Effects of Using Digital Tools on the Process of Memorization

Recent studies show that the effect of digital tools have a direct impact on atten-tion, motivation, autonomy and academic success. In Morocco, considering the extent to which students use digital tools, precisely scientific students, and be-cause of the essence of memory to all learning, this article is part of the overall framework of a study that attempts to find the link between the use of digital tools and the process of memorization. The factors that can influence the memorization process are multiple and diverse: biological, psychological, and sociological. These factors are unquantifiable in most cases, where it is difficult to determine with certainty their degree of impact, or to experimentally show the nature of their influence on the memory process that constitutes the most important function of the brain being the most complex organ of the human being. Therefore, in this ar-ticle, we will only stick to the duration of use of digital tools as an evaluable pa-rameter, and we will try to determine the link between this duration and the mem-orization process in order to determine the conditions for healthy and efficient us-ag

Are Educational Games Engaging and Motivating Moroccan Students to Learn Physics?

Nowadays and since the year 2000, the Moroccan educational system like all the other system of educations evolve towards putting more and more emphasis on the Competency-based approach rather than learning contents. Specific pedagogical tool are necessary to develop such competences, especially with the well-known rupture between teaching practices and the digital culture of young people, marked by the increased use of information and communication technologies. Pedagogies that rely on the use of educational games emerged as a solution to change traditional practices .In this sense, we have experimented with the use of educational game circuit warz in a physics classroom .We have restricted its use to the lesson of the voltage divider and we have compared its contributions to those of a classical teaching method .The results found a huge improvement in areas like motivation, engagement and interaction inter-learners

The Use of Educational Software in Teaching Physics in the Moroccan Context

In the educational field, many researchers have studied the role played by the educational software in teaching physics. This review study aims to analyze the use of educational software in the teaching of physics in Moroccan secondary schools between the years 2010 and 2019. The sources for the data collection process were obtained through searches on Google Scholar pages. The analysis of the results allowed us to identify the advantages and disadvantages related to the integration of educational software in teaching physics in the Moroccan context. In addition, the study contributes with a set of recommendations for future use of educational software

Is It Necessary to Use Digital Tools in the Flipped Classroom to Improve the Memorization Process?

Memorization is a crucial factor in effective learning and achieving educational goals. Recent research has suggested that short video sequences viewed by students before class can aid in acquiring and retaining basic concepts, thereby improving memorization and positively impacting the learning process in the flipped classroom approach. However, frequent use of digital tools among adolescents has been found to negatively impact cognitive functions such as memorization. It is worth noting that the traditional use of paper-based materials has been found to have a positive impact on memorization, particularly among learners who are easily distracted by digital devices or experience eye strain from prolonged screen use. Printed materials can offer a more tactile experience, allowing learners to physically highlight and annotate text, which can aid in the encoding and retrieval of information. This study aimed to assess the role of digital tools in the flipped classroom approach and determine if they could be substituted by paper-based materials. To achieve this, a comparative study was conducted between 35 students using digital tools in their flipped classroom (FCDS) and 31 students using paperbased materials (FCPS). The study involved administering pre-tests and post-tests to both groups to evaluate their ability to retrieve basic concepts and assess the effectiveness of their learning in life and earth sciences. The results indicate that learners were able to retrieve knowledge effectively regardless of the medium used and that the positive effect of the FCDS on recall during learning is comparable to that of the FCPS