Models and Criteria for Evaluating the Effectiveness of Digital Educational Resources
DOI:
https://doi.org/10.71078/pf5ws278Keywords:
digital educational resources (DERs), internet resource, SAMR model, TPACK model, multimedia learning, cognitive load, Kazakh-language educational platforms, digitalization of educationAbstract
This article provides a comprehensive analysis of the current state, development dynamics, and pedagogical effectiveness of Kazakh-language digital educational resources (DERs). As part of the study, ten major Kazakh-language web resources used within Kazakhstan’s educational and scientific-information environment (Kundelik.kz, BilimLand.kz, Daryn.online, OpenU.kz, and others) were selected through criterion-based purposive sampling, and their functional, content-related, and pedagogical capabilities were analyzed. The SAMR and TPACK models, along with Richard Mayer’s theory of multimedia learning, were employed as the theoretical and methodological framework for evaluating the quality of the resources. The analysis revealed considerable variation in the level of digital transformation and pedagogical integration across domestic platforms: while some resources are limited to presenting traditional content in electronic form, others incorporate interactive tasks, digital feedback, and transformed learning activities. The study also identified the importance of multimedia design, cognitive load, and usability. The findings provided a basis for developing recommendations aimed at improving the quality of Kazakh-language DERs and expanding their pedagogical potential.
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