Abstract
This research aims to determine whether internet-assisted teaching is adequate for pupils and whether they perceive the Internet as useful for cognitive processing of curricula. Pupils' perceptions of cognitive advantages of Internet usage in teaching geography were examined. Specifically, we explored several aspects of cognition: memory, learning, mental schemas, computation and reasoning. We also considered the effects of pupils' gender, grade, type of school they attend and computer possession. Questionnaires were distributed to 1,563 pupils of different grades and types of primary and secondary schools in Serbia. There were two significant main effects - gender and grade and type of school. Furthermore, there were two significant interaction effects - computer possession with grade and type of school and gender with grade and type of school.
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