Career guidance quests that involve solving intellectual and search problems in a game are associated with one’s future career, being one of modern means of recruiting school leavers to vocational and higher educational institutions. Such specific computer tools of virtual and augmented reality as pupils’ mobile Internet gadgets can enhance visual character and interactivity of quest problems. The article deals with applying augmented reality in the web environment to solving these tasks. The authors propose a prototype of a career guidance quest system using WebAR technology.
Web augmented reality (WebAR) development tools aimed at improving the visual aspects of learning are far from being visual and available themselves. This causing problems of selecting and testing WebAR development tools for CS undergraduatesmastering inweb-design basics. The research is aimed at conducting comparative analysis of WebAR tools to select those appropriated for beginners.
The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.
The purpose of the study is to highlight the theoretical and methodological aspects of preparing the test questions of the most common types in the form of text files for further import into learning management system (LMS) Moodle. The subject of the research is the automated filling of the Moodle LMS test database.The objectives of the study: to analyze the import files of test questions, their advantages and disadvantages; to develop guidelines for the preparation of test questions of common types in the form of text files for further import into Moodle LMS.The action algorithms for importing questions and instructions for submitting question files in such formats as Aiken, GIFT, Moodle XML, “True/False” questions, “Multiple Choice” (one of many and many of many), “Matching”, with an open answer – “Numerical” or “Short answer” and “Essay” are offered in this article. The formats for submitting questions, examples of its designing and developed questions were demonstrated in view mode in Moodle LMS.
The object of the research is the development of Web-based software to support mathematics education in general secondary education institutions. The subject of the research is the development of adaptive educational software on the subject of “Fractional numbers” for students in grade 5 of general secondary education institutions. The purpose of the study is to theoretically substantiate, develop, and experimentally test adaptive learning software on the topic “Fractional numbers” for students in grade 5 of general secondary education institutions. The objectives of the study: 1) to analyze the state of the problem of developing and using adaptive software for teaching mathematics; 2) to substantiate the choice of development tools for adaptive educational software for secondary school students; 3) to develop and experimentally test adaptive educational software on the subject of “Fractional numbers” for students in grade 5 of general secondary education institutions. The results of experimental training using the developed software have shown that the development is not taking into account the change in the individual characteristics of the student (including psychological) in the learning process. This determines the following ways of its development, aimed at improving the level of adaptability: individualization of learning effects; formalization and implementation of the student model; taking into account the procedural characteristics of training in the student model. Об’єкт дослідження – розробка веб-орієнтованого програмного забезпечення для підтримки навчання математики у закладах загальної середньої освіти. Предмет дослідження – розробка адаптивного навчального програмного забезпечення з теми «Дробові числа» для учнів 5 класу закладів загальної середньої освіти. Мета дослідження – теоретично обґрунтувати, розробити та експериментально перевірити адаптивне навчальне програмне забезпечення з теми «Дробові числа» для учнів 5 класу закладів загальної середньої освіти. Завдання дослідження: 1) проаналізувати стан проблеми розробки та використання адаптивного програмного забезпечення для навчання математики; 2) обґрунтувати вибір засобів розробки адаптивного навчального програмного забезпечення для учнів середньої школи; 3) розробити та експериментально перевірити адаптивне навчальне програмне забезпечення з теми «Дробові числа» для учнів 5 класу закладів загальної середньої освіти. Результати експериментального навчання з використанням розробленого програмного забезпечення показали, що виконана розробка не ураховує зміну індивідуальних особливостей учня (у тому числі психологічних) у процесі навчання. Це визначає наступні шляхи його розвитку, спрямованого на підвищення рівня адаптивності: індивідуалізація навчальних впливів; формалізація та реалізація моделі учня; урахування процесуальних характеристик навчання у моделі учня.
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