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Digital vs. Analog Learning : Two Content-Similar Interventions and Learning Outcomes

Title data

Fleissner-Martin, Juliane ; Bogner, Franz X. ; Paul, Jürgen:
Digital vs. Analog Learning : Two Content-Similar Interventions and Learning Outcomes.
In: Forests. Vol. 14 (2023) Issue 9 . - 1807.
ISSN 1999-4907
DOI: https://doi.org/10.3390/f14091807

Official URL: Volltext

Abstract in another language

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: n = 74; digital: n = 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 (Rel = 0.72). Both interventions significantly increased knowledge (analog and digital: p < 0.001; Cohen’s d: danalog = 0.59, ddigital = 0.42) compared to the pre-test scores. Even after 6–9 weeks, there was no significant drop in the acquired knowledge scores (analog: p = 0.619; digital: p = 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.

Further data

Item Type: Article in a journal
Refereed: Yes
Keywords: ecology education; eighth graders; inquiry-based learning; sustainability; forest ecology; digital learning; collaborative learning; learning stations
Institutions of the University: Faculties > Faculty of Biology, Chemistry and Earth Sciences
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Chemistry > Chair Didactics of Biology and Chemistry > Chair Didactics of Biology and Chemistry - Univ.-Prof. Dr. Jürgen Paul
Result of work at the UBT: Yes
DDC Subjects: 300 Social sciences > 370 Education
500 Science
500 Science > 570 Life sciences, biology
Date Deposited: 16 Jan 2024 07:19
Last Modified: 16 Jan 2024 08:53
URI: https://eref.uni-bayreuth.de/id/eprint/88238