Analysis of the Use of Visualization in Teaching Subjects of Different Ages

Abstract

Global technological changes and the widespread use of information and communication technologies lead to the need to study the formation of information literacy skills of various demographic groups. The formation of the information economy creates increased requirements for the level of proficiency in digital and information technologies in order to successfully exist in a modern high-tech environment, which leads to the need for changes in the education system. These changes are aimed at developing the ability to understand the dynamics of the information world, to navigate the increasing flow of information. To this end, the latest technologies are actively used in educational programs, which, on the one hand, improve the quality of the educational process, helping to master educational content more effectively, and on the other hand, contribute to the mastery and use of digital and information technologies by students. This study examines the technologies of visual learning, which significantly improve the quality of the educational process. As part of the study of modern trends in the educational environment, the emphasis was placed on the use of visualization as a form of presentation of educational material. Different forms of visualization were investigated: active, passive, value-semantic, universal for different age groups of respondents (schoolchildren, students, adults), a total of 412 people participated in the study. For six months, they worked with different forms of visualization as part of the training. It was revealed that it is necessary to take into account age factors, motivational features that will allow you to build individual training routes based on operating with different forms of visual information, which will allow you to critically and systematically study materials, qualitatively develop skills and abilities, be effective, achieve goals and results.

The Main Trends in Media and Information Literacy in the Era of the COVID-19 Pandemic

“…Of note, digital component is becoming more and more noticeable in articles devoted to various aspectsof literacy within the framework of educational process. Among others, the authors consider perceived risk and the e-service convenience of satisfaction and trust of academic-online users (Ramadania et al, 2021), practical application of the video component of media education in direct and reverse acculturation activities (Slutskiy, 2021), use of visualization in teaching subjects of different ages (Byundyugova et al, 2021a), and development of educational motivation of adults with the help of visual technologies (Byundyugova et al, 2022). Besides, scholars also analyze riskfactors of cyber bullying among secondary school adolescents (Ibrahim, Phuong, 2021),methodology, technology and practice of organizing media education seminars and workshops for teachers on promoting interethnic tolerance in the university student community (Chelysheva, Mikhaleva, 2021),the role of decisions by the European Court of Human Rights in shaping the content of new media literacy education (Plotnikova et al, 2021), multimodal output of university students in a general education English class to explore the application of knowledge processes of multiliteracies (Ugalingan et al, 2022), and implementation of a media educational project in museum pedagogy (Dolgireva et al, 2022).…”

Understanding Acceptance of New Media: An Empirical Evaluation of Students Undergoing Higher Education in Media Studies

“…Byundyugova, Babikova and Elena Kornienko in their research paper have inferred users who initially had a low interest but regarded the innovation involved having high value gained a lot of interest gradually, whereas the learners who responded as highly motivated individuals and who had contemplated the innovation as useful were quite contented with the innovative technique (Byundyugova et al, 2021).…”

Innovations in the Global and Russian Media Industry and Media Education

“…Russian researchers mainly focus on the qualitative originality, the current state and problems of improving journalistic education in Russia in their articles (Blokhin, 2020;Byundyugova et al, 2021;Gladkova et al, 2020;Hubetsova, 2019).…”

“…Both reviews and fundamental articles of a number of foreign and national authors concerning the problem of innovations in the media industry and media education, published in the last 5 years, have been critically analyzed (Berezhnaya, Korkonosenko, 2021;Burgess et al, 2020;Byundyugova et al, 2021;Fateeva, 2017;Fedorov et al, 2018a;Fedorov et al, 2018b;Fedorov et al, 2022;Gladkova et al, 2020;Hubetsova, 2019;Steensen, Westlund, 2021;Vartanova, 2019;Vermeer et al, 2020).…”