Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes
The digitization of classrooms has enormously changed teaching during the COVID-19 lockdowns. The rapid introduction of tablet classes subsequently raised questions about potential learning outputs, as only a few studies had produced quite contradicting outcomes. Consequently, our study was set up t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-09-01
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| Series: | Forests |
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| Online Access: | https://www.mdpi.com/1999-4907/14/9/1807 |
| _version_ | 1797580031411617792 |
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| author | Juliane Fleissner-Martin Franz X. Bogner Jürgen Paul |
| author_facet | Juliane Fleissner-Martin Franz X. Bogner Jürgen Paul |
| author_sort | Juliane Fleissner-Martin |
| collection | DOAJ |
| description | The digitization of classrooms has enormously changed teaching during the COVID-19 lockdowns. The rapid introduction of tablet classes subsequently raised questions about potential learning outputs, as only a few studies had produced quite contradicting outcomes. Consequently, our study was set up to monitor cognitive learning outcomes of conventional and digital teaching interventions by explicitly paying attention to short- and long-term knowledge retention rates. Both modules covered the very same classroom content in focusing on the curricular content of the forest ecosystem. Subjects were eighth-graders from seven Bavarian secondary schools (analog: <i>n</i> = 74; digital: <i>n</i> = 225). We analyzed the knowledge gained by applying a multiple-choice questionnaire (online, 25 items) in a pre–post-retention design. For the statistical analyses SPSS was used, and a Rasch analysis was based on the ACERQuest software (Version 2.1). The Rasch calibration of the ad hoc knowledge items assured solid scores (<i>Rel</i> = 0.72). Both interventions significantly increased knowledge (analog and digital: <i>p</i> < 0.001; Cohen’s <i>d</i>: <i>d<sub>analog</sub></i> = 0.59, <i>d<sub>digital</sub></i> = 0.42) compared to the pre-test scores. Even after 6–9 weeks, there was no significant drop in the acquired knowledge scores (analog: <i>p</i> = 0.619; digital: <i>p</i> = 0.092) compared to the immediate post-test observed. Furthermore, there was no significant difference between the knowledge levels reached after both interventions. The knowledge scores showed typical learning profiles of earlier studies including its consistency even after several weeks. Since no significant differences appeared for the knowledge gain of both groups, the kind of teaching seemingly does not originate any influence independent of participation in the digital or analog module. The same seems to be valid for notebook entry options. |
| first_indexed | 2024-03-10T22:45:31Z |
| format | Article |
| id | doaj.art-94eacb9400fa44419e7c3c55bc487ed7 |
| institution | Directory Open Access Journal |
| issn | 1999-4907 |
| language | English |
| last_indexed | 2024-03-10T22:45:31Z |
| publishDate | 2023-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Forests |
| spelling | doaj.art-94eacb9400fa44419e7c3c55bc487ed72023-11-19T10:46:16ZengMDPI AGForests1999-49072023-09-01149180710.3390/f14091807Digital vs. Analog Learning—Two Content-Similar Interventions and Learning OutcomesJuliane Fleissner-Martin0Franz X. Bogner1Jürgen Paul2Centre for Mathematics and Science Education (Z-MNU), Department of Biology and Chemistry Education, University of Bayreuth, Universitätsstraße 30, 95447 Bayreuth, GermanyCentre for Mathematics and Science Education (Z-MNU), Department of Biology and Chemistry Education, University of Bayreuth, Universitätsstraße 30, 95447 Bayreuth, GermanyCentre for Mathematics and Science Education (Z-MNU), Department of Biology and Chemistry Education, University of Bayreuth, Universitätsstraße 30, 95447 Bayreuth, GermanyThe digitization of classrooms has enormously changed teaching during the COVID-19 lockdowns. The rapid introduction of tablet classes subsequently raised questions about potential learning outputs, as only a few studies had produced quite contradicting outcomes. Consequently, our study was set up to monitor cognitive learning outcomes of conventional and digital teaching interventions by explicitly paying attention to short- and long-term knowledge retention rates. Both modules covered the very same classroom content in focusing on the curricular content of the forest ecosystem. Subjects were eighth-graders from seven Bavarian secondary schools (analog: <i>n</i> = 74; digital: <i>n</i> = 225). We analyzed the knowledge gained by applying a multiple-choice questionnaire (online, 25 items) in a pre–post-retention design. For the statistical analyses SPSS was used, and a Rasch analysis was based on the ACERQuest software (Version 2.1). The Rasch calibration of the ad hoc knowledge items assured solid scores (<i>Rel</i> = 0.72). Both interventions significantly increased knowledge (analog and digital: <i>p</i> < 0.001; Cohen’s <i>d</i>: <i>d<sub>analog</sub></i> = 0.59, <i>d<sub>digital</sub></i> = 0.42) compared to the pre-test scores. Even after 6–9 weeks, there was no significant drop in the acquired knowledge scores (analog: <i>p</i> = 0.619; digital: <i>p</i> = 0.092) compared to the immediate post-test observed. Furthermore, there was no significant difference between the knowledge levels reached after both interventions. The knowledge scores showed typical learning profiles of earlier studies including its consistency even after several weeks. Since no significant differences appeared for the knowledge gain of both groups, the kind of teaching seemingly does not originate any influence independent of participation in the digital or analog module. The same seems to be valid for notebook entry options.https://www.mdpi.com/1999-4907/14/9/1807ecology educationeighth gradersinquiry-based learningsustainabilityforest ecologydigital learning |
| spellingShingle | Juliane Fleissner-Martin Franz X. Bogner Jürgen Paul Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes Forests ecology education eighth graders inquiry-based learning sustainability forest ecology digital learning |
| title | Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes |
| title_full | Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes |
| title_fullStr | Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes |
| title_full_unstemmed | Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes |
| title_short | Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes |
| title_sort | digital vs analog learning two content similar interventions and learning outcomes |
| topic | ecology education eighth graders inquiry-based learning sustainability forest ecology digital learning |
| url | https://www.mdpi.com/1999-4907/14/9/1807 |
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