From Digital Use to Deep Learning: The Role of Cognitive Activation
11th International Conference on Distance Education and Learning, ICDEL 2026, Hangzhou, Çin, 12 - 15 Haziran 2026, ss.637-641, (Tam Metin Bildiri)
- Yayın Türü: Bildiri / Tam Metin Bildiri
- Doi Numarası: 10.1109/icdel70250.2026.11663655
- Basıldığı Şehir: Hangzhou
- Basıldığı Ülke: Çin
- Sayfa Sayıları: ss.637-641
- Anahtar Kelimeler: Cognitive activation, Deep learning, Digital tool use, Progression-based learning
- Yozgat Bozok Üniversitesi Adresli: Evet
Özet
This study examines how teachers' use of digital tools during whole-class instruction contributes to deeper student learning through cognitive activation. Using data from the Teaching and Learning International Survey (TALIS, 2024), the study investigates whether cognitive activation mediates the relationship between digital tool use and progression-based learning. Digital tool use reflects the extent to which teachers integrate digital resources into classroom instruction, while cognitive activation captures instructional practices that promote higher-order thinking and reasoning. Progression-based learning represents teaching practices that support deeper and more complex learning processes. Mediation analysis revealed that digital tool use significantly predicted cognitive activation, which in turn significantly predicted progression-based learning. Cognitive activation partially mediated the relationship between digital tool use and progression-based learning, indicating that digital tools contribute to deeper learning primarily when they are used to cognitively engage students. The indirect effect accounted for a meaningful portion of the total effect, highlighting the pedagogical mechanism linking digital instruction to deep learning. These findings suggest that the effectiveness of digital tools depends on their pedagogical use and emphasize the importance of cognitively activating instructional practices in promoting deeper learning.