Abstract

This study evaluated the potential of the interactive digital learning resource Trái Đất cựa mình to support learning outcomes in plate convergence and volcanic activity in grade 6 geography. A quasi-experimental pretest–posttest design with a nonequivalent control group involved 200 students in four classes at lower secondary schools in Da Nang. Two experimental classes used the resource, while two control classes studied the same content without it. The experimental group achieved a mean gain of 0.579 points, exceeding the control group's gain by 0.430 points (95% CI [0.372, 0.488]; Hedges’ g = 0.432). Analysis of covariance (ANCOVA), adjusting for baseline scores, indicated that posttest scores were 0.429 points higher in the experimental group than in the control group (95% CI [0.371, 0.487]; p < 0.001). Each experimental class showed greater gains than either control class. These findings suggest that the resource may support learning about geographical processes that are difficult to observe directly. However, the small number of participating classes limits causal inference and the generalizability of the findings.

Keywords: Digital transformation, grade 6 geography, interactive digital learning materials, learning outcomes, plate convergence, volcanic activity.