Cognitive functions and personality traits of students in different educational environments

Abstract

Introduction. Scientists suggest that the systemic digitalization of the educational process includes the bio-psycho-social development of schoolchildren. These changes will affect the speed of reactions, the quantity and quality of perceived information, the cognitive styles used in its processing, the peculiarities of assimilating and mastering knowledge in a new digital format, compared with traditional methods of presenting information. The purpose of the study is a comparative analysis of the level of development of cognitive functions and personal characteristics of schoolchildren from educational institutions using traditional and digital learning. Materials and methods. The study involved 6th grade students from two schools in Belgorod (N = 80 schoolchildren). In one of them, learning is carried out in the traditional way, in the other, ICT is mainly used (digital interactive textbooks, interactive whiteboards and other electronic educational resources). Among the empirical methods used were observation and conversation, standardized diagnostic techniques for the study of cognitive processes, emotional and personal characteristics of adolescents. Methods of mathematical statistics (Mann-Whitney U-test,) were used to process the research results. Results and discussion. It has been empirically proven that there are differences in the level of development of cognitive functions and personal characteristics of schoolchildren from general education institutions with traditional forms of education (TS) and institutions using primarily ICT (ICTS). It has turned out that TS students have a higher level of logical thinking (р≤0,001; Uemp=398); however, the level of mental fatigue among schoolchildren from ICTS is lower (р≤0,000; Uemp=204); Teenagers from TS are less emotionally dependent on the Internet (р≤0,000; Uemp=431), and in educational activities they are more anxious (р≤0,000; Uemp=105) and emotional (р≤0,000; Uemp=225). Schoolchildren from ICTS show a great dependence on the Internet, although they admit that they sometimes have problems with both physical and mental health (р≤0,001; Uemp=453).