How do self-paced interactive digital lessons impact individual student engagement and content retention in my seventh grade history classroom?
Kyle Golden
Seminar Title
How do self-paced interactive digital lessons impact individual student engagement and content retention in my seventh grade history classroom?
Concept/Strategy
Focus of the Research
Engagement, interactive digital lessons
Grade Level
Research Was Applied
7th Grade
Relevant Grade Level
Connections
Middle School
Discipline
Where Research Was Applied
Social Studies
Additional Discipline Areas
I see Application to
Social Studies
Invitation/Commercial
Even before the global pandemic, many digital platforms began to sell educators on the benefits of technology that could keep students engaged and offer a personalized learning experience without the need for teacher-led instruction. The push to distance learning has accelerated this change, but has led educators to ask many questions. What are the benefits of personalized digital learning for students? Can this relatively new technology replace the need for teacher led instruction? Do interactive games, virtual tours, and student paced instruction work to increase student engagement and content retention? I took on these questions as I researched the impact of these systems on my 7th grade history students. Specifically, I carefully designed 3 different lesson types and looked to see how they impacted students. Students completed one student paced lesson without any interactive features, one student paced lesson with interactive features, and one teacher led lesson that also included interactive features. If you are using or are planning to use interactive digital lessons with your students, the results of my action research and the discussion it promotes may provide you with valuable insight into your own instructional practice!