],\"authors\":[{\"id\":615221824,\"identity\":\"f0e87349-575e-4517-94a0-588d91fe87ed\",\"order_by\":0,\"name\":\"Herlina Herlina\",\"email\":\"data:image/png;base64,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\",\"orcid\":\"\",\"institution\":\"Riau University\",\"correspondingAuthor\":true,\"prefix\":\"\",\"firstName\":\"Herlina\",\"middleName\":\"\",\"lastName\":\"Herlina\",\"suffix\":\"\"},{\"id\":615221826,\"identity\":\"3ea4c0ce-a135-4d48-8d98-bc43b4f29011\",\"order_by\":1,\"name\":\"Hadriana Hadriana\",\"email\":\"\",\"orcid\":\"\",\"institution\":\"Riau 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08:25:20\",\"currentVersionCode\":1,\"declarations\":\"\",\"doi\":\"10.21203/rs.3.rs-9070343/v1\",\"doiUrl\":\"https://doi.org/10.21203/rs.3.rs-9070343/v1\",\"draftVersion\":[],\"editorialEvents\":[],\"editorialNote\":\"\",\"failedWorkflow\":false,\"files\":[{\"id\":106090482,\"identity\":\"c0102c39-3761-40f7-9c52-3353293c5166\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 10:49:28\",\"extension\":\"jpg\",\"order_by\":1,\"title\":\"Figure 1\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":63681,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eCASIDC Framework: Three-Dimensional Architecture Illustrating the Cognitive Processing Dimension (CPD), Affective Engagement Dimension (AED), and Sociocultural Identity Dimension (SID) with Reciprocal Amplification Dynamics and Learning Trajectory (Knowing → Being → Doing)\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure1.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/814e6e354efbf923d3891fdd.jpg\"},{\"id\":106090489,\"identity\":\"d7c3096f-78ad-4bb7-bf6b-d3de19b4f82f\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 10:49:29\",\"extension\":\"jpg\",\"order_by\":2,\"title\":\"Figure 2\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":129670,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eRiau Malay E-module Material\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure2.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/5ff277c5e36f6a92d39643f0.jpg\"},{\"id\":106095082,\"identity\":\"0aa3fade-3e22-4626-94dd-4aef4a79ce2d\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 11:44:12\",\"extension\":\"jpg\",\"order_by\":3,\"title\":\"Figure 3\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":94706,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eMenu 3D AR\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure3.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/201f0c59c21c0979e83387d6.jpg\"},{\"id\":106094961,\"identity\":\"111c8d32-2659-455c-b65d-243645a34644\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 11:43:46\",\"extension\":\"jpg\",\"order_by\":4,\"title\":\"Figure 4\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":108238,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eMenu Assessment\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure4.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/551da73e4616be73212d25c8.jpg\"},{\"id\":106090485,\"identity\":\"f07bfb50-3455-43b0-a49b-3e6a4ebd9115\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 10:49:28\",\"extension\":\"jpg\",\"order_by\":5,\"title\":\"Figure 5\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":153420,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eNeeds Analysis: Teacher vs. Student Requirements Across CASIDC Dimensions (Scale 1–5)\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure5.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/24822d34b38cf375f6d7aac6.jpg\"},{\"id\":106402101,\"identity\":\"172d848c-e220-420d-a71d-b604e99ce5fe\",\"added_by\":\"auto\",\"created_at\":\"2026-04-08 09:11:04\",\"extension\":\"jpg\",\"order_by\":6,\"title\":\"Figure 6\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":163997,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eExpert Validation Results by Domain with 85% Validity Threshold [36]. Bars represent individual validator scores; dashed line indicates minimum acceptability criterion.\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure6.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/0606fa4f516d782da8c79efd.jpg\"},{\"id\":106090486,\"identity\":\"ba876fc2-eb86-46cb-98b9-813c8d492642\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 10:49:28\",\"extension\":\"jpg\",\"order_by\":7,\"title\":\"Figure 7\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":190451,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003ePracticality Results: Teacher (N = 25) vs. Student (N = 30) Perceptions Across Ten Evaluation Indicators. The dashed red line indicates the 90% practicality threshold.\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure7.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/c0f3790b173465d47331c23a.jpg\"},{\"id\":106090490,\"identity\":\"981d7a18-f856-4977-b04f-6c2d731f3e72\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 10:49:29\",\"extension\":\"jpg\",\"order_by\":8,\"title\":\"Figure 8\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":173865,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003ePre-Test to Post-Test Learning Gains: (a) Mean Score Comparisons Across Experimental and Control Groups; (b) Effect Sizes (Cohen’s d) with Large Effect Threshold (d = 0.80). Note; Senior High School (SMA) Vocational High School (SMK)\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure8.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/3fca35fe1ec8855808f7321b.jpg\"},{\"id\":106090488,\"identity\":\"ecc0be81-6e74-412b-ba00-62d823316833\",\"added_by\":\"auto\",\"created_at\":\"2026-04-03 10:49:29\",\"extension\":\"jpg\",\"order_by\":9,\"title\":\"Figure 9\",\"display\":\"\",\"copyAsset\":false,\"role\":\"figure\",\"size\":143003,\"visible\":true,\"origin\":\"\",\"legend\":\"\\u003cp\\u003eRegression Analysis: Variance Explained (R²) by Group and School Type. Blue bars = experimental groups; grey bars = control groups. Note; Senior High School (SMA) Vocational High School (SMK)\\u003c/p\\u003e\",\"description\":\"\",\"filename\":\"Figure9.jpg\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/98f129124f622139ba2f72c9.jpg\"},{\"id\":106405533,\"identity\":\"81d98ebc-54f3-4c2f-897e-0c7ee254c538\",\"added_by\":\"auto\",\"created_at\":\"2026-04-08 09:27:08\",\"extension\":\"pdf\",\"order_by\":0,\"title\":\"\",\"display\":\"\",\"copyAsset\":false,\"role\":\"manuscript-pdf\",\"size\":2710248,\"visible\":true,\"origin\":\"\",\"legend\":\"\",\"description\":\"\",\"filename\":\"manuscript.pdf\",\"url\":\"https://assets-eu.researchsquare.com/files/rs-9070343/v1/16f67286-6a94-40a4-8042-d559d130ed15.pdf\"}],\"financialInterests\":\"No competing interests reported.\",\"formattedTitle\":\"Developing and Validating the Cognitive-Affective-Sociocultural Identity Digital Cultural Framework for Sustainable Cultural Heritage Education in Schools\",\"fulltext\":[{\"header\":\"1 Introduction\",\"content\":\"\\u003cp\\u003eThe accelerating digitalization of global education systems has generated a critical epistemological challenge: how can digital learning environments, often designed according to culturally neutral or globally standardized principles, effectively transmit and sustain the richly particularized value systems embedded within local cultural traditions? This tension between the efficiency imperatives of digital scalability and the depth requirements of cultural identity formation has emerged as one of the defining unresolved questions in contemporary educational technology scholarship [\\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2\\u003c/span\\u003e]. This challenge is directly relevant to the United Nations 2030 Agenda for Sustainable Development, particularly SDG 4 (Quality Education), Target 4.7, which mandates education for sustainable development including the appreciation of cultural diversity, and SDG 11 (Sustainable Cities and Communities), Target 11.4, which calls for strengthened efforts to protect and safeguard the world's cultural and natural heritage [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e]. The consequences are not merely pedagogical; they are fundamentally societal. When formal education fails to sustain cultural identity, communities risk the progressive erosion of the intangible knowledge systems, value frameworks, and identity anchors that constitute their distinct cultural heritage [\\u003cspan additionalcitationids=\\\"CR5\\\" citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e]\\u0026ndash;[\\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e] Existing theoretical frameworks have addressed parts of this challenge but not its full complexity. Multimedia learning theory [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e] provides a robust account of how digital instructional design can optimize cognitive processing; the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE; [\\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e8\\u003c/span\\u003e]) extends this by incorporating emotional and social dimensions; and culturally sustaining pedagogy articulates the pedagogical principles for maintaining cultural vitality. However, none of these frameworks has been specifically formulated to guide the design of digital learning resources in which local cultural identity, with its particular value systems, sociocultural practices, and imperatives of intergenerational transmission, is not merely context but the central instructional objective. This theoretical gap represents a significant limitation, particularly for regions of the world characterized by rich local cultural heritage, rapid technological adoption, and formal curricular mandates for cultural education.\\u003c/p\\u003e \\u003cp\\u003eThe present paper addresses this gap by proposing the Cognitive\\u0026ndash;Affective\\u0026ndash;Sociocultural Identity Theory of Digital Cultural Learning (CASIDC), a novel integrative design framework synthesized from four converging theoretical traditions: multimedia learning theory, cultural identity education, character formation theory, and digital instructional design research. The CASIDC framework is grounded in and validated through the development and rigorous empirical evaluation of the Malay Riau Culture E-Module, a culturally embedded, Android-based digital learning resource developed for Grade 10 secondary school students in Riau Province, Indonesia. This study thus serves a dual theoretical and empirical purpose: it presents a replicable design framework generalizable across cultural heritage contexts and simultaneously provides robust empirical evidence of its effectiveness in a specific, regionally grounded implementation, thereby contributing to the operationalization of SDG 4 (Target 4.7) and SDG 11 (Target 11.4) through empirically validated digital pedagogical innovation.\\u003c/p\\u003e \\u003cp\\u003eThe Riau Province context provides a particularly instructive case. Malay Riau Culture is designated as a mandatory Local Content subject in secondary education under Riau Provincial Regulation No. 45/2018, with the explicit objective of cultivating the 28 identity values documented in the Malay philosophical tradition by [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e]. These values encompassing religiosity, integrity, responsibility, mutual respect, cooperation, and social harmony represent a comprehensive moral and cultural framework that, while deeply locally specific, resonates with universal dimensions of character education [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e]. Despite its formal curricular status, Malay Riau Culture instruction has been persistently constrained by the absence of systematically designed, digitally mediated, and empirically validated learning resources, resulting in superficial cognitive engagement rather than meaningful value internalization [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR11\\\" class=\\\"CitationRef\\\"\\u003e11\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eThis paper is organized as follows: Section \\u003cspan refid=\\\"Sec2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e presents the theoretical foundations informing CASIDC. Section \\u003cspan refid=\\\"Sec13\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e introduces the CASIDC framework, articulating its three dimensions and their interrelationships. Section \\u003cspan refid=\\\"Sec18\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e describes the empirical study design and methods. Section \\u003cspan refid=\\\"Sec26\\\" class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e presents results. Section \\u003cspan refid=\\\"Sec30\\\" class=\\\"InternalRef\\\"\\u003e6\\u003c/span\\u003e discusses findings in relation to the CASIDC framework and broader implications. Section \\u003cspan refid=\\\"Sec31\\\" class=\\\"InternalRef\\\"\\u003e7\\u003c/span\\u003e concludes with contributions, limitations, and future directions.\\u003c/p\\u003e \\u003cp\\u003eThe study is guided by the following research questions:\\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eRQ1\\u003c/strong\\u003e \\u003cp\\u003eWhat empirical needs of teachers and students justify the three-dimensional design architecture of the CASIDC framework for digital learning on Malay Riau Culture?\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eRQ2\\u003c/strong\\u003e \\u003cp\\u003eTo what extent does the CASIDC-based Malay Riau Culture E-Module meet expert validation standards across content, media design, language, and pedagogical domains?\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eRQ3\\u003c/strong\\u003e \\u003cp\\u003eHow practical is the CASIDC-based Malay Riau Culture E-Module as perceived by teachers and students in authentic instructional settings?\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eRQ4\\u003c/strong\\u003e \\u003cp\\u003eWhat is the effect of the CASIDC-based E-Module on students' cognitive learning outcomes compared to conventional instruction across Senior High School and Vocational High School school types?\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eRQ5\\u003c/strong\\u003e \\u003cp\\u003eTo what extent does the CASIDC-based E-Module facilitate the behavioral manifestation of the 28 Malay identity values during instructional implementation?\\u003c/p\\u003e \\u003c/p\\u003e\"},{\"header\":\"2 Literature Review\",\"content\":\"\\u003cdiv id=\\\"Sec3\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.1 Theoretical Foundations of the CASIDC Framework\\u003c/h2\\u003e \\u003cdiv id=\\\"Sec4\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.2.1. Cognitive Foundations: Multimedia Learning and Learning and Cognitive Load Theory\\u003c/h2\\u003e \\u003cp\\u003eThe cognitive dimension of CASIDC is grounded in Mayer\\u0026rsquo;s Cognitive Theory of Multimedia Learning (CTML), which posits that learners possess dual processing channels for verbal and pictorial information, limited working memory capacity, and engage in active learning through selecting, organizing, and integrating information [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e]. Meta-analytic synthesis by [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e] Across 17 meta-analyses, it confirms that well-designed multimedia instruction significantly outperforms text-based instruction across diverse educational contexts, with combined effect sizes ranging from d\\u0026thinsp;=\\u0026thinsp;0.33 to d\\u0026thinsp;=\\u0026thinsp;0.79. Cognitive Load Theory [\\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e] complements CTML by distinguishing intrinsic load (inherent complexity), extraneous load (poor instructional design), and germane load (schema construction). Effective multimedia design minimizes extraneous cognitive load while maximizing germane load, enabling learners to construct robust mental representations.\\u003c/p\\u003e \\u003cp\\u003eFor culturally embedded digital learning, cognitive principles require specific adaptations. Cultural concepts such as the symbolic meanings of traditional attire, the social philosophy embedded in traditional crafts, or the ecological knowledge encoded in traditional fishing technologies are inherently complex and highly context-dependent, presenting a higher intrinsic cognitive load for learners with limited prior exposure. Augmented Reality (AR), three-dimensional animation, and contextual multimedia representations thus serve not merely aesthetic functions but critical cognitive scaffolding functions: they render abstract cultural concepts concrete, reducing intrinsic load through visualization and supporting the construction of culturally accurate mental models [\\u003cspan additionalcitationids=\\\"CR14 CR15\\\" citationid=\\\"CR13\\\" class=\\\"CitationRef\\\"\\u003e13\\u003c/span\\u003e\\u0026ndash;\\u003cspan citationid=\\\"CR16\\\" class=\\\"CitationRef\\\"\\u003e16\\u003c/span\\u003e]. The CASIDC framework explicitly incorporates these cognitive design principles as foundational to the Cognitive Processing Dimension (CPD).\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec5\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.2.2. Affective Foundations: Emotional Learning and Value Internalization\\u003c/h2\\u003e \\u003cp\\u003eAffective dimensions of learning have received growing theoretical and empirical attention in digital learning scholarship. The CASTLE framework [7, [\\u003cspan citationid=\\\"CR16\\\" class=\\\"CitationRef\\\"\\u003e16\\u003c/span\\u003e] systematically extends traditional cognitive accounts of digital learning to incorporate emotional engagement, social co-regulation, and motivational dynamics, demonstrating that learning outcomes in digital environments are substantially mediated by affective processes. Empirical evidence indicates that positive affect, perceived relevance, and cultural resonance enhance intrinsic motivation, deepen information processing, and facilitate durable memory encoding [\\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eCharacter formation theory [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e] introduces a critical distinction relevant to CASIDC: value internalization is not reducible to cognitive knowledge acquisition but requires integrating moral knowing, moral feeling, and moral action. Moral feeling encompasses empathy, appreciation for cultural heritage, emotional identification with community values, and the motivational disposition to act in accordance with internalized values, constituting the affective bridge between intellectual understanding and behavioral manifestation. This dimension has been consistently undertheorized in digital learning frameworks that focus predominantly on cognitive outcomes. CASIDC Affective Engagement Dimension (AED) addresses this gap by positioning emotional resonance with cultural content, value-laden narrative engagement, and reflective practices as essential design elements for digital cultural learning resources.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec6\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.2.3 Sociocultural Identity Foundations: Cultural Sustainability and Identity Formation\\u003c/h2\\u003e \\u003cp\\u003eThe sociocultural foundations of CASIDC draw from three converging bodies of scholarship. First, culturally responsive and culturally sustaining pedagogy [\\u003cspan citationid=\\\"CR19\\\" class=\\\"CitationRef\\\"\\u003e19\\u003c/span\\u003e] establishes that effective instruction in culturally diverse contexts must actively validate, sustain, and revitalize students\\u0026rsquo; cultural backgrounds, positioning them not as contextual variables but as central educational resources. Culturally sustaining pedagogy extends culturally responsive teaching by emphasizing the active maintenance and revitalization of cultural practices across generations [\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eSecond, cultural identity formation theory [\\u003cspan citationid=\\\"CR21\\\" class=\\\"CitationRef\\\"\\u003e21\\u003c/span\\u003e] conceptualizes cultural identity not as a static attribute but as a dynamic developmental construct shaped through ongoing interaction between the learner, curriculum, pedagogy, and sociocultural environment. In globalized contexts characterized by rapid technological change and cosmopolitan cultural flows, local cultural identity requires deliberate educational cultivation to function as a stabilizing anchor enabling learners to navigate external influences without losing meaningful local identity commitments [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e]. Third, cultural sustainability theory [\\u003cspan citationid=\\\"CR3\\\" class=\\\"CitationRef\\\"\\u003e3\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR4\\\" class=\\\"CitationRef\\\"\\u003e4\\u003c/span\\u003e] frames the intergenerational transmission of cultural knowledge, values, and practices as an educational imperative comparable in significance to ecological and social sustainability goals [\\u003cspan citationid=\\\"CR23\\\" class=\\\"CitationRef\\\"\\u003e23\\u003c/span\\u003e], a position explicitly endorsed by the United Nations through SDG 4 (Target 4.7), which requires that all learners acquire knowledge and skills needed to promote sustainable development including through education for cultural diversity, and SDG 11 (Target 11.4), which mandates the safeguarding of intangible cultural heritage as a component of sustainable urban and community development.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec7\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.2.4. Instructional Design Foundations: 4D Model and TPACK\\u003c/h2\\u003e \\u003cp\\u003eThe The instructional design foundations of CASIDC integrate the 4D model (Define, Design, Develop, Disseminate) [\\u003cspan citationid=\\\"CR24\\\" class=\\\"CitationRef\\\"\\u003e24\\u003c/span\\u003e] with the Technological Pedagogical Content Knowledge (TPACK) framework [\\u003cspan citationid=\\\"CR25\\\" class=\\\"CitationRef\\\"\\u003e25\\u003c/span\\u003e], situating both within the emerging field of digital culture learning. The 4D model provides a systematic, evidence-based development process ensuring that instructional design proceeds from rigorous needs analysis through iterative validation, thereby aligning content, pedagogy, and technology in an integrated manner, while TPACK specifies the theoretical structure of this alignment, requiring that technological tools be selected and configured not in isolation but in coherent integration with pedagogical approach and content specificity [\\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e28\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR28\\\" class=\\\"CitationRef\\\"\\u003e28\\u003c/span\\u003e]. However, digital culture learning understood as the deliberate use of digital environments to transmit, sustain, and revitalize culturally specific knowledge, values, and identity practices presents unique design challenges that neither the 4D model nor TPACK alone fully addresses [\\u003cspan citationid=\\\"CR27\\\" class=\\\"CitationRef\\\"\\u003e27\\u003c/span\\u003e]. While TPACK emphasizes the intersection of technology, pedagogy, and content, it does not inherently differentiate between culturally neutral content and content in which culture itself is the instructional objective a distinction that fundamentally alters the design requirements, as the technological dimension must support cultural immersion through multimedia visualization, augmented reality, and contextual representation [\\u003cspan citationid=\\\"CR30\\\" class=\\\"CitationRef\\\"\\u003e30\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e31\\u003c/span\\u003e], the pedagogical dimension must facilitate not only cognitive acquisition but also affective engagement and value internalization [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e], and the content dimension must preserve cultural authenticity while remaining pedagogically accessible to learners with varying degrees of prior cultural exposure [\\u003cspan citationid=\\\"CR32\\\" class=\\\"CitationRef\\\"\\u003e32\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR29\\\" class=\\\"CitationRef\\\"\\u003e29\\u003c/span\\u003e]. CASIDC resolves this limitation by embedding the 4D development process within a three-dimensional theoretical architecture (CPD, AED, SID) that ensures every stage of instructional design systematically addresses the cognitive, affective, and sociocultural identity requirements specific to digital culture learning, thereby transforming the 4D\\u0026ndash;TPACK integration from a general-purpose instructional design approach into a culturally responsive design methodology purpose-built for heritage education in digital environments.\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec8\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e2.3 The CASIDC Framework: Theoretical architecture\\u003c/h2\\u003e \\u003cp\\u003eThe Cognitive\\u0026ndash;Affective\\u0026ndash;Sociocultural Identity Theory of Digital Cultural Learning (CASIDC) is proposed as an integrative design framework for digital learning resources in which local cultural identity, values, and heritage constitute the primary instructional content rather than peripheral contextual decoration. The framework comprises three interlocking dimensions, each with distinct theoretical foundations, design implications, and measurable outcomes, operating as a coherent, mutually reinforcing system rather than as parallel or sequential stages. Figure\\u0026nbsp;1 conceptualizes the CASIDC architecture.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;1\\u003c/b\\u003e CASIDC Framework: Three-Dimensional Architecture Illustrating the Cognitive Processing Dimension (CPD), Affective Engagement Dimension (AED), and Sociocultural Identity Dimension (SID) with Reciprocal Amplification Dynamics and Learning Trajectory (Knowing \\u0026rarr; Being \\u0026rarr; Doing)\\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab1\\\" class=\\\"InternalRef\\\"\\u003e1\\u003c/span\\u003e CASIDC Framework: Dimensions, Theoretical Foundations, Design Principles, and Learning Outcomes\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab1\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 1\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eCASIDC Framework: Dimensions, Theoretical Foundations, Design Principles, and Learning Outcomes\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"4\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eDimension\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCore Theory\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eKey Design Principles\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003ePrimary Outcomes\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCognitive Processing Dimension (CPD)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCTML [\\u003cspan citationid=\\\"CR6\\\" class=\\\"CitationRef\\\"\\u003e6\\u003c/span\\u003e]; CLT [\\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e]\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eDual-channel presentation; AR/3D visualization; segmentation; coherence; signaling of cultural elements\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eConceptual understanding of cultural content; cognitive schema construction; reduced extraneous load\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eAffective Engagement Dimension (AED)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCASTLE [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR18\\\" class=\\\"CitationRef\\\"\\u003e18\\u003c/span\\u003e]\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCultural narrative embedding; reflective prompts; value-laden examples; interactive assessment with feedback\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eMotivational activation; emotional resonance with cultural values; moral feeling development; value internalization\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eSociocultural Identity Dimension (SID)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eCulturally Sustaining Pedagogy [\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR2\\\" class=\\\"CitationRef\\\"\\u003e2\\u003c/span\\u003e]\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eCommunity-embedded examples; intergenerational value transmission; learner-as-cultural-agent positioning; collaborative discussion forums\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eCultural identity strengthening; behavioral manifestation of values; cultural agency; sustainability transmission\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cdiv id=\\\"Sec9\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.3.1. Cognitive Processing Dimension (CPD)\\u003c/h2\\u003e \\u003cp\\u003eThe CPD operationalizes CTML and CLT principles in the specific context of cultural content. Cultural knowledge is characterized by high intrinsic complexity: it involves simultaneous processing of historical, symbolic, aesthetic, social, and value dimensions that are densely interconnected and often lack direct referents in learners\\u0026rsquo; prior experience. Effective CPD design therefore requires: (a) systematic dual-channel presentation through the coordinated integration of text, image, audio narration, video demonstration, and three-dimensional visualization; (b) strategic load management through segmentation, signaling, and the use of AR technology to render abstract cultural objects tangible; and (c) scaffolded conceptual progression from concrete cultural artifacts toward their embedded philosophical, ethical, and identity-forming dimensions. The cognitive scaffolding function of AR documented by [\\u003cspan citationid=\\\"CR31\\\" class=\\\"CitationRef\\\"\\u003e31\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR33\\\" class=\\\"CitationRef\\\"\\u003e33\\u003c/span\\u003e] in a meta-analysis of 32 experimental studies (d\\u0026thinsp;=\\u0026thinsp;0.53) is particularly significant for cultural material that cannot be directly accessed in learners\\u0026rsquo; immediate environments\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec10\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.3.2. Affective Engagement Dimension (AED)\\u003c/h2\\u003e \\u003cp\\u003eThe AED constitutes CASIDC most distinctive theoretical contribution relative to existing multimedia learning frameworks. While CTML addresses affective factors (the coherence and personalization principles; [\\u003cspan citationid=\\\"CR7\\\" class=\\\"CitationRef\\\"\\u003e7\\u003c/span\\u003e] Instrumentally, as factors influencing cognitive processing efficiency, CASIDC positions affective engagement as a substantive learning objective in its own right. In cultural education, the goal is not merely that learners process cultural information efficiently but that they develop affective dispositions: appreciation for cultural heritage, emotional identification with value systems, motivation to act as cultural agents, and the moral feeling that bridges cognitive value-knowing and behavioral value-doing [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eAED design principles include: (a) embedding cultural content within emotionally resonant narratives that make value dimensions personally meaningful; (b) incorporating structured reflection and value identification prompts that promote metacognitive awareness of cultural learning; (c) designing interactive assessment with formative feedback that activates emotional investment in competence development; and (d) creating collaborative discussion spaces (digital forums, peer reflection activities) that facilitate the social processing of cultural meaning. These principles align with [\\u003cspan citationid=\\\"CR17\\\" class=\\\"CitationRef\\\"\\u003e17\\u003c/span\\u003e] Achievement Emotions Theory, which demonstrates that activating positive activating emotions (interest, enjoyment, pride in cultural identification) enhances learning depth, retention, and motivation for continued engagement.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec11\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.3.3. Sociocultural Identity Dimension (SID)\\u003c/h2\\u003e \\u003cp\\u003eThe SID positions the digital learning resource not merely as a knowledge transmission medium but as an instrument of cultural sustainability a technology for the intergenerational transmission of identity values that sustains cultural community across time. This dimension draws critically from culturally sustaining pedagogy\\u0026rsquo;s emphasis on active cultural maintenance [\\u003cspan citationid=\\\"CR20\\\" class=\\\"CitationRef\\\"\\u003e20\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR22\\\" class=\\\"CitationRef\\\"\\u003e22\\u003c/span\\u003e] framework for cultural identity development in multicultural contexts, and UNESCO\\u0026rsquo;s (2023) conceptualization of cultural sustainability as an educational imperative. The SID explicitly frames learners as cultural agents rather than passive cultural inheritors: the learning process is designed to build not only cultural knowledge and affective cultural identification but the practical and philosophical disposition to transmit, apply, and adapt cultural values in contemporary contexts.\\u003c/p\\u003e \\u003cp\\u003eSID design principles include: (a) embedding local community examples, local voices, and authentic cultural documentation that validates the cultural specificity of the learning content; (b) explicitly articulating the intergenerational transmission logic of each cultural element not merely what a cultural practice is, but why it exists, what values it encodes, and how those values connect the learner to their cultural community across generations; (c) designing collaborative and dialogic activities (group discussion, peer teaching of cultural values, community-linked projects) that provide experiential practice in cultural agency; and (d) structuring content so that learners progressively move from cultural knowledge (knowing) through cultural appreciation and value resonance (being) toward cultural practice and transmission (doing). This three-stage learning trajectory, knowing, being, doing, constitutes the SID\\u0026rsquo;s operational developmental model [\\u003cspan citationid=\\\"CR32\\\" class=\\\"CitationRef\\\"\\u003e32\\u003c/span\\u003e].\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec12\\\" class=\\\"Section3\\\"\\u003e \\u003ch2\\u003e2.3.4. CASIDC Integration Dynamics: Reciprocal Amplification\\u003c/h2\\u003e \\u003cp\\u003eThe three CASIDC dimensions do not operate independently; rather, they function as a mutually amplifying system. CPD effectiveness enhances AED engagement by enabling learners to construct accurate cultural knowledge schemas that can serve as cognitive foundations for affective elaboration. One cannot develop genuine emotional resonance with cultural values one does not yet understand. AED depth strengthens SID formation: affective identification with cultural values provides the motivational and dispositional substrate necessary for genuine cultural agency to develop. SID activation, in turn, deepens CPD processing by creating an authentic purpose for constructing cultural knowledge: learners who understand themselves as cultural agents have heightened intrinsic motivation to process cultural information accurately and deeply. This reciprocal amplification dynamic distinguishes CASIDC from additive multi-component frameworks and constitutes its central theoretical claim: effective digital cultural learning requires the simultaneous activation and mutual reinforcement of all three dimensions.\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/div\\u003e\"},{\"header\":\"3 Study Design and Methods\",\"content\":\"\\u003cdiv id=\\\"Sec14\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.1. Research Design and Participants\\u003c/h2\\u003e \\u003cp\\u003eThe empirical foundation of the CASIDC framework was established through a mixed-methods study that combined a quasi-experimental pretest\\u0026ndash;posttest control-group design with systematic qualitative observation and expert validation. The study was conducted in Riau Province, Indonesia, across six secondary schools in three districts (Pekanbaru, Siak, and Kampar), comprising three Senior High Schools and three Vocational High Schools. Ethical permissions were obtained from all participating institutions, and all data collection procedures conformed to institutional ethical guidelines.\\u003c/p\\u003e \\u003cp\\u003eParticipants included 391 Grade 10 students: 102 in the Senior High School experimental group, 102 in the Senior High School control group, 94 in the Vocational High School experimental group, and 93 in the Vocational High School control group. Additionally, 25 Malay Riau Culture E-Module teachers and 30 student volunteers participated in practical testing. Twelve domain experts (three each in content, media, language, and pedagogy) conducted validation assessments. Six model teachers participated in a structured perception-alignment workshop prior to experimental implementation to ensure instructional consistency.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec15\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e\\u003cb\\u003e3.2. The Malay Riau Culture E-Module as CASIDC Instantiation\\u003c/b\\u003e\\u003c/h2\\u003e \\u003cp\\u003eThe Malay Riau Culture E-Module was developed as the primary empirical instantiation of the CASIDC framework, using the 4D instructional design model [\\u003cspan citationid=\\\"CR33\\\" class=\\\"CitationRef\\\"\\u003e33\\u003c/span\\u003e]; [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR37\\\" class=\\\"CitationRef\\\"\\u003e37\\u003c/span\\u003e]. The Define phase involved comprehensive needs analysis surveys with teachers (N\\u0026thinsp;=\\u0026thinsp;25 from 8 schools) and students, curriculum analysis aligned to Riau\\u0026rsquo;s Kurikulum Merdeka Local Content standards, and identification of 28 Malay identity values from [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e]. The Design phase produced systematic module architecture, prototype system design (use case, activity, and sequence diagrams), and interface prototyping. The Develop phase produced the full Android application with five content modules (Malay attire; Riau souvenirs; Malay cuisine; traditional dance and music; traditional fishing technology), AR features, automated assessment, discussion forums, a Malay calendar, and comprehensive user guides (admin, teacher, student). Teacher training workshops, and monitoring protocols [\\u003cspan citationid=\\\"CR33\\\" class=\\\"CitationRef\\\"\\u003e33\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eEach content module was designed in explicit accordance with the three CASIDC dimensions: multimedia integration (text, high-resolution images, instructional video, 3D animation, AR markers) operationalizing CPD; value identification prompts, reflective questions, and narrative embedding operationalizing AED; and community-linked examples, intergenerational transmission discussions, and collaborative forum activities operationalizing SID. The five module topics were selected for their cultural representativeness, value density, and relevance to students\\u0026rsquo; daily lives criteria directly aligned with the SID design logic.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec16\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.3. Instruments and Validation\\u003c/h2\\u003e \\u003cp\\u003eExpert validation employed four domain-specific instruments covering content accuracy and curriculum alignment (20 items); media design, navigation, interactivity, and visual quality (32 items); linguistic clarity and appropriateness (24 items); and pedagogical alignment, learning design quality, and value integration (17 items). Each item used a five-point Likert scale, with a validity threshold set at \\u0026ge;\\u0026thinsp;85% following [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e]. Practicality was assessed through student (N\\u0026thinsp;=\\u0026thinsp;30, 10 items) and teacher (N\\u0026thinsp;=\\u0026thinsp;25, 10 items) instruments covering material quality, visual design, navigation, language clarity, and learning effectiveness.\\u003c/p\\u003e \\u003cp\\u003eThe knowledge instrument for pre-test and post-test comprised 30 items (selected from 50 after expert validation and item analysis), with confirmed construct validity (r\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05 at the two-tailed significance threshold) and Cronbach\\u0026rsquo;s α\\u0026thinsp;=\\u0026thinsp;0.733, meeting the standard reliability threshold of 0.70. Behavioral observation used a structured checklist aligned with the 28 Malay identity values [\\u003cspan citationid=\\\"CR9\\\" class=\\\"CitationRef\\\"\\u003e9\\u003c/span\\u003e], completed by model teachers and trained observers over 2.5 months of instructional implementation.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec17\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e3.4. Data Analysis\\u003c/h2\\u003e \\u003cp\\u003eQuantitative data were analyzed using IBM SPSS. Normality was assessed using the Kolmogorov-Smirnov test; homogeneity using Levene\\u0026rsquo;s test; and linearity using the Deviation from Linearity test; all assumptions were confirmed prior to parametric analysis. Independent-samples t-tests examined between-group differences; paired-samples t-tests examined within-group pre-post changes. Ordinary least-squares regression was used to estimate R\\u0026sup2; (proportion of outcome variance explained by e-module use). Effect sizes were computed as Cohen\\u0026rsquo;s d using the pooled standard deviation. Qualitative observational data were analyzed thematically using deductive coding against the 28-value framework. Expert validation percentages and practicality percentages were computed descriptively.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"4 Result\",\"content\":\"\\u003cdiv id=\\\"Sec19\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.1. E Module Malay Riau Culture (RQ 1)\\u003c/h2\\u003e \\u003cp\\u003eThe opening section includes the Learning Outcome Elements (ECP), the Learning Objective Flow (ATP), and the Learning Plan (RP). The material is presented in a consistent and systematic structure. This consistency is important so that students and teachers have clear expectations regarding the flow of each material and avoid confusion in navigation or understanding the content. Figure\\u0026nbsp;2 below illustrates the structure of each material in the BMR e-module.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;2\\u003c/b\\u003e Riau Malay E-module Material\\u003c/p\\u003e \\u003cp\\u003eThe material is enhanced with a combination of narrative text, documentary photos, videos, and 3D animations. This use of multimedia follows the principles of multimedia learning, which emphasize that information presented in a combination of words and images is easier to understand and remember [\\u003cspan citationid=\\\"CR39\\\" class=\\\"CitationRef\\\"\\u003e39\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR40\\\" class=\\\"CitationRef\\\"\\u003e40\\u003c/span\\u003e]. For example, 3D animations make it easier for students to see details of traditional clothing, distinctive ornaments, or traditional fishing tools that might be difficult for them to find directly in their home environment. This multimodal presentation is not simply about enhancing appearance, but is designed to facilitate the gradual construction of meaning.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;3\\u003c/b\\u003e Menu 3D AR\\u003c/p\\u003e \\u003cp\\u003eEach section of the material explicitly explains the cultural values ​​embodied in that culture. Values ​​are not presented as a list of abstract concepts. Still, they are directly linked to practical examples, such as how traditional clothing reflects modesty and honor, or how fishing technology teaches work ethic, cooperation, and perseverance. This approach aligns with the principle of values integration in the curriculum, as recommended by [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e], which holds that values should be presented through concrete examples, meaningful narratives, and experiences students can relate to.\\u003c/p\\u003e \\u003cp\\u003eLearning activities in the e-modules are designed around collaboration and reflection on value. Activities such as group discussions, environmental observations, cultural problem-solving, exploration of local artifacts, and reflective assignments encourage students to construct understanding actively, rather than simply receive information [\\u003cspan citationid=\\\"CR39\\\" class=\\\"CitationRef\\\"\\u003e39\\u003c/span\\u003e]. This approach aligns with constructivist and experiential learning theories, which emphasize the importance of direct experience, social interaction, and reflection in the learning process [\\u003cspan citationid=\\\"CR42\\\" class=\\\"CitationRef\\\"\\u003e42\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR43\\\" class=\\\"CitationRef\\\"\\u003e43\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eThe final section of each module contains a summary of the core material and guidance for value reflection. Students are guided to reflect on what they've learned, which values are most meaningful to them, and how these values can be realized in their daily lives. Thus, the e-module focuses not only on cognitive knowledge acquisition but also on strengthening the affective dimension and character development.\\u003c/p\\u003e \\u003cp\\u003eThe e-module's technical features are designed to ensure ease of use while supporting the principles of independent and interactive learning. Some of the key features developed include:\\u003c/p\\u003e \\u003cp\\u003e \\u003col\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eInteractive navigation, which allows students to easily navigate between materials, sub-chapters, and activities through intuitive menus and icons.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eStructured material menus, ensuring a clear learning sequence and following the flow outlined in the Lesson Plan.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eMultimedia (images, videos, 3D animations), which enrich the learning experience and help visualize abstract cultural concepts.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003cspan\\u003e \\u003cli\\u003e \\u003cp\\u003eA distinctive Riau Malay visual display, utilizing Malay colors, motifs, and visual elements, enhances the cultural nuances of the learning experience.\\u003c/p\\u003e \\u003c/li\\u003e \\u003c/span\\u003e \\u003c/ol\\u003e \\u003c/p\\u003e \\u003cp\\u003eIn addition to these features, the e-module also features digital assessments, discussion features, a learning calendar, and an AR (Augmented Reality) camera. The assessment feature allows students to take quizzes and exercises directly within the app, with automatic feedback helping them monitor their own understanding. The discussion feature provides a space for students and teachers to engage in dialogue, ask questions, and share perspectives on the material and cultural values. The calendar feature helps students manage their study time and remember important assignments or activities.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;4\\u003c/b\\u003e Menu Assessment\\u003c/p\\u003e \\u003cp\\u003eOverall, the application is designed to be user-friendly for both teachers and students, allowing them to utilize all features without significant technical barriers. The combination of a robust curricular structure, rich cultural content, reflective pedagogical strategies, and innovative technological features makes the BMR e-module a relevant learning medium to address the challenges of cultural education in the digital era [\\u003cspan citationid=\\\"CR42\\\" class=\\\"CitationRef\\\"\\u003e42\\u003c/span\\u003e].\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec20\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.2. Needs Analysis: Empirical Grounding for CASIDC (RQ1)\\u003c/h2\\u003e \\u003cp\\u003eNeeds analysis surveys revealed uniformly high teacher requirements across all CASIDC-relevant dimensions. Teacher competency needs were high, with Mean\\u0026thinsp;=\\u0026thinsp;4.77 for ICT mastery and Mean\\u0026thinsp;=\\u0026thinsp;4.68 for digital media utilization (both very high), confirming the CPD design imperatives. Affective and pedagogical needs were equally pronounced: mean scores for effective cultural value transmission strategies (M\\u0026thinsp;=\\u0026thinsp;4.59) and interactive student engagement tools (M\\u0026thinsp;=\\u0026thinsp;4.81) confirmed AED design priorities. Teacher expectations for contextually appropriate e-modules (M\\u0026thinsp;=\\u0026thinsp;4.68) and usage guides (M\\u0026thinsp;=\\u0026thinsp;4.41) validated SID implementation requirements. Student needs analysis corroborated these patterns: students indicated strong needs for technology-based materials (M\\u0026thinsp;=\\u0026thinsp;4.17), interactive and multimedia formats (M\\u0026thinsp;=\\u0026thinsp;4.53), self-directed learning support (M\\u0026thinsp;=\\u0026thinsp;4.01), and e-module features including interactive media (M\\u0026thinsp;=\\u0026thinsp;4.17) and automated evaluation (M\\u0026thinsp;=\\u0026thinsp;4.09). These convergent teacher and student needs provide empirical grounding for each of CASIDC\\u0026rsquo;s three-dimensional design requirements [\\u003cspan citationid=\\\"CR43\\\" class=\\\"CitationRef\\\"\\u003e43\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003eFigure 5 presents a radar chart showing the convergent teacher and student needs across CASIDC-relevant dimensions. The visual representation reveals a consistently high needs profile among teachers across all assessed dimensions, with ICT mastery (M\\u0026thinsp;=\\u0026thinsp;4.77), interactive student engagement tools (M\\u0026thinsp;=\\u0026thinsp;4.81), and digital media utilization (M\\u0026thinsp;=\\u0026thinsp;4.68) exhibiting the most pronounced requirements. Student needs, while uniformly elevated, demonstrated comparatively lower magnitude, with interactive and multimedia formats (M\\u0026thinsp;=\\u0026thinsp;4.53) registering the highest student-reported need. The differential pattern between teacher and student radar profiles suggests that while both stakeholder groups identified substantial needs aligned with all three CASIDC dimensions, teachers demonstrated particularly acute awareness of the CPD and AED design imperatives, likely reflecting their direct pedagogical experience with the limitations of existing instructional resources.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;5\\u003c/b\\u003e Needs Analysis: Teacher vs. Student Requirements Across CASIDC Dimensions (Scale 1\\u0026ndash;5)\\u003c/p\\u003e \\u003cp\\u003eThese convergent needs analysis findings provide robust empirical justification for the three-dimensional CASIDC design architecture: the pronounced teacher requirements for ICT mastery and digital media directly validate CPD design priorities; the elevated needs for cultural value transmission strategies and interactive engagement confirm AED design imperatives; and the expressed requirements for contextually appropriate e-modules and community-embedded content substantiate SID design specifications. The triangulation of teacher and student perspectives strengthens the construct validity of the needs assessment, ensuring that the Malay Riau Culture E-Module development was grounded in empirically verified stakeholder requirements rather than theoretical assumptions alone.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec21\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.3. Expert Validation Results\\u003c/h2\\u003e \\u003cp\\u003eThe validity of the BMR E-Module was evaluated through a multi-domain expert validation process involving 12 independent validators, 3 specialists in each of 4 domains: content (Malay culture), media design, language and readability, and pedagogical alignment. This multi-domain approach aligns with established validation protocols in e-module development research, which emphasize that digital learning resources must satisfy content accuracy, technical design quality, linguistic clarity, and pedagogical coherence simultaneously to be considered instructionally sound [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e]; [\\u003cspan citationid=\\\"CR34\\\" class=\\\"CitationRef\\\"\\u003e34\\u003c/span\\u003e]. Each validator assessed the module using domain-specific instruments with five-point Likert scales, and validity percentages were computed with a minimum acceptability threshold of 85% following [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e] formative evaluation framework a benchmark widely adopted in Indonesian educational design research [\\u003cspan citationid=\\\"CR46\\\" class=\\\"CitationRef\\\"\\u003e46\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR47\\\" class=\\\"CitationRef\\\"\\u003e47\\u003c/span\\u003e]. The validation results, summarized in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e, demonstrate that all four domains exceeded this threshold, yielding an overall mean validity of 93.32%, which is categorized as \\\"Very Valid,\\\" thereby confirming that the BMR E-Module meets rigorous quality standards across all evaluative dimensions and is suitable for classroom implementation as a CASIDC instantiation [\\u003cspan citationid=\\\"CR46\\\" class=\\\"CitationRef\\\"\\u003e46\\u003c/span\\u003e].\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab2\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 2\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eExpert Validation Results by Domain\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"5\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003e Validation Domain\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eValidator 1 (%)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eValidator 2 (%)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eValidator 3 (%)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eCategory\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eContent (Malay Culture)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e100.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e98.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e98.00\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eVery Valid\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eMedia Design\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e98.13\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e95.63\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e92.50\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eVery Valid\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eLanguage \\u0026amp; Readability\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e99.17\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e84.17\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e88.33\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eVery Valid\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003ePedagogical Alignment\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e85.88\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e88.23\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e88.23\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eVery Valid\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eOverall Mean Validity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e\\u0026mdash;\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e\\u0026mdash;\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e\\u0026mdash;\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e93.32% (Very Valid)\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab2\\\" class=\\\"InternalRef\\\"\\u003e2\\u003c/span\\u003e Expert Validation Results by Domain\\u003c/p\\u003e \\u003cp\\u003eAll four validation domains exceeded the 85% threshold [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e], yielding an overall validity score of 93.32%. Content validators including a senior Malay adat figure, a Malay Riau Culture curriculum developer, and a performing arts practitioner confirmed the accuracy, cultural authenticity, and value-richness of materials (addressing CASIDC SID requirements). Media validators confirmed CPD-relevant design quality: visual design, interactivity, navigation, and AR functionality all rated as \\u0026ldquo;Very Valid\\u0026rdquo;. Pedagogical validators confirmed AED and SID alignment with learning objectives, value integration, and reflective design features. These results establish the Malay Riau Culture E-Module as a valid CASIDC instantiation.\\u003c/p\\u003e \\u003cp\\u003eTo enhance the interpretability of the expert validation results, Fig.\\u0026nbsp;6 presents a grouped bar chart that facilitates direct visual comparison across validators and domains. The chart reveals several noteworthy patterns. First, content validation achieved the highest and most consistent scores across all three validators (range: 98.00\\u0026ndash;100.00%), confirming the cultural authenticity and curriculum alignment of the Malay Riau Culture E-Module materials a critical requirement for the CASIDC Sociocultural Identity Dimension (SID). Second, media design validation demonstrated strong but slightly more variable scores (92.50\\u0026ndash;98.13%), with Validator 3 providing the most conservative assessment; this variability likely reflects differential expectations regarding interactive media standards and AR implementation quality. Third, language and readability validation showed the widest inter-validator range (84.17\\u0026ndash;99.17%), with Validator 2\\u0026rsquo;s score (84.17%) approaching but not falling below the 85% threshold, indicating that while linguistic presentation was generally strong, minor refinements in terminology accessibility were warranted.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;6\\u003c/b\\u003e Expert Validation Results by Domain with 85% Validity Threshold [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e]. Bars represent individual validator scores; dashed line indicates minimum acceptability criterion.\\u003c/p\\u003e \\u003cp\\u003eThe red-dashed threshold line (85%) in Fig.\\u0026nbsp;3 clearly shows that overall validation performance substantially exceeded the minimum acceptability criterion established by [\\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e]. The overall mean validity of 93.32% positions the Malay Riau Culture E-Module within the \\u0026ldquo;Very Valid\\u0026rdquo; category, establishing its methodological credibility as a CASIDC instantiation. Importantly, the validation results confirm that the three-dimensional design approach addressing cognitive (media design), affective (pedagogical alignment), and sociocultural identity (content authenticity) dimensions simultaneously achieved consistent quality across all evaluative domains.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec22\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.4. Practicality Results (RQ 3)\\u003c/h2\\u003e \\u003cp\\u003eThe practicality of the BMR E-Module was assessed through two complementary respondent groups: 25 Malay Riau Culture teachers and 30 student volunteers, using ten-item instruments that evaluated material quality, visual design, navigational ease, linguistic clarity, and learning effectiveness. This dual-perspective practicality assessment reflects current best practices in e-module evaluation, in which both instructors and end-users must confirm that a digital learning resource is not only technically functional but also pedagogically usable in authentic classroom settings [\\u003cspan citationid=\\\"CR46\\\" class=\\\"CitationRef\\\"\\u003e46\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR49\\\" class=\\\"CitationRef\\\"\\u003e49\\u003c/span\\u003e]. Practicality testing serves a distinct evaluative function from validity assessment: whereas expert validation addresses whether a resource is designed correctly, practicality testing addresses whether it works effectively in the hands of its intended users under real instructional conditions [\\u003cspan citationid=\\\"CR38\\\" class=\\\"CitationRef\\\"\\u003e38\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR36\\\" class=\\\"CitationRef\\\"\\u003e36\\u003c/span\\u003e]. As presented in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab3\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e, all ten practicality indicators exceeded 90% for both teacher and student respondent groups, with teacher scores ranging from 92.8% to 99.2% and student scores ranging from 90.0% to 96.7%, confirming that the CASIDC-designed e-module achieves high practical usability across all assessed dimensions as perceived by both stakeholder groups.\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab3\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 3\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003ePracticality Results: Teacher (N\\u0026thinsp;=\\u0026thinsp;25) and Student (N\\u0026thinsp;=\\u0026thinsp;30) Mean Scores\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"5\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003ePracticality Indicator\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eTeachers Mean\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eTeachers (%)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eStudents Mean\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eStudents (%)\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eContent quality \\u0026amp; relevance\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.80\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e96.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.83\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e96.7\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eInformation accuracy (Malay Riau Culture topic)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.76\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e95.2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e92.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCultural example relevance\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.72\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e94.4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e92.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eVisual appeal \\u0026amp; engagement\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.84\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e96.8\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.50\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e90.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eLayout, color \\u0026amp; visual clarity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.88\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e97.6\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.63\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e92.7\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eNavigation ease\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.96\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e99.2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.70\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e94.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eLanguage clarity\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.64\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e92.8\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e92.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eCultural terminology presentation\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.72\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e94.4\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e92.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eEffectiveness for Malay Riau Culture understanding\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.76\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e95.2\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.73\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e94.7\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eOverall learning practicality\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003e4.80\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e96.0\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e4.83\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e96.7\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab3\\\" class=\\\"InternalRef\\\"\\u003e3\\u003c/span\\u003e Practicality Results: Teacher (N\\u0026thinsp;=\\u0026thinsp;25) and Student (N\\u0026thinsp;=\\u0026thinsp;30) Mean Scores\\u003c/p\\u003e \\u003cp\\u003eAll practicality indicators exceeded 90% for both teachers and students, with navigation ease achieving the highest score (99.2% from teachers) [\\u003cspan citationid=\\\"CR48\\\" class=\\\"CitationRef\\\"\\u003e48\\u003c/span\\u003e]. The consistent pattern of high practicality across CPD-relevant (visual design, navigation), AED-relevant (cultural relevance, engagement), and SID-relevant (cultural example authenticity, effectiveness for value understanding) indicators provides convergent evidence for the practical viability of the CASIDC design framework across all three dimensions.\\u003c/p\\u003e \\u003cp\\u003eFigure 7 provides a visual comparison of teacher and student practicality assessments across all 10 evaluation indicators. The grouped bar chart reveals two salient patterns. First, teacher ratings consistently exceeded student ratings across all indicators, with the differential most pronounced for visual appeal and engagement (teacher: 96.8% vs. student: 90.0%) and navigation ease (teacher: 99.2% vs. student: 94.0%). This systematic differential may reflect teachers\\u0026rsquo; broader comparative frame of reference, having experienced a wider range of instructional materials, which positions the Malay Riau Culture E-Module favorably relative to conventional resources. Second, both stakeholder groups achieved their highest levels of convergence on content quality and relevance (teacher: 96.0%; student: 96.7%) and on overall learning practicality (teacher: 96.0%; student: 96.7%), indicating strong consensus regarding the e-module\\u0026rsquo;s educational value.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;7\\u003c/b\\u003e Practicality Results: Teacher (N\\u0026thinsp;=\\u0026thinsp;25) vs. Student (N\\u0026thinsp;=\\u0026thinsp;30) Perceptions Across Ten Evaluation Indicators. The dashed red line indicates the 90% practicality threshold.\\u003c/p\\u003e \\u003cp\\u003eThe consistent pattern of practicality scores exceeding the 90% threshold (indicated by the red dashed line in Fig.\\u0026nbsp;7) across all indicators and both respondent groups provides robust evidence for the practical viability of the CASIDC design framework. The alignment of practicality indicators with specific CASIDC dimensions, CPD-relevant indicators (visual design, navigation, layout), AED-relevant indicators (cultural relevance, engagement, effectiveness), and SID-relevant indicators (cultural example authenticity, terminology presentation) demonstrates that the three-dimensional design approach translates effectively from theoretical specification to practical implementation as perceived by both teachers and students.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec23\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.5 Pre-Test to Post-Test Learning Gains (RQ 4)\\u003c/h2\\u003e \\u003cp\\u003eThe effectiveness of the BMR E-Module as a CASIDC instantiation was evaluated using a quasi-experimental pre-test\\u0026ndash;post-test control-group design involving 391 Grade 10 students across six secondary schools in Riau Province. Before parametric analysis, all statistical assumptions were verified: normality was confirmed using the Kolmogorov\\u0026ndash;Smirnov test (p\\u0026thinsp;=\\u0026thinsp;0.833 for Senior High School experimental; p\\u0026thinsp;=\\u0026thinsp;0.473 for Vocational High School experimental; p\\u0026thinsp;=\\u0026thinsp;0.220 for Senior High School control; p\\u0026thinsp;=\\u0026thinsp;0.413 for Vocational High School control), homogeneity of variance was established through Levene's test (all p\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05), and linearity was confirmed via the Deviation from Linearity test (all p\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05). These assumption verification procedures are consistent with methodological standards recommended for quasi-experimental educational research [\\u003cspan citationid=\\\"CR51\\\" class=\\\"CitationRef\\\"\\u003e51\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e52\\u003c/span\\u003e]. Independent-samples t-tests were then employed to examine between-group differences. At the same time, effect sizes were calculated using Cohen's d with pooled standard deviation to quantify practical significance a metric increasingly recognized as essential for interpreting educational intervention outcomes beyond mere statistical significance [\\u003cspan citationid=\\\"CR53\\\" class=\\\"CitationRef\\\"\\u003e53\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e54\\u003c/span\\u003e]. As presented in Table\\u0026nbsp;\\u003cspan refid=\\\"Tab4\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e, all groups demonstrated statistically significant learning gains (p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001); however, the experimental groups achieved substantially larger gains and effect sizes compared to their respective control groups, with Cohen's d values of 1.51 (Senior High School ) and 2.07 (Vocational High School) for experimental groups both substantially exceeding the conventional threshold of 0.80 for large effects [\\u003cspan citationid=\\\"CR53\\\" class=\\\"CitationRef\\\"\\u003e53\\u003c/span\\u003e] and surpassing the typical range of multimedia learning interventions reported in meta-analytic literature (d\\u0026thinsp;=\\u0026thinsp;0.33\\u0026ndash;0.79; [\\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e52\\u003c/span\\u003e]).\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab4\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 4\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003ePre-Test and Post-Test Descriptive Statistics and t-Test Results\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"7\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c7\\\" colnum=\\\"7\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eGroup\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSchool Type\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003ePre Mean\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003ePost Mean\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eGain\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eSig. (2-tailed)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003eCohen's d\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eExperimental\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSenior High School (n\\u0026thinsp;=\\u0026thinsp;102)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e63.30\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e85.03\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;21.72\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e1.51\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eExperimental\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eVocational High School (n\\u0026thinsp;=\\u0026thinsp;94)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e63.19\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e88.79\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;25.60\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e2.07\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eControl\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSenior High School (n\\u0026thinsp;=\\u0026thinsp;102)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e64.80\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e76.54\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;11.73\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e0.87\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eControl\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eVocational High School (n\\u0026thinsp;=\\u0026thinsp;93)\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e64.34\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e75.09\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e+\\u0026thinsp;10.75\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c7\\\"\\u003e \\u003cp\\u003e0.74\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab4\\\" class=\\\"InternalRef\\\"\\u003e4\\u003c/span\\u003e Pre-Test and Post-Test Descriptive Statistics and t-Test Results\\u003c/p\\u003e \\u003cp\\u003eAll parametric assumptions were confirmed: normality (Kolmogorov\\u0026ndash;Smirnov: p\\u0026thinsp;=\\u0026thinsp;0.833 Senior High School-E; p\\u0026thinsp;=\\u0026thinsp;0.473 Vocational High School-E; p\\u0026thinsp;=\\u0026thinsp;0.220 Senior High School-C; p\\u0026thinsp;=\\u0026thinsp;0.413 Vocational High School-C); homogeneity (Levene\\u0026rsquo;s: all p\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05); and linearity (Deviation from Linearity: all p\\u0026thinsp;\\u0026gt;\\u0026thinsp;0.05). Independent-samples t-tests showed that the experimental groups significantly outperformed the control groups (p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001) at both school levels. Effect sizes for the experimental groups, d\\u0026thinsp;=\\u0026thinsp;1.51 (Senior High School) and d\\u0026thinsp;=\\u0026thinsp;2.07 (Vocational High School), substantially exceed conventional thresholds for \\u0026ldquo;large\\u0026rdquo; effects (Cohen, 1988), indicating strong practical significance. Vocational High School experimental gains (+\\u0026thinsp;25.60 points) exceeded Senior High School experimental gains (+\\u0026thinsp;21.72 points), while control group gains were substantially lower in both cases, confirming the specific contribution of the CASIDC-designed e-module beyond general instructional improvement.\\u003c/p\\u003e \\u003cp\\u003eFigure 8 presents a dual-panel visualization of the pre-test to post-test learning outcomes. Panel (a) displays the mean score comparisons, revealing that while all four groups commenced with comparable baseline performance (pre-test range: 63.19\\u0026ndash;64.80), the experimental groups achieved substantially higher post-test scores (Senior High School: 85.03; Vocational High School: 88.79) compared to control groups (Senior High School: 76.54; Vocational High School: 75.09). The visual contrast between the light (pre-test) and dark (post-test) bars underscores the magnitude of the differential learning gains attributable to the CASIDC-designed e-module. Panel (b) translates these differences into standardized effect sizes using Cohen\\u0026rsquo;s d, providing a scale-independent measure of practical significance.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;8\\u003c/b\\u003e Pre-Test to Post-Test Learning Gains: (a) Mean Score Comparisons Across Experimental and Control Groups; (b) Effect Sizes (Cohen\\u0026rsquo;s d) with Large Effect Threshold (d\\u0026thinsp;=\\u0026thinsp;0.80). Note; Senior High School (SMA) Vocational High School (SMK)\\u003c/p\\u003e \\u003cp\\u003eThe effect size visualization in Panel (b) reveals that both experimental groups substantially exceeded the conventional threshold for large effects (d\\u0026thinsp;=\\u0026thinsp;0.80, indicated by the red dashed line), with the Vocational High School experimental group achieving a particularly exceptional effect size of d\\u0026thinsp;=\\u0026thinsp;2.07 a value that exceeds the 95th percentile of educational intervention effects documented in meta-analytic literature [\\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e54\\u003c/span\\u003e]. The differential between Senior High School (d\\u0026thinsp;=\\u0026thinsp;1.51) and Vocational High School (d\\u0026thinsp;=\\u0026thinsp;2.07) experimental effect sizes is theoretically significant and will be discussed in detail in Section 6.2. Control group effect sizes (d\\u0026thinsp;=\\u0026thinsp;0.87 and d\\u0026thinsp;=\\u0026thinsp;0.74), while representing meaningful pre-post improvement attributable to general instruction, remain substantially below the experimental values, confirming the specific additive contribution of the CASIDC-designed e-module. These effect sizes (d\\u0026thinsp;=\\u0026thinsp;1.51\\u0026ndash;2.07) substantially exceed those typically attributable to multimedia instruction in non-cultural contexts (d\\u0026thinsp;=\\u0026thinsp;0.33\\u0026ndash;0.79; [\\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e52\\u003c/span\\u003e]), suggesting that the integration of the AED and SID dimensions within the CASIDC framework generates amplified learning outcomes beyond what cognitive optimization alone would predict.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec24\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.6. Regression Analysis: E-Module Influence on Learning Outcomes (RQ 4)\\u003c/h2\\u003e \\u003cp\\u003eRegression analysis confirmed that e-module use explained 14.8% of outcome variance among Senior High School students and 29.3% among Vocational High School students, both statistically significant (p\\u0026thinsp;\\u0026lt;\\u0026thinsp;0.001) and representing medium to large effect sizes by [\\u003cspan citationid=\\\"CR53\\\" class=\\\"CitationRef\\\"\\u003e53\\u003c/span\\u003e] benchmark. The substantially higher R\\u0026sup2; for Vocational High School students indicates that the CASIDC design, with its contextual, visual, and practice-oriented features, was particularly well aligned with the learning characteristics of vocational students.\\u003c/p\\u003e \\u003cp\\u003eTable\\u0026nbsp;\\u003cspan refid=\\\"Tab5\\\" class=\\\"InternalRef\\\"\\u003e5\\u003c/span\\u003e Regression (R\\u0026sup2;) Analysis Results\\u003c/p\\u003e \\u003cp\\u003e \\u003cdiv class=\\\"gridtable\\\"\\u003e\\u003ctable float=\\\"Yes\\\" id=\\\"Tab5\\\" border=\\\"1\\\"\\u003e \\u003ccaption language=\\\"En\\\"\\u003e \\u003cdiv class=\\\"CaptionNumber\\\"\\u003eTable 5\\u003c/div\\u003e \\u003cdiv class=\\\"CaptionContent\\\"\\u003e \\u003cp\\u003eRegression (R\\u0026sup2;) Analysis Results\\u003c/p\\u003e \\u003c/div\\u003e \\u003c/caption\\u003e \\u003ccolgroup cols=\\\"6\\\"\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c1\\\" colnum=\\\"1\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c2\\\" colnum=\\\"2\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c3\\\" colnum=\\\"3\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c4\\\" colnum=\\\"4\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"char\\\" char=\\\".\\\" class=\\\"colspec\\\" colname=\\\"c5\\\" colnum=\\\"5\\\"\\u003e\\u003c/div\\u003e \\u003cdiv align=\\\"left\\\" class=\\\"colspec\\\" colname=\\\"c6\\\" colnum=\\\"6\\\"\\u003e\\u003c/div\\u003e \\u003cthead\\u003e \\u003ctr\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eGroup\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSchool Type\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003eR\\u0026sup2;\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003eVariance Explained (%)\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003eSig.\\u003c/p\\u003e \\u003c/th\\u003e \\u003cth align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eInterpretation\\u003c/p\\u003e \\u003c/th\\u003e \\u003c/tr\\u003e \\u003c/thead\\u003e \\u003ctbody\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eExperimental\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSenior High School\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.148\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e14.8%\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eSignificant e-module contribution\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eExperimental\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eVocational High School\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.293\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e29.3%\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eStrong e-module contribution\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eControl\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eSenior High School\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.139\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e13.9%\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eModerate pre-test relationship\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003ctr\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c1\\\"\\u003e \\u003cp\\u003eControl\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c2\\\"\\u003e \\u003cp\\u003eVocational High School\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c3\\\"\\u003e \\u003cp\\u003e0.223\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c4\\\"\\u003e \\u003cp\\u003e22.3%\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"char\\\" char=\\\".\\\" colname=\\\"c5\\\"\\u003e \\u003cp\\u003e0.000\\u003c/p\\u003e \\u003c/td\\u003e \\u003ctd align=\\\"left\\\" colname=\\\"c6\\\"\\u003e \\u003cp\\u003eModerate pre-test relationship\\u003c/p\\u003e \\u003c/td\\u003e \\u003c/tr\\u003e \\u003c/tbody\\u003e \\u003c/colgroup\\u003e \\u003c/table\\u003e\\u003c/div\\u003e \\u003c/p\\u003e \\u003cp\\u003eFigure 9 provides a bar chart visualization of the regression analysis results, enabling direct comparison of variance explained (R\\u0026sup2;) across experimental and control conditions at both school levels. The visual representation highlights two critical patterns. First, the substantially higher R\\u0026sup2; values for experimental groups compared to control groups at both school levels confirm that e-module utilization explains a meaningful proportion of learning outcome variance beyond what pre-existing academic achievement would predict. Second, the markedly higher R\\u0026sup2; for Vocational High School experimental students (29.3%) compared to Senior High School experimental students (14.8%) indicates that the CASIDC-designed e-module explained nearly twice the proportion of outcome variance among vocational students a finding with important implications for the differential effectiveness of the CASIDC design across learner populations.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003eFigure\\u0026nbsp;9\\u003c/b\\u003e Regression Analysis: Variance Explained (R\\u0026sup2;) by Group and School Type. Blue bars\\u0026thinsp;=\\u0026thinsp;experimental groups; grey bars\\u0026thinsp;=\\u0026thinsp;control groups. Note; Senior High School (SMA) Vocational High School (SMK)\\u003c/p\\u003e \\u003cp\\u003eThe regression findings, interpreted through [\\u003cspan citationid=\\\"CR53\\\" class=\\\"CitationRef\\\"\\u003e53\\u003c/span\\u003e] benchmarks for R\\u0026sup2; effect sizes (small\\u0026thinsp;=\\u0026thinsp;0.02, medium\\u0026thinsp;=\\u0026thinsp;0.13, large\\u0026thinsp;=\\u0026thinsp;0.26), position the Senior High School experimental result (R\\u0026sup2; = 0.148) at the medium-to-large threshold and the Vocational High School experimental result (R\\u0026sup2; = 0.293) firmly within the large effect range. The differential R\\u0026sup2; between Senior High School and Vocational High School experimental groups is theoretically interpretable within the CASIDC framework: the e-module\\u0026rsquo;s contextual, visual, and practice-oriented design features which operationalize all three CASIDC dimensions simultaneously demonstrate particularly strong alignment with the practical, application-oriented learning dispositions characteristic of vocational education students [57, 58]. This finding suggests that the SID dimension\\u0026rsquo;s knowing-being-doing developmental trajectory resonates differentially with learner populations whose educational orientations emphasize practical application and the construction of contextual knowledge.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec25\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e4.7. Behavioral Observation: Value Manifestation Across 28 Identity Dimensions (RQ 5)\\u003c/h2\\u003e \\u003cp\\u003eSystematic behavioral observations conducted over 2.5 months documented progressive manifestation of all 28 Malay identity values during e-module implementation. Early observations revealed limited and inconsistent behavioral expression; as instruction progressed, observers documented increasingly frequent and contextually appropriate value manifestations across cooperative, interpersonal, and individual learning behaviors. The highest-observed frequencies included: responsibility (timely task completion, role maintenance in group work), cooperation (active group participation, peer support in LKPD completion), integrity (acknowledging errors, fact-based correction in discussion), and self-confidence (active presentation participation). More nuanced values, including positive assumption, simplicity, and constructive disagreement management, emerged with increasing frequency in the later phases, consistent with the progressive SID developmental trajectory (knowing \\u0026rarr; being \\u0026rarr; doing) predicted by the CASIDC framework.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"5 Discussion\",\"content\":\"\\u003cdiv id=\\\"Sec27\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.1. CASIDC as a Unifying Theoretical Advance (RQ 1, RQ 2, and RQ 4)\\u003c/h2\\u003e \\u003cp\\u003eThe results provide convergent empirical support for the CASIDC framework\\u0026rsquo;s core theoretical claim: that effective digital cultural learning requires the simultaneous activation and mutual reinforcement of cognitive processing, affective engagement, and sociocultural identity dimensions. Neither multimedia design quality alone (CPD) nor cultural content relevance alone (SID) would have been sufficient to generate the substantial learning gains and behavioral value manifestations observed. The large effect sizes (d\\u0026thinsp;=\\u0026thinsp;1.51\\u0026ndash;2.07) significantly exceed those typically observed with multimedia instruction in non-cultural contexts (d\\u0026thinsp;=\\u0026thinsp;0.33\\u0026ndash;0.79; [\\u003cspan citationid=\\\"CR52\\\" class=\\\"CitationRef\\\"\\u003e52\\u003c/span\\u003e]), suggesting that the addition of the AED and SID dimensions substantially amplifies learning outcomes. This is consistent with CASTLE\\u0026rsquo;s [\\u003cspan citationid=\\\"CR8\\\" class=\\\"CitationRef\\\"\\u003e8\\u003c/span\\u003e] Theoretical prediction that emotional and social dimensions of digital learning generate multiplicative rather than merely additive effects on outcomes, and extends that prediction specifically to the domain of cultural identity learning.\\u003c/p\\u003e \\u003cp\\u003eThe CASIDC framework advances theoretical understanding in three specific respects. First, it disaggregates the often conflated constructs of \\u0026ldquo;cultural learning\\u0026rdquo; and \\u0026ldquo;cultural education\\u0026rdquo; by specifying the distinct instructional mechanisms through which each dimension operates and how they interact. Second, it provides a principled theoretical account of why culturally embedded digital learning may be more effective than generic digital learning: cultural relevance activates intrinsic motivation (AED), enriches prior knowledge schemas (CPD), and provides meaningful learning purpose (SID) simultaneously. Third, it articulates a three-stage developmental model (knowing \\u0026rarr; being \\u0026rarr; doing) that specifies the trajectory of value internalization across the three CASIDC dimensions, providing a theoretically grounded account of why short-term cognitive outcomes (CPD) are necessary but insufficient indicators of effective cultural learning.\\u003c/p\\u003e \\u003cp\\u003e \\u003cb\\u003e5.2. Differential Effects Across Senior High Schoo\\u003c/b\\u003e \\u003cem\\u003el\\u003c/em\\u003e \\u003cb\\u003eand Vocational High School: Implications for CASIDC Application (RQ 4)\\u003c/b\\u003e\\u003c/p\\u003e \\u003cp\\u003eThe significantly larger effect sizes observed among Vocational High School students (d\\u0026thinsp;=\\u0026thinsp;2.07) compared to Senior High School students (d\\u0026thinsp;=\\u0026thinsp;1.51) require theoretical explanation. Within the CASIDC framework, this differential is attributable primarily to the SID dimension: vocational education students in Indonesia are characterized by stronger practical, context-embedded, and skill-application learning orientations [\\u003cspan citationid=\\\"CR55\\\" class=\\\"CitationRef\\\"\\u003e55\\u003c/span\\u003e], which makes the SID\\u0026rsquo;s knowing-being-doing developmental trajectory particularly resonant with their learning dispositions. The Malay Riau Culture E-Module contextual examples (traditional fishing technology, traditional craft production) are both culturally specific and practically grounded, activating SID engagement more intensely in vocational contexts where students routinely apply knowledge in practical settings.\\u003c/p\\u003e \\u003cp\\u003eThis differential also has important implications for the generalizability of the CASIDC framework: the same design principles may generate different effect magnitudes depending on the specific sociocultural, institutional, and individual characteristics of the learner population, even within the same cultural context. The framework predicts that SID dimension design elements will be most powerful for learner populations with strong practical and community-embedded learning orientations, while AED elements may be most critical for populations with weaker existing cultural identification. Future research should systematically examine these interaction effects.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec28\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.3. CASIDC and Cultural Sustainability in Digital Education (RQ 5)\\u003c/h2\\u003e \\u003cp\\u003eThe present findings directly address the theoretical challenge identified by [\\u003cspan citationid=\\\"CR1\\\" class=\\\"CitationRef\\\"\\u003e1\\u003c/span\\u003e] regarding the cultural homogenizing tendencies of digital education. The Malay Riau Culture E-Module demonstrates that digital tools, when designed in accordance with CASIDC principles, can function as instruments of cultural sustainability rather than cultural erosion, actively transmitting, sustaining, and revitalizing local cultural values through the digital medium itself. This aligns with [\\u003cspan citationid=\\\"CR5\\\" class=\\\"CitationRef\\\"\\u003e5\\u003c/span\\u003e] A meta-analysis of indigenous and local knowledge integration strategies and extends their findings by providing a specific theoretical architecture (CASIDC) for how such integration should be designed in digital environments. These findings carry direct implications for the operationalization of SDG 4 (Target 4.7) and SDG 11 (Target 11.4): the CASIDC framework demonstrates that digital learning technologies, when systematically designed to integrate cognitive, affective, and sociocultural identity dimensions, can serve as effective instruments for safeguarding intangible cultural heritage (SDG 11.4) while simultaneously delivering quality education that promotes cultural diversity and sustainable development values (SDG 4.7).\\u003c/p\\u003e \\u003cp\\u003eThe progressive behavioral manifestation of all 28 identity values documented in classroom observations provides particularly significant empirical evidence. Behavioral manifestation represents the \\\"doing\\\" stage of the CASIDC\\u0026rsquo;s SID developmental model the most demanding and educationally significant form of value internalization. That classroom observations documented this across diverse value domains (including complex interpersonal values such as deliberative consensus, charitable assumption, and emotional self-regulation) within 2.5 months of instruction suggests that the CASIDC design approach activates genuine internalization processes rather than merely surface cognitive recognition [\\u003cspan citationid=\\\"CR10\\\" class=\\\"CitationRef\\\"\\u003e10\\u003c/span\\u003e] The tripartite model of moral knowing, moral feeling, and moral action provides the theoretical lens through which this progression is most precisely interpreted: the Malay Riau Culture E-Module appears to activate all three stages of this developmental sequence, consistent with CASIDC\\u0026rsquo;s integrated dimensional design.\\u003c/p\\u003e \\u003c/div\\u003e \\u003cdiv id=\\\"Sec29\\\" class=\\\"Section2\\\"\\u003e \\u003ch2\\u003e5.4. Practical Implications and Transferability of the CASIDC Framework (RQ 2, and RQ 3)\\u003c/h2\\u003e \\u003cp\\u003eThe CASIDC framework offers actionable design guidance for practitioners developing digital cultural learning resources across diverse cultural contexts. The three-dimensional design checklist implied by CASIDC: Does the resource support accurate cultural knowledge construction through multimedia optimization? Does it activate emotional resonance with cultural values through narrative, reflection, and interactive engagement? Does it position learners as cultural agents and facilitate progression from cultural knowing through cultural being to cultural doing? provides a principled evaluation tool generalizable beyond the Malay Riau cultural context.\\u003c/p\\u003e \\u003cp\\u003eFor educational policy, the study's findings support the strategic prioritization of culturally embedded digital learning resource development in regions with formal cultural education mandates, providing evidence-based guidance for national and regional implementation of SDG 4 (Target 4.7) through digitally mediated cultural heritage education programs. The validation methodology (multi-domain expert validation, practicality testing with both teacher and student populations, pre-registered quasi-experimental evaluation) provides a replicable quality assurance model. For teacher professional development, the findings highlight the importance of training that specifically addresses CASIDC\\u0026rsquo;s pedagogical dimension, helping teachers understand not merely how to use digital tools but also how to orchestrate the three CASIDC dimensions in their instructional practice, ensuring that CPD, AED, and SID are all actively engaged during e-module implementation.\\u003c/p\\u003e \\u003c/div\\u003e\"},{\"header\":\"6 Limitations\",\"content\":\"\\u003cp\\u003eSeveral limitations require acknowledgment. The study was conducted in three districts of Riau Province; while geographic diversity across urban, suburban, and rural contexts was achieved, generalizability to other cultural or national contexts should be treated with appropriate epistemic caution. The quasi-experimental design preserves ecological validity but does not permit the inferential strength of full randomization [\\u003cspan citationid=\\\"CR57\\\" class=\\\"CitationRef\\\"\\u003e57\\u003c/span\\u003e]. Behavioral observations were descriptively coded rather than subjected to formal inter-rater reliability analysis, limiting confirmatory strength. The e-module was deployed exclusively on Android devices, potentially introducing differential access effects. Post-test measurement at a single time point cannot establish the durability of value internalization effects; longitudinal follow-up is required. Finally, the CASIDC framework was developed inductively from a single cultural context and requires deductive testing in diverse cultural heritage education settings.\\u003c/p\\u003e\"},{\"header\":\"7 Conclusion\",\"content\":\"\\u003cp\\u003e This paper has introduced the Cognitive\\u0026ndash;Affective\\u0026ndash;Sociocultural Identity Theory of Digital Cultural Learning (CASIDC), a novel integrative design framework synthesized from multimedia learning theory, cultural identity education, character formation theory, and digital instructional design research, and provided its foundational empirical validation through the development and evaluation of the Malay Riau Culture E-Module.\\u003c/p\\u003e \\u003cp\\u003eThe framework\\u0026rsquo;s three interlocking dimensions, the Cognitive Processing Dimension (CPD), the Affective Engagement Dimension (AED), and the Sociocultural Identity Dimension (SID), each address distinct theoretical and practical requirements of digital cultural learning, and their mutual reinforcement constitutes CASIDC\\u0026rsquo;s central theoretical contribution. Empirically, the Malay Riau Culture E-Module achieved overall expert validation of 93.32%, very high teacher and student practicality ratings (all \\u0026gt;\\u0026thinsp;90%), substantial learning gains in both Senior High School and Vocational High School experimental groups (mean post-test scores: 85.03 and 88.79 respectively), large effect sizes (d\\u0026thinsp;=\\u0026thinsp;1.51 and d\\u0026thinsp;=\\u0026thinsp;2.07), and meaningful regression contributions (R\\u0026sup2; = 0.148 and 0.293). Behavioral observations documented progressive manifestation of all 28 Malay identity values, providing qualitative evidence of value internalization beyond cognitive measurement.\\u003c/p\\u003e \\u003cp\\u003eThe CASIDC framework advances the field in three principal respects: theoretically, by providing the first integrated design theory specifically formulated for digital cultural identity learning; empirically, by demonstrating that cognitive, affective, and sociocultural identity dimensions can be systematically designed for and simultaneously achieved in a single digital learning resource; and practically, by offering a transferable design template for sustainable cultural education in digitally mediated, heritage-rich educational contexts globally. In an era when digital transformation and cultural sustainability are too often framed as competing imperatives, CASIDC offers a principled theoretical resolution: the challenge is not whether to digitalize cultural education, but how to design digital cultural education so that it actively sustains, transmits, and revitalizes the identity values that anchor communities across generations.\\u003c/p\\u003e\"},{\"header\":\"Declarations\",\"content\":\" \\u003cp\\u003e \\u003cstrong\\u003eEthics Approval\\u003c/strong\\u003e \\u003cp\\u003e This study was reviewed and approved by the Research Ethics Committee of Universitas Riau, Pekanbaru, Indonesia. Written permission to conduct the study was obtained from all six participating secondary schools across Pekanbaru, Siak, and Kampar Districts, Riau Province, Indonesia.\\u003c/p\\u003e \\u003c/p\\u003e\\u003cp\\u003e \\u003ch2\\u003eConsent to Participate\\u003c/h2\\u003e \\u003cp\\u003e Informed consent was obtained from all participants involved in the study prior to data collection. For student participants under the age of 16, written informed consent was obtained from their respective parents or legal guardians. Participation was entirely voluntary, and all participants were informed of their right to withdraw at any time without consequence.\\u003c/p\\u003e \\u003c/p\\u003e \\u003cp\\u003e \\u003cstrong\\u003eConsent to Publish\\u003c/strong\\u003e \\u003cp\\u003eNot applicable. This study does not include any identifiable images, personal photographs, or personal information of individual participants that would require separate consent to publish.\\u003c/p\\u003e \\u003c/p\\u003e\\u003ch2\\u003eFunding\\u003c/h2\\u003e \\u003cp\\u003eThis research has not received funding from any source.\\u003c/p\\u003e\\u003ch2\\u003eAuthor Contribution\\u003c/h2\\u003e\\u003cp\\u003eHerlina: Conceptualization, theoretical framework development, data collection, methodology, writing \\u0026ndash; original draft. Hadriana, Zulirfan, Elmustian: Supervision, validation, writing \\u0026ndash; review and editing.\\u003c/p\\u003e\\u003ch2\\u003eData Availability\\u003c/h2\\u003e\\u003cp\\u003eThe datasets generated and analyzed during this study are available from the corresponding author on reasonable request.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\u003cli\\u003e\\u003cspan\\u003eSelwyn N. \\u003cem\\u003eEducation and Technology: Key Issues and Debates\\u003c/em\\u003e, 3rd ed. Bloomsbury, 2023.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eUNESCO. Reimagining Education: Cultural Sustainability in the Digital Age. UNESCO Publishing; 2023.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eAntoninis M et al. Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? 2023.\\u003c/span\\u003e\\u003c/li\\u003e \\u003cli\\u003e\\u003cspan\\u003eRappleye J, Komatsu H, Silova I. 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Experimental and quasi-experimental designs for generalized causal inference, 2005, \\u003cspan class=\\\"ExternalRef\\\"\\u003e\\u003cspan class=\\\"RefSource\\\"\\u003e10.1198/jasa.2005.s22\\u003c/span\\u003e\\u003cspan address=\\\"10.1198/jasa.2005.s22\\\" targettype=\\\"DOI\\\" class=\\\"RefTarget\\\"\\u003e\\u003c/span\\u003e\\u003c/span\\u003e\\u003c/span\\u003e\\u003c/li\\u003e\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"discover-sustainability\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"disu\",\"sideBox\":\"Learn more about [Discover Sustainability](https://www.springer.com/43621)\",\"snPcode\":\"\",\"submissionUrl\":\"\",\"title\":\"Discover Sustainability\",\"twitterHandle\":\"\",\"acdcEnabled\":true,\"dfaEnabled\":true,\"editorialSystem\":\"stoa\",\"reportingPortfolio\":\"Discover Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"culturally sustaining pedagogy, digital cultural learning, cognitive-affective-sociocultural identity, augmented reality e-module, cultural heritage sustainability\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-9070343/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-9070343/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003cp\\u003eAchieving the United Nations Sustainable Development Goal 4 (Quality Education), particularly Target 4.7 on education for sustainable development and cultural diversity, and Sustainable Development Goal 11 (Sustainable Cities and Communities), especially Target 11.4 on safeguarding cultural heritage, requires innovative educational approaches that sustain local cultural identity within increasingly digitalized learning environments. While multimedia learning theory and culturally sustaining pedagogy offer strong foundations, an integrated model addressing cognitive, affective, and sociocultural dimensions in digital cultural learning remains limited. This study proposes the Cognitive-Affective-Sociocultural Identity-Digital Cultural (CASIDC) framework, synthesized from multimedia learning theory, cultural identity education, character formation theory, and empirical findings from the Malay Riau Culture E-Module. The framework consists of three interrelated dimensions: Cognitive Processing Dimension (CPD), focusing on multimodal integration and cognitive load management; Affective Engagement Dimension (AED), emphasizing motivation and value internalization; and Sociocultural Identity Dimension (SID), positioning culture as an identity anchor and learners as cultural agents. The framework is empirically grounded in a mixed-methods quasi-experimental study involving 391 students across six secondary schools in Riau Province, Indonesia. The e-module, developed using the 4D model and supported by Augmented Reality features, achieved expert validation scores above 93%. Independent-samples t-tests showed significant learning improvements (p \\u0026lt; 0.001), with large effect sizes (Cohen’s d = 1.51–2.07) and moderate explanatory power (R² = 0.148–0.293). Observations also revealed progressive internalization of 28 Malay cultural identity values. 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