First-Grade Students’ Perspectives on Digital and Traditional Learning

The development of digital technologies in early education raises important questions regarding how students perceive and experience learning in digital environments. The aim of this study was to explore first-grade students’ perspectives on learning using mobile devices, tablets, and digital textbooks, with particular emphasis on their perceived advantages, limitations, and preferences. The research was conducted using a qualitative approach through four focus groups with a total of 20 first-grade students. The results indicate that students recognise the motivational and stimulating potential of digital technologies, particularly in terms of visualisation and the engaging nature of content. However, they simultaneously express a clear preference for traditional learning, emphasising the importance of concentration, independent thinking, and adult support. Digital tools are perceived as useful but secondary, and are often associated with distractions and reduced cognitive effort. The findings suggest that students do not perceive all forms of learning equally, but rather associate meaningful learning with effort, autonomy, and active cognitive engagement. The results highlight the need for the careful integration of digital technologies into the teaching process, particularly in early education, where attention, structure, and social interaction are crucial for effective learning.