| Abstract [eng] |
Learning geography combines science and social literacy, making connections between different subjects, developing skills and abilities, and knowing how to put them into practice and use them in life. Geography-related skills could be classified as a priority skill for the 21st century. It is therefore important for modern geography teaching to use tools that help students to achieve a better mastery of geography knowledge and to learn independently. The use of Geographical Information Systems (GIS) technologies in the classroom and in non-formal education is useful for teaching spatial and analytical reasoning, exploring the immediate environment, fostering creativity and improving communication. Virtual Reality (VR) technologies are increasingly used in the learning process as they provide the opportunity to try out interesting gaming tools that can have a significant positive impact on understanding geography subject knowledge and active engagement in classroom activities. The Virtual Learning Environment (VLE) "Moodle" allows you to create and organise the learning process at the time and pace of one's choice. This work aims to use the potential of these technologies to digitise geography lessons and promote learning motivation. The product developed, the extended geography lesson plans written and the lessons tested in the Moodle VMA, showed an improvement in students' performance compared to the original study: 67.1% of the students in the study (0% pre-testing) confirmed the superiority of Moodle in the areas of variety and functionality of the preparation of assignments, as it had not been used before the testing, while 72.7% (pre-testing) and 50% (post-testing) acknowledged the usability of Google Classroom. 73.7% acknowledge the benefits of the geography course for better learning (17.7% more than before testing). The rate of using different IT learning tools in geography lessons 2 to 3 times a month or not at all decreased to 5.3% (28.1% less than before testing); the frequency of using the tools in the lessons (every day or once a week) increased from 36.4% (before testing) to 75% (after testing). Students' opinions have changed when it comes to the modernity of the tools used in the classroom. The modernity of the tools used in the classroom was reported by 86.8% of pupils, an increase of 26.2% compared to pre-testing. Students' activity (I am very active and active) increased from 22.7% to 60.6% (post-testing), and task completion (I do my homework consistently) increased from 47% to 53.9% (I did well on all the tasks given in class). The extended geography lesson plans provided in the Moodle environment allowed for higher grades. A database was created in MS Access for the administration of the tools developed. Article "The Need and Possibilities of Virtual Learning Tools in Geography Teaching" were prepared and published in the proceedings of international conference "ALTA'22. And "Digitisation of Geography Classes" in the journal "SMILES 2024". |
