Cognitive Gain in Digital Foreign Language Learning
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F23%3A50020574" target="_blank" >RIV/62690094:18450/23:50020574 - isvavai.cz</a>
Result on the web
<a href="https://www.mdpi.com/2076-3425/13/7/1074" target="_blank" >https://www.mdpi.com/2076-3425/13/7/1074</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/brainsci13071074" target="_blank" >10.3390/brainsci13071074</a>
Alternative languages
Result language
angličtina
Original language name
Cognitive Gain in Digital Foreign Language Learning
Original language description
This systematic review examines the potential of digital language learning in contributing to students’ cognitive gains. The study reviews existing research on the relationship between digital language learning and cognitive benefits, with a focus on enhanced problem-solving skills, memory, and multitasking ability. The research questions explored in this study are (1) does digital language learning contribute to cognitive gains in foreign language education? and (2) what are the pedagogical implications for cognitive improvement in digital foreign language education? The study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology to identify and analyze relevant research articles. The results of the review suggest that working with printed texts may be more effective for cognitive gains compared to electronic texts. Additionally, implementing more senses through digital language education appears to be beneficial for cognitive gains. Thus, several pedagogical implications emerge for promoting cognitive improvement in digital foreign language education. Firstly, it is crucial to implement techniques and strategies that best align with students’ language needs in a digital learning environment, whether it involves pen-and-paper activities or a flipped classroom approach. Secondly, exposing students to a variety of techniques that engage multiple senses can have a positive impact on cognitive gains. Finally, providing students with feedback is essential to maintain their motivation and foster continued progress in their foreign language studies. © 2023 by the authors.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
30103 - Neurosciences (including psychophysiology)
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Brain sciences
ISSN
2076-3425
e-ISSN
2076-3425
Volume of the periodical
13
Issue of the periodical within the volume
7
Country of publishing house
CH - SWITZERLAND
Number of pages
10
Pages from-to
"Article number: 1074"
UT code for WoS article
001038149300001
EID of the result in the Scopus database
2-s2.0-85166384807