Topic Selection
Technology innovation has transformed daily activities among individuals, as evidenced in different economic sectors. For instance, the healthcare sector has developed the management of patients’ information and details from other medical practitioners. Profit-making entities have also added value to stakeholder relationships among clients, employees, and shareholders. Most importantly, technology innovation is transforming most countries’ education sector, as evidenced by developed economies across the U.S., the United Kingdom, and European Union. Integration of Internet invention towards the end of the 20th century has enhanced how students acquire academic knowledge from remote sources (Lin & Chen, 2017). The global interconnection of individuals and resources has increased educational resources available for learning institutions, which is a controversial fact for several reasons and needs further studies and discussions.
When choosing a topic for this research, what seemed to be of particular interest was how digital knowledge platforms facilitate the modern process of relaying knowledge to students and making it more comfortable. Given the current global pandemic and thus the necessity of schools to partially or entirely implement online education, my initial idea was to discuss the benefits of eLearning and explore whether this approach is better than traditional classroom education. However, this topic is relatively popular among and developed by various researchers and students, so it is unlikely to contribute to its discussion. That is why I decided to choose a different theme that would be somehow related to this field but require further developments.
Then, I realized that the modern generations are obsessed with various digital platforms, have trust in news portals and blogs, frequently use mobile apps, and believe that everything can be found on the Internet. Moreover, since many parents believe that mobile applications and websites on the Internet are a waste of time and cannot lead to good academic results, I thought it was essential to prove them wrong. After developing these ideas, I remembered that always being interested in the question of whether students need to be content with information received from teachers or whether each learner should develop their knowledge additionally using third-party resources. If they indeed should, how are they supposed to learn about appropriate sources, and what is the teachers’ participation in it?
It is hard to disagree that not every student is capable of distinguishing between a trustworthy and reliable source and those that should not be used and considered helpful. Hence, the need to teach learners how to choose a relevant website or news portal is essential. Trying to connect my topic with these facts and questions, I chose to compare how the digital knowledge platforms are more effective than traditional education systems. Considering the points mentioned above and my particular interest, I am sure that the theme I selected is crucial to be discussed. Finally, precisely this question of efficiency of digital learning platforms versus usual classroom approaches in improving academic performance is not developed enough. That is another driving force that made me select this theme and try to contribute to the discussion.
Introduction
Rationale
There are several reasons for this research topic to be worthy of study and having a possibility of making a significant contribution to the body of already existing research. To begin with, in the modern world, it is crucial to come up with newer models of education and extend the existing approaches. These days, children are raised and developed differently, so they require that learning systems be modified. This topic explores one of the ways to make education more comfortable and appropriate for modern generations.
Another reason for studying this issue is the need to make students excited about learning and get them engaged in this process. Being taught via standardized guides by legislative authorities, evidenced in school and country district levels, and having class sessions as a priority over other activities in achieving high academic performance was appropriate decades ago (Lin & Chen, 2017). Nowadays, implementing new technologies and advancing teaching approaches is vital, so this topic is worthy of study.
Purpose
This research is intended to determine how digital knowledge platforms facilitate the modern process of relaying knowledge to students. Also, it aims to compare how the platforms are more effective than traditional education systems and discuss the benefits of such an approach. Essentially, digital knowledge platforms have enhanced academic performance better than traditional education systems by facilitating resourceful educational content through digital platforms in applications and online systems. Thus, this paper’s main objective is to compare traditional education systems and modern teaching technologies and provide evidence of digital knowledge platforms enhancing academic performance better than traditional education systems by facilitating resourceful educational content through digital platforms in applications and online systems. Two main questions will be answered in this paper. First, are there any factors that make it possible to suggest that in some cases, teachers should prefer traditional education systems? Second, since digital knowledge platforms are more effective, should they completely replace usual learning methods or be mixed with them to achieve the increased academic performance of students?
Main Points
Pupils in the early stages of development require substantial academic improvement for acquiring vital life skills. It is essential that teaching models ensure both psychological and physiological progress among learners by incorporating relevant and competent frameworks of sharing knowledge and experience. State agencies regulating teaching practices should facilitate ease of accessibility and sufficient availability of educational resources. Technology innovation presents an instrumental approach intended to improve academic performance among pupils of different learning categories.
Academic performance is measured using grades with categories describing learning outcomes. For example, assessments provide grades useful for determining the achievement of certain requirements. Learners are monitored at individual levels in-class sessions to ensure sustained performance improvement (Felszeghy et al., 2019). It is important to note that lessons allow students to acquire theoretical knowledge and skills in an interactive environment. Class sessions are important in developing skills such as communication, time discipline, and conflict resolution. This knowledge is essential for promoting advanced characters such as leadership and resources management in professional projects (Lin & Chen, 2017). Class sessions have been critical in ensuring sustained academic performance among pupils in lower and middle learning categories. Effective procedures ensure sustainable academic performance characterized by informed decision-making, critical thinking, and problem-solving among learners (Felszeghy et al., 2019). When keenly perceived, an academic performance that incorporates co-curricular elements ensures that learners develop essential life skills for future purposes (Felszeghy et al., 2019). It is objective that learners ensure sustained performance in various activities to determine their career path in the future.
Digital knowledge platforms have improved academic performance more than traditional education systems. Categorized grades achieved in assignments are used to identify the performance and evaluate the difference between the approaches’ success. Class lessons have been useful in advancing traditional education systems, which are performance-oriented. The conservative curricular adopted ensures effectiveness in time management in achieving commendable academic performance. However, digital knowledge platforms have ensured equal accessibility of learning resources, as evidenced in modern economies. Internet technology has facilitated remote access to online academic content, as evidenced in peer-reviewed journals. Digital knowledge platforms have facilitated the achievement of high grades due to the integration of useful graphic content. Students relate academic knowledge with reality as reflected in their collective decision-making and problem-solving abilities. However, these frameworks restrict live interaction between tutors and pupils. Consequently, learners fail to acquire specific learning outcomes such as turn-taking skills a formal conversation. Most importantly, competent academic administrators should develop liberal curricula that integrate digital frameworks with traditional systems for improving academic performance.
Digital knowledge platforms emulate vital concepts from traditional education systems and make them even more significant and effective. Learners are expected to participate in group assignments collectively, and their contributions are accounted for during assessment. The frameworks include websites and other online sources, which ensure the availability and reliability of learning resources (Felszeghy et al., 2019). For instance, verified news websites such as New York Times and The Washington Post are useful to students in middle and higher learning institutions for case study assignments. Value and authentic digital knowledge platforms ensure remote access to academic resources. Additionally, digital knowledge frameworks include video platforms that facilitate learning among students. Instructors and online tutors develop video content on a class session, which students use later in understanding fundamental units and course content (Felszeghy et al., 2019). Teachers have developed a strategic and useful approach to ensuring progressive learning among students.
In essence, these frameworks enhance academic performance among pupils due to the transformed presentation of learning information. The learning process becomes exciting among pupils, which is later reflected in their respective academic performance. These digital frameworks are more useful than the traditional education system when perceived distinctly. Most importantly, academic performance has improved among learners who use the frameworks for vital learning procedures during challenging economic and social period caused by the pandemic.
Literature Overview
There are many quality and relevant articles that may be rather useful in studying the subject of this paper. In some of them, the authors discuss critical aspects of digital knowledge platforms’ and traditional education systems’ influence on academic performance. At the same time, some of them suggest new ideas and opinions. Both of these approaches are incredibly essential and helpful for the field and this paper in particular. The following part of this research is dedicated to the analysis and critique of six studies: the first research’s method was a literature review, and the methodology of the remaining articles was either questionaries and interviews or observation of the participants.
Modern Digital Technologies and Linguistics Students
To begin with, it is necessary to explore the study of Ikonnikova and Komochkova (2019), who are focused on analyzing the issue of applying modern digital technologies and online platforms to educating American linguistics students. Though their paper mostly deals with this scientific study of language, it still contributes to the literature. According to the authors, the use of innovative digital technologies strengthens the education process and allows students to gain professional knowledge and skills more effectively (Ikonnikova & Komochkova, 2019). The main advantage of this article is a clear division of innovative online knowledge platforms into several types. What is more, various software applications are thoroughly studied, and their influence on students’ academic performance is specified.
Learning Environments with Different Levels of Technological Engagement
Next, in their article, Chen et al. (2019) discuss “how learning environments with different levels of technological engagement (LTEs) affect students’ learning” (p. 1). The method chosen for their study is quite reliable and justified. The authors collect data from about 170 fourth-grade students, ages nine and ten, who belong to three groups: video-based instruction, game-based instruction, and traditional instruction (Chen et al., 2019). The researchers conclude with the idea that the higher the level of technological interaction, the better the academic performance (Chen et al., 2019). However, there may be particular bias in the results because students’ success in studies may be influenced not only by the way they learn but also by a number of other internal and external factors. Thus, basing conclusions and statements mostly on the results gathered by observation of learners is a limitation.
Online Game-Based Platforms Improving Student Performance
The authors of this article aimed to “investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot and whether gamification effects on learning” (Felszeghy et al., 2019, para. 1). This research is quite effective as the authors create an online Kahoot competition in order to both expand students’ skills and evoke their interest (Felszeghy et al., 2019). Overall, this approach was efficient and showed a connection between gamification-based learning and academic performance and engagement. At the same time, Felszeghy et al. (2019) admit that some students preferred traditional written material, and the fact that this study “was conducted at a single institution with a discrete population” is a severe limitation (para. 33). Though it is possible to trust this resource and consider it valid and biased-free, it is better for other studies with participants’ involvement to be based on several different institutions to get more accurate data.
Kahoot and Academic Results
This paper is a specific continuation of research on the benefits of online game-based platforms and, in particular, Kahoot. The authors conduct a questionnaire regarding the impact of this platform, and most students appear to be satisfied with the ways Kahoot increases their motivation and results (Fuster-Guilló et al., 2019). According to Fuster-Guilló et al. (2019), “the introduction of Kahoot in theory classes appears to have been succeeded” (para. 8). What is more, “a worse group performance can be observed” when only traditional education systems are used” (Fuster-Guilló et al., 2019, para. 8). However, the authors also admit that further research regarding such platforms’ effects is required, and the limitation of their study is that different application contexts may influence the results.
Newtonian Mechanics Students and Digital Game-Based Learning Environment
This study also investigates the influence of collaborative game-based platforms on the academic motivation and performance of learners. While admitting the major positive impact of such platforms, Liao et al. (2019) conclude that instructional videos and collaboration significantly increase their effects. Such an approach helps to reduce both extraneous and intrinsic cognitive loads and promote motivation of the learners, which leads to higher academic performance and better results (Liao et al., 2019). Therefore, teachers should not only implement digital educational platforms but also expand their usage and content.
Comparison between Traditional Teaching and Digital Learning
This is another paper where its authors chose a questionnaire survey as a method to find out students’ perceptions of digital educational technologies. After an in-depth comparison between the two approaches to teaching learners, Lin and Chen (2017) concluded that digital learning has more positive effects on both academic motivation and performance. To prove that, they mention the unique advantages of online knowledge platforms: learning no problems, rich network resources, digital learning contents, reduction of teaching costs, tailored online schedule, and interactive learning. The researchers list the reasons why their paper is beneficial for the literature and the field, so this is one of its advantages (Lin & Chen, 2017). Moreover, this article is well-structured and relevant to the topic, and the authors give credit to those researchers whose ideas they use and analyze in their literature review.
Conclusion
To synthesize the literature review, it is possible to state that digital learning platforms, various educational applications, and even social networks have a uniquely positive impact on learners’ motivation, performance, and success. Compared to traditional education, which is also a good approach, online platforms show better results in teaching students of different faculties and increasing their results. Though some learners choose traditional written material, overall, digital systems, including game-based learning environments, are preferred by the majority of students because the modern generation is great with technologies.
References
Chen, Y. C., Lu, Y. L., & Lien, C. J. (2019). Learning environments with different levels of technological engagement: A comparison of game-based, video-based, and traditional instruction on students’ learning. Interactive Learning Environments, 1-17. Web.
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A., Nieminen, P., Härkönen, K., Paldanius, K. M., Ketola, K., Hiltunen, M., Lundin, M., Haapaniemi, T., & Mahonen, A. (2019). Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Medical Education, 19(273). Web.
Fuster-Guilló, A., Pertegal-Felices, M. L., Jimeno-Morenilla, A., Azorín-López, J., Rico-Soliveres, M. L., & Restrepo-Calle, F. (2019). Evaluating impact on motivation and academic performance of a game-based learning experience using Kahoot. Frontiers in psychology, 10, 2843. Web.
Ikonnikova, M. V., & Komochkova, O. O. (2019). Modern online platforms and digital technologies in teaching linguistics in the U.S. higher education practice. Information Technologies and Learning Tools, 73(5), 125-134.
Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43-55. Web.
Lin, M. H., & Chen, H. G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564. Web.