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Cognitive Gain in Digital Foreign Language Learning

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 mult...

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Detalles Bibliográficos
Autores principales: Klimova, Blanka, Pikhart, Marcel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10376944/
https://www.ncbi.nlm.nih.gov/pubmed/37509006
http://dx.doi.org/10.3390/brainsci13071074
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author Klimova, Blanka
Pikhart, Marcel
author_facet Klimova, Blanka
Pikhart, Marcel
author_sort Klimova, Blanka
collection PubMed
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.
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spelling pubmed-103769442023-07-29 Cognitive Gain in Digital Foreign Language Learning Klimova, Blanka Pikhart, Marcel Brain Sci Review 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. MDPI 2023-07-15 /pmc/articles/PMC10376944/ /pubmed/37509006 http://dx.doi.org/10.3390/brainsci13071074 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Review
Klimova, Blanka
Pikhart, Marcel
Cognitive Gain in Digital Foreign Language Learning
title Cognitive Gain in Digital Foreign Language Learning
title_full Cognitive Gain in Digital Foreign Language Learning
title_fullStr Cognitive Gain in Digital Foreign Language Learning
title_full_unstemmed Cognitive Gain in Digital Foreign Language Learning
title_short Cognitive Gain in Digital Foreign Language Learning
title_sort cognitive gain in digital foreign language learning
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10376944/
https://www.ncbi.nlm.nih.gov/pubmed/37509006
http://dx.doi.org/10.3390/brainsci13071074
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