Integration of Moodle, iSpring Learn and WebTutor into the information and educational environment of a technical university to improve the quality of student learning in the discipline Mathematical Analysis

Abstract

The modern system of higher technical education requires innovative approaches to teaching fundamental disciplines such as mathematical analysis, which often presents difficulties for students due to its high level of abstraction and the need to develop logical thinking. Traditional lecture–seminar methods do not always ensure individualization, monitoring, and motivation, which leads to a decline in academic performance. In the context of digital transformation, the integration of learning management systems (LMS) into the university's information and educational environment (IEE) is relevant for creating adaptive learning paths. This study analyzes the effectiveness of integration models combining Moodle, iSpring Learn, and WebTutor platforms to improve the mastery of the discipline Mathematical Analysis in a technical university. To achieve the goal, a pedagogical experiment was conducted over the course of a semester at one of Russia's leading technical universities, involving 148 first-year students. Participants were divided into a control group (CG, 49 students) using traditional teaching methods and two experimental groups: EG1 (50 students) using Moodle and iSpring Learn integration for interactive lectures, tests, and forums; EG2 (49 students) using WebTutor for structured learning paths and adaptive monitoring. Assessment was carried out based on the results of entry, midterm, and final tests, as well as data from digital footprints (time spent in the system, resource views, activity). Statistical analysis included descriptive statistics and the Student's t-test. The results of the entry assessment confirmed the initial homogeneity of the groups (average scores 45.92-46.53 out of 100). In the midterm evaluation, EG1 and EG2 showed higher academic performance (69.12 and 67.88 points) compared to CG (61.74), with less variance. The final exam revealed a significant increase in EG1 (76.24) and EG2 (79.85) compared to 59.33 in CG. Engagement data showed that EG2 spent more time in the system (71,2 hours) and viewed more resources (145.3), while EG1 was more active in forums (4,9 messages). Discussion of the results points to the advantage of integrated IEEs in improving academic performance and leveling knowledge, with statistically significant differences (p 0.001). The Moodle + iSpring model is effective for individual modules due to interactivity, while WebTutor is effective for systemic course mastery thanks to its structure. The correlation between engagement and performance confirms that LMS encourage independent learning. The conclusions emphasize the need to choose models according to didactic objectives, offering a basis for methodological recommendations in universities. Further research may focus on hybrid models and cross-disciplinary competencies.