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Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

Author

Listed:
  • José M. Bautista-Vallejo

    (Department of Pedagogy, University of Huelva, 21007 Huelva, Spain)

  • Rafael M. Hernández-Carrera

    (Department of Didactics and School Organization, Universidad Internacional de La Rioja, 26002 Logroño, Spain)

  • Ricardo Moreno-Rodriguez

    (Department of Educational Sciences, University Rey Juan Carlos, 28032 Madrid, Spain)

  • José Luis Lopez-Bastias

    (Department of Educational Sciences, University Rey Juan Carlos, 28032 Madrid, Spain)

Abstract

This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

Suggested Citation

  • José M. Bautista-Vallejo & Rafael M. Hernández-Carrera & Ricardo Moreno-Rodriguez & José Luis Lopez-Bastias, 2020. "Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period," Sustainability, MDPI, vol. 12(19), pages 1-18, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:8109-:d:422569
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    1. Wunong Zhang & Yuxin Wang & Lili Yang & Chuanyi Wang, 2020. "Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak," JRFM, MDPI, vol. 13(3), pages 1-6, March.
    2. Li-Hsing Ho & Hung Sun & Tsun-Hung Tsai, 2019. "Research on 3D Painting in Virtual Reality to Improve Students’ Motivation of 3D Animation Learning," Sustainability, MDPI, vol. 11(6), pages 1-17, March.
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    Cited by:

    1. Manuel Alejandro Betancourt-Odio & Andresa Sartor-Harada & Oscar Ulloa-Guerra & Juliana Azevedo-Gomes, 2021. "Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries," Sustainability, MDPI, vol. 13(1), pages 1-12, January.
    2. Sonia Rodríguez-Cano & Vanesa Delgado-Benito & Vanesa Ausín-Villaverde & Lucía Muñoz Martín, 2021. "Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia," Sustainability, MDPI, vol. 13(15), pages 1-20, July.
    3. Ricardo Moreno-Rodriguez & Miriam Diaz-Vega & Jose Luis Lopez-Bastias & Rosa Espada-Chavarria, 2021. "Online Training in Accessibility and Design for All: A Tool to Train Post-COVID Inclusive Graduates," IJERPH, MDPI, vol. 18(23), pages 1-13, November.
    4. Sonia Rodríguez Cano & Patricia Sebastián Alonso & Vanesa Delgado Benito & Vanesa Ausín Villaverde, 2021. "Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation," Sustainability, MDPI, vol. 13(5), pages 1-15, March.

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