Impact of digital interaction on multiple intelligences

Abstract

The use of innovative learning materials in digital platform helps enhance learning as studies show that when more senses are involved the higher is the retention rate. With the release of diverse types of digital applications that users interact with, effect on the development of students particularly on their intelligences may differ. This study explores the impact of digital interaction on the multiple intelligences of students as presented by Gardner. Statistical analysis on respondents' multiple intelligence test scores based on Multiple Intelligence Developmental Assessment Scales (MIDAS) and respondents' digital interaction time was performed to determine the level of relationship between the two. Results show that all distinct intelligences has weak direct relationship with digital interaction time. Highest coefficient value is with visual-spatial and naturalistic has the least. Respondents were also categorized according to the type of digital application they mostly interact with. Statistical analysis on each of these categories shows that the coefficient values differ, such that, each of the distinct intelligences have weak direct relationship with social media and computer games interaction time, and a moderate direct relationship with e-learning materials. For VR games, there is a combination of strong, moderate and weak direct relationship among the distinct intelligences. With this, it can be concluded that the type of applications that users interact with is a significant factor in the development of multiple intelligences. A strategic combination of these types of applications is highly recommended to optimize its impact on the development of multiple intelligences.