Digital Technologies in History Training: The Impact on Students' Academic Performance

Autor/inn/en	Toktamysov, Saken; Alwaely, Suad Abdalkareem; Gallyamova, Zemfira
Titel	Digital Technologies in History Training: The Impact on Students' Academic Performance
Quelle	In: Education and Information Technologies, 28 (2023) 2, S.2173-2186 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11210-5
Schlagwörter	Technology Uses in Education; History Instruction; Academic Achievement; High School Students; Computer Simulation; Secondary School Students; Foreign Countries; Kazakhstan; Russia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; History lessons; Geschichtsunterricht; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computergrafik; Computersimulation; Sekundarschüler; Ausland; Kasachstan; Russland
Abstract	Current circumstances require the development of new methodological approaches and the use of digital technologies in education in order to maintain a sufficient level of academic performance of students. The research aims to explore the academic performance of high school students learning history with digital technologies such as Apps Quizlet and Virtual Reality Glasses 3D. The methodology is based on the survey method, as well as the design method in developing a program for studying history. The research is based on data collected from 308 high school students who studied under specialised academic programmes in the public secondary schools #1273 (Law class), #2030 (Law class) and Anton Chekhov Educational Centre #170 (History of Russia class) in Kazakhstan and the Russian Federation. The illustrative materials, Apps Quizlet and Virtual Reality Glasses 3D were used in teaching history. Comparing two groups of participants, the study shows no differences between students who studied history using the illustrative materials and Apps Quizlet. The academic results in the two groups are similar (p?0.05): the average scores are 3.93 ± 0.11 and 3.97 ± 0.39, respectively. Further research should the modes of teaching history with digital technologies. The results can be used to elaborate the syllabus and teaching materials. Future research will analyse the correlation between the use of digital technologies in teaching history and academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01