The impact of interactive digital technology exposure on generation Z students learning performance in computer graphics and simulations: A comparative study of Greece and Serbia

Abstract

As the functionality of modern digital societies is largely based on interactive digital technology, educational technology has inevitably gone through a process of digitalization. Studying information technology, computer science, or computer engineering in the post-digital era makes it very hard for students to disjoin personal technology needs, learning necessities, and future career demands, putting them at great risk for developing psychological disorders. The aim of this international comparative study is to examine the effects of interactive digital technology exposure on learning performance in computer graphics and simulations. To conduct a comparison of the 397 generation Z students from Greece and Serbia, a study was conducted evenly representing various geographic, economic, and socio-cultural environments. The research was realized between October 2021 and May 2022. The type of preferred gaming device was the most important digital technology exposure predictor of learning performance factors gain both in Greece and Serbia. Unexpectedly, digital gaming exposure and Internet gaming disorder were not significant predictors of academic success. The resulting model dually provides teachers with the opportunity to adapt their activities more efficiently and students with a self-diagnostic tool helping them to improve learning performance in the field of computer graphics and simulations more effectively.