In the modern period of universal consumer and entertainment psychology of society, interest in gamification is growing. Game components penetrate into all spheres of activity: business, banking, education and even medicine - common trainings, quests aimed at mastering certain skills. The method of typology, aimed at finding stable features and properties of the object under study. Content analysis was involved, in particular, resources with gamified elements were monitored for automated information retrieval (content monitoring). In the course of the research we came to the conclusion that gamification has a significant impact on the life of modern man. The market of gamified technologies is actively developing in Ukraine and the world. Gamification allows the rational use of available resources, so that as a result all parties achieve the goal, but its use should be treated with caution so as not to exacerbate existing contradictions or, conversely, not to demotivate. That is why it is so important to be critical of the use of game elements in each of the spheres, to realize and distinguish the useful potential of the game from the game as an end in itself, which can adversely affect mental and physical health, self-realization in society.
This article defines the main characteristics of the media during quarantine, analyzes the peculiarity of online media during the crisis caused by the coronavirus pandemic COVID-19 and highlights changes in the content of media platforms during the spread of the coronavirus pandemic, considering changes in user interests and new media projects offered especially during this pandemic. General scientific research methods (analysis, synthesis) and special research methods of online media characteristics (content analysis) have been used. Based on the results of the survey, the most popular online platforms were identified during quarantine restrictions, the most vulnerable areas of online media were identified during the crisis, and details of the presentation of material on OVID-19 were analyzed by various means. It is concluded that social quarantine restrictions have led to an increase in activity among users of online media, now focusing on the content of the information and the constant monitoring of the situation of the pandemic, as well as ways to defend against it.
The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data. The participants were 21 second year and 15 third-year students, who wrote 18 fiction stories for preschool children (3 were written in the collaborative writing groups of 4, where the students were allowed to choose partners for small groups; 3 in the collaborative writing groups of 4, where the students were not allowed to choose partners; 6 after prewriting group discussion, and 6 without any collaboration). 12 six-year students evaluated delivered texts. We also interviewed 12 teachers of the Department of Publishing and Editing about the collaborative writing tasks at the meeting of the Department. Teachers’ interviews were recorded, transcribed and analysed. The students and teachers expressed positive attitudes towards collaborative writing, that contributes to students’ learning outcomes and prepare them for teamwork. The highest score got the texts written individually after the prewriting discussion. The stories written by the students who were allowed to choose partners in a group work gained higher scores than texts prepared in randomly created groups. The participants in the self-selected conditions reported that they enjoyed а high level of participation, sharing the workload and supportive behaviour. We also observed the evidences of unequal participation of students in collaboration in small groups where the partners were not familiar. The lowest average score got the texts written with no collaboration. So, we proved that there is a need for implementing prewriting group discussions in the learning process. It is necessary to differentiate the role of each student in collaborative writing to evaluate individual results correctly.
The research evaluates the effectiveness of using electronic textbooks in educational process compared to printed publications. The advantages and disadvantages of introducing e-textbooks in higher education institutions are determined. The problems that students face while working with e-textbooks are outlined. Based on the literature analysis, the authors claim that e-textbooks are more convenient and are being increasingly used in the educational process. A standardised questionnaire including 17 questions was developed by authors to determine students' and teachers' perceptions of using e-textbooks in educational process. Data analysis tools comprise the methods of mathematical and descriptive statistics. According to the survey, users want to get cheap but highquality e-textbooks, with a high level of production, without errors, and with completeness of information. The price and the quality play a crucial role in decision making. Also, the criterion of e-textbooks friendliness is of great importance, including ease of search, the ability to navigate by hyperlinks, and adaptive layout for different devices. The problem of standardisation of e-textbooks may be the subject of further research and practical development.
The purpose of the paper is to summarize the organizational and ethical aspects, problems and prospects of peer reviewing. To do this, from September 2019 to January 2020, a survey of Ukrainian scientists registered in Facebook groups “Ukrainian Scientific Journals”, “Ukrainian Scientists Worldwide”, “Pseudoscience News in Ukraine”, “Higher Education and Science of Ukraine: Decay or Blossom?” and others was conducted. In total, 390 researchers from different disciplines participated in the survey. The results of the survey are following: 8.7% of respondents prefer open peer review, 43.1% – single-blind, 37.7% – double blind, 9.2% – triple blind, 1.3% used to sign a review prepared by the author. 75.6% of respondents had conflicts of interest during peer reviewing. 8.2 % of reviewers never reject articles regardless of their quality. Because usually only editors and authors see reviews, it can lead to the following issues: reviewers can be rude or biased; authors may not adequately respond to grounded criticism; editors may disregard the position of the author or reviewer, and journals may charge for publishing articles without proper peer review.
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