<![CDATA[This study examines how digitally integrated instructional designs in history education co-occur with changes in students’ learning processes through underlying cognitive mechanisms. Rather than comparing the effectiveness of instructional models, the study focuses on identifying the conditions under which such designs operate in classroom contexts. An exploratory mixed-method case study design was employed, drawing on data from a survey of 120 students, classroom observations, and analysis of student-generated learning products. The internal consistency of the survey instrument reached a Cronbach’s alpha of 0.82. The findings indicate that higher levels of student engagement and improved information structuring are associated with tasks that require learners to make decisions about learning approaches, process multiple sources of information, and verify knowledge. These patterns are interpreted as manifestations of activated cognitive mechanisms under specific instructional conditions, rather than direct effects of digital tools. The results suggest that such task designs may be associated with indicators of creative competence, particularly when learners are required to organize, evaluate, and reinterpret historical information. The study proposes a mechanism-based approach to analyzing digital history instruction and contributes to understanding the relationship between instructional design and student learning processes in technology-rich environments.]]>
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