HOW DID “DIGITAL ADVENTURE” START?
In an era where traditional and stereotyped
methods, which have been in use for centuries,
are gradually fading into obsolescence,
people
strive for innovative and advanced solutions
that offer convenience, savings in time and
money, and improved efficiency.
For instance, in the past, individuals needed to
visit a healthcare facility to have their heart rate
checked, but with the advent of technology, they
can easily monitor it using a smartwatch. Similarly,
the need to physically visit a bank to transfer money
has been replaced by mobile applications that
enable instant transactions. Indeed, in the field of
education, the digital transition was an inevitable
progression, but the global COVID-19 pandemic
significantly accelerated this transformation.
During the pandemic, the quarantine of schools
and kindergartens prompted a shift away from
traditional teaching methods, with an adoption of
online learning.
However, it soon became evident that this shift was not as effective as hoped. Children struggled to fully grasp lessons, learning efficiency declined, and boredom became a common issue. This observation was substantiated by the “Assessment of Effectiveness of Tele-Lessons” study (2022) conducted by UNICEF, the results of which revealed that despite the integration of technology, traditional teaching methods persisted, causing unfavorable results. Consequently, there is an urgent need to revise learning content, enrich materials, and align methods with online learning to ensure compliance with evolving educational needs.
As a result, new methods, formats, and content were actively sought out that would genuinely capture children’s interest and allow for independent learning. This quest for engaging and independent learning experiences led to a collaboration between the Ministry of Education and Science (MoES) and UNICEF Mongolia to initiate the “Digital Adventure” project.
Student Centered Content
Children possess diverse talents and interests, making it essential to move beyond traditional classroom education. To cater to the unique characteristics, needs, and passions of each child, student-centered lessons are being created that allow independent learning and personal development, offering a flexible learning experience irrespective of time and space constraints.
Interactive content will become a crucial resource to promote both classroom and non-classroom learning, serving as a stepping stone toward fostering a continuous learning process.
Interactive lessons consist of 3-5 minute- long animations and 3-4 levels of review games. Each interactive game comprises various types of activities with multiple variations, ensuring that children not only stay engaged but also acquire a comprehensive understanding of the subject.
Children can choose their favorite topics from the interactive content created within the framework of the “Digital Adventure” project and engage in play at herdsman’s campsites, soum centers, and urban areas.
The advantages of interactive lessons were developed through careful analysis and research conducted by educational professionals, primary school teachers, and methodologists. This collaborative effort also involved various artists, including graphic designers, programmers, and sound experts.
Each lesson was meticulously crafted to align with the learning objectives specified in the preschool and primary education curriculum.
English 
Монгол