Влияние цифровых образовательных технологий на успеваемость студентов

Tatiana V. Zastrozhnaya; Natalia A. Bodneva; Vera I. Budanova

doi:10.25726/x2259-4014-8098-g

Authors

Tatiana V. Zastrozhnaya Stavropol State Pedagogical Institute, Branch in Budyonnovsk, 357430, Stavropol Krai, Zheleznovodsk, Inozemtsevo settlement, Svobody Avenue, 14
Natalia A. Bodneva Stavropol State Pedagogical Institute, Branch in Budyonnovsk, 357430, Stavropol Krai, Zheleznovodsk, Inozemtsevo settlement, Svobody Avenue, 14
Vera I. Budanova Stavropol State Pedagogical Institute, Branch in Budyonnovsk, 357430, Stavropol Krai, Zheleznovodsk, Inozemtsevo settlement, Svobody Avenue, 14

DOI: 10.25726/x2259-4014-8098-g EDN: CGSDWM

How to cite

GOST Zastrozhnaya T. V., Bodneva N. A., Budanova V. I. The impact of digital educational technologies on student academic performance // Education Management Review. 2026. Vol. 16. No. 9. P. 184-192. DOI: 10.25726/x2259-4014-8098-g

APA Zastrozhnaya, T. V., Bodneva, N. A. & Budanova, V. I. (2026). The impact of digital educational technologies on student academic performance. Education Management Review, 16(9), 184-192. https://doi.org/10.25726/x2259-4014-8098-g

Abstract

The article examines the impact of digital educational technologies on student academic performance based on the generalization of the results of meta-analytical research in recent years. The relevance of the topic is due to the rapid digitalization of education, the introduction of artificial intelligence technologies and the need for an empirically based assessment of the effectiveness of digital learning tools. The aim of the work is to systematize modern scientific data on the impact of various types of digital technologies on students' academic achievements. The article analyzes the results of several key meta-analytical studies, covering a total of more than one hundred primary studies from 2015 to 2024. The theoretical framework of the analysis includes cognitive load theory, self-regulated learning theory, the cognitive theory of multimedia learning and the technology acceptance model, which together explain the mechanisms linking digital tools to learning outcomes and the high heterogeneity of the observed effects. Particular attention is paid to the role of intelligent tutoring systems and to students' digital literacy, as well as to the factors that mediate the effectiveness of technology: the type of technology, the discipline, the level of education, the duration of use and the quality of pedagogical design. Based on the analysis, it is concluded that digital technologies, with proper pedagogical design, can improve academic performance, but the effect varies depending on the type of technology, discipline and level of education, and that hybrid approaches combining digital tools with traditional teaching prove to be the most effective.

Keywords

digital educational technologies student performance meta analysis intelligent learning systems digital literacy pedagogical design

Funding

The authors did not declare any external funding for this research.

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The impact of digital educational technologies on student academic performance

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