Digital resources to improve literacy and cognitive development in elementary school students
Keywords:
digital resources, literacy, cognitive development, elementary education.Abstract
Incorporating technology into teaching can have positive effects on the learning process, making it more interactive and personalized, while promoting essential skills such as reading and writing and enhancing fundamental cognitive abilities such as concentration and memory in young athletes. Accordingly, the objective of this study was to determine the effects of digital resources on literacy and cognitive development in elementary-level student-athletes at an educational institution. A quasi-experimental study (pretest–posttest) was conducted with two independent groups of students (n = 35 each), along with an intervention involving teachers (n = 20 per group). Standardized instruments (ENI-2 and PECO) and a questionnaire validated by experts (α = .969) were used. The intervention consisted of instructional sessions employing digital tools. At the intragroup level, no notable variations were observed between independent groups (p> .05 across all dimensions). In the control group, minimal and non-significant improvements were identified (p> .05; balanced positive and negative ranks). In contrast, the experimental group demonstrated significant improvements across all dimensions (p= .001; positive ranks ≥ 30). At the intergroup level, posttest comparisons revealed significant differences in favor of the experimental group (Z values between −2.4 and −3.2; p≤ .009). Posttest medians and mean scores for the experimental group ranged from 3.4 to 3.7, exceeding those of the control group (2.7–3.0). The findings indicate that digital resources applied in elementary education significantly enhance literacy development and related cognitive skills, as well as associated teacher performance, highlighting their pedagogical, motivational, and neuroeducational value in contemporary school settings.
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