In order to increase the effectiveness of digital learning materials, the activation of adult learners with low self-regulation skills and the improvement of their attention focusing competences are among the most important challenges. Beyond being able to transfer specific sets of knowledge in an effective way, state-of-the-art digital learning materials are expected to be able to contribute to the development of competences.
The main objective of our experimental learning material development was to find a method that will activate adult learners and ensure their continuous activity during the learning process, and at the same time establish a base for the development of critical thinking. The experimental learning material was created by restructuring the original learning material based on different approaches, and by the detailed planning of the online learning activities of the students. According to our first hypothesis, the use of different logic patterns during the learning process will increase the activity of learners and enable them to acquire a multi-angle understanding of the same type of information, thus contributing to the development of their critical thinking competences. Our second hypothesis presupposes that learners using the experimental learning material not only will achieve better results, but by using their critical thinking skills, they will also perform better in solving problems that were not part of the original learning material.
The experimental learning material consists of traffic rules which are usually difficult to learn and use correctly in real life traffic. The learning environment of the control group was traditional, with illustrations, questions and exercises. The experimental group used the experimental learning material. The following data were recorded in case of each group member: recorded online activity; short tests for measuring the effectiveness of understanding the content of the learning material; short tests to measure the effectiveness of solving traffic situations not included in the learning material; background variants affecting the effectiveness of learning (online learning experience, prior theoretical knowledge, practical experience).
The difference between the learning outcomes of the control group and the experimental group is complex and ambiguous. The background variants have a very strong impact on the effectiveness of learning. We can define certain groups, where the experimental learning material provides a more effective learning environment. The analysis of the results of problems that were not part of the original learning material clearly indicates the increased development of critical thinking competences and acquired knowledge; however, due to the shortness of the learning material, the change is not significant. The activity-based learning material affects the learner’s activity and by doing so, has an impact on the effectiveness of the whole learning process.
