The Impact of Electronic Resources on Learning Outcomes in Informatics Education: an Empirical Study on Digital Competence and Engagement
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: This study empirically examines the impact of structured electronic resources (ER) on student achievement, digital learning competence, and engagement in undergraduate informatics education. Using a quasi-experimental design with an experimental group (n=23) and a control group (n=22), the research involved the experimental group utilizing a curated ER package, including interactive coding platforms (e.g., Repl.it), algorithm simulations (e.g., AlgoViz), and virtual laboratories, while the control group followed traditional textbook-based methods. Data were collected through pre/post-tests on programming knowledge, a practical problem-solving task, a Digital Learning Competence Scale (DLCS), and an engagement survey. Mann-Whitney U tests revealed that the experimental group significantly outperformed the control group in post-test scores (U=145, p=.008) and learning engagement (U=138, p=.012). Multivariate analysis (MANOVA) confirmed an overall significant difference in learning outcome profiles between the groups (Wilks' Λ= .72, p=.004). Additionally, the self-assessment dimension of digital competence was found to be a significant predictor of academic success. The findings demonstrate that interactive electronic resources robustly support knowledge acquisition, motivation, and digital competence in informatics education, forming a pedagogical foundation for digital transformation. Article visualizations:
Author: Guler Mammadhuseyn gizi Asadova
Institution: Nakhchivan Teachers Institute
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7127580189