Keywords
cognitive modeling,
biology education, complex biological processes,
interactive visualization,
virtual reality,
systems thinking,
Grade 8 students.
How to Cite
Abstract
The purpose of this study is to provide a scientific justification for the cognitive effectiveness of digital modeling technologies (3D, VR, AR) in teaching complex biological processes in the 8th-grade biology curriculum. A comparative pedagogical analysis was employed to examine traditional (lecture and static visuals) and innovative (digital simulations and VR applications) instructional approaches. The results demonstrate that digital modeling improved students’ understanding of process logic from 52.4% to 68%, increased terminological literacy from 51% to 63%, and enhanced problem-solving performance by 7.7%. The findings indicate that digital technologies optimize cognitive load and facilitate the consolidation of knowledge in long-term memory. In conclusion, digital modeling serves as an effective cognitive tool in biology education, contributing to the development of systems thinking and digital competencies among students.
References
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