The effectiveness of multimedia boards/projection systems in teaching humanities
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.02.16Keywords:
Digital technologies, humanities subjects, multimedia whiteboards, professional competence, projection systemsAbstract
The relevance of the study is determined by the need to integrate digital technologies (multimedia boards/projection systems) into the training of specialists, in particular in the field of humanities, and the development of professional competencies through the use of modern multimedia tools. This study aims to assess the effectiveness of using multimedia whiteboards (MWBs) in building professional competencies among humanities students. The study employed methods of theoretical and methodological analysis, generalisation of studies, testing, questionnaire surveys, and work with interactive boards (including delimitation of space, selection of stickers, use of tags, and multimedia elements), among others. The study involved humanities students, particularly those majoring in Philology, Primary Education, and Pedagogy. The total number of participants was 300 students, who were divided into an experimental group (EG) of 150 students. And control (CG) of 150 students. All criteria underwent positive changes, especially in the aspects of practically-oriented skills (+30%), experience with information resources (+40%), and the level of communication skills (+25%). At the control stage of the study, statistically significant differences were found between the EG and CG in terms of the level of professional competence (φcrit = 1.64 < φemp = 2.418). The use of virtual boards significantly enhances students’ competence, fostering active interaction and the solution of practical tasks. The questionnaire survey revealed that multimedia technologies increase involvement, enhance motivation and improve understanding of the material (average score 4.17–4.28). Their flexibility in learning was rated the highest (4.28), and their personalised features were rated the lowest (3.99). Overall, their use has a positive impact on the educational process. The academic novelty lies in the use of MWBs for developing competence in the current digital educational environment. Further research may focus on the effectiveness of interactive technologies in other humanities subjects and their impact on professional training. The study has a quasi-experimental design, which involves the participation of experimental and control groups without randomisation, but with precise control of variables and comparison of educational outcomes. This approach enables a reasonable assessment of the effectiveness of using multimedia boards and projection systems in developing students' professional competence. The theoretical contribution of the study lies in the development and testing of a pedagogical model for integrating digital tools into humanities education, covering the principles of visualising complex concepts, developing interdisciplinary thinking, active interaction in a digital environment, and individualising learning. The proposed approach can be adapted to other areas of education, taking into account the specifics of subject training.
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