IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

As South Korea contends with rising digital dependency amid its position as one of the world’s most connected societies, growing concern surrounds the uncritical adoption of technology-centered pedagogies. This study examines how digital native university students respond to a deliberately analog learning environment. Specifically, it explores the use of literary-themed, paper-based posters as a means of activating multiple intelligences and counteracting digital saturation.
Eighty-eight students, organized into twenty-two teams in a literature-based language course, participated in this qualitative inquiry. Data were collected through six open-ended survey questions and instructor observations. Preliminary analysis revealed that 86% of teams (19 out of 22) strongly preferred creating physical posters to digital ones, reporting heightened creativity, collaboration, and emotional engagement. The activity prominently engaged interpersonal (17 teams), spatial (16), and logical (12) intelligences, followed by linguistic, emotional, and bodily intelligences, reflecting the tactile and cooperative nature of the task. Naturalistic and musical intelligences were seldom mentioned.
Participants emphasized enriched thematic understanding, enhanced problem-solving, and stronger teamwork as key outcomes. Performance data further supported these perceptions, with grades ranging from 90% to 97.5%, and higher scores aligning with creative and thematically coherent outputs. These findings suggest that analog pedagogy can effectively stimulate diverse intelligences—particularly those fostering critical thinking, collaboration, and spatial reasoning—thereby offering a meaningful counterbalance to digital saturation and promoting holistic intellectual development.