Artificial intelligence is the driving force of change focusing on the needs and demands of the student. The research explores Artificial Intelligence in Education (AIEd) for building personalised learning systems for students. The research investigates and proposes a framework for AIEd: social networking sites and chatbots, expert systems for education, intelligent mentors and agents, machine learning, personalised educational systems and virtual educational environments. These technologies help educators to develop and introduce personalised approaches to master new knowledge and develop professional competencies. The research presents a case study of AIEd implementation in education. The scholars conducted the experiment in educational establishments using artificial intelligence in the curriculum. The scholars surveyed 184 second-year students of the Institute of Pedagogy and Psychology at the Abay Kazakh National Pedagogical University and the Kuban State Technological University to collect the data. The scholars considered the collective group discussions regarding the application of artificial intelligence in education to improve the effectiveness of learning. The research identified key advantages to creating personalised learning pathways such as access to training in 24/7 mode, training in virtual contexts, adaptation of educational content to personal needs of students, real-time and regular feedback, improvements in the educational process and mental stimulations. The proposed education paradigm reflects the increasing role of artificial intelligence in socio-economic life, the social and ethical concerns artificial intelligence may pose to humanity and its role in the digitalisation of education. The current article may be used as a theoretical framework for many educational institutions planning to exploit the capabilities of artificial intelligence in their adaptation to personalized learning.
Digital gaming has become a regular part of life for today's pre-schoolers. Hence, there is a need to look at the integration of digital technology into the preschool education. The present study aims to examine the effect digital games have on children's behaviour and their social competence if played to reach an educational purpose (supervised play) and for fun (without educational aim). The study population consists of 54 pre-schoolers (26 girls and 28 boys), aged 4 to 6, who were recruited in Moscow, Russia. All children were divided in two groups: children playing digital games with peers (n = 28) and children playing digital games at home (n = 28). Findings revealed a higher level of social competence in the experimental group (+11.71, p 0.05) as compared to children playing without being told what they were expected to achieve. The experimental group also scored lower on Anxiety-Withdrawal (-7.94, p 0.05). A higher Anxiety-Withdrawal score normally means that a child experiences some degree of depression or anxiety, and exhibits overly dependent behaviour. The results of this study may help parents and teachers to use digital learning tools, in particular video games, effectively when working with young children.
The phenomenon of achievement motivation is very important in psychology, as research explains the driving forces of human behavior and activity. That is why interest in studying the achievement motivation is constantly growing. The authors of this article believe that the content structure of the achievement motivation in humans has two components – adaptive and transcendental. The purpose of this article is to present an experimental study of the meaningful characteristics of achievement motivation in persons with mental pathology. The research method is projective methodology - Hekhauzen test and author's modification of this test for persons with mental pathology, Freiburg multifactorial personality questionnaire, Diagnostics of self-actualization of personality SAMOAL. The obtained results of the study of achievement motivation in persons with mental pathology show that respondents of this category have changes in the motivational-value-semantic sphere, changes are shown in extreme manifestation of one of the tendencies (adaptation or transcendence), or extremely weak representation of both trends. Keywords: achievement, neurotic disorders, affective disorders, adaptation, transcendence, Hekhauzen test.
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