2 research outputs found

    Effects of Using Digital Tools on the Process of Memorization

    No full text
    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

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

    No full text
    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
    corecore