Online Educational Resources for Schoolchildren and the Digital Divide

Александрович, Александров Даниил; Александровна, Иванюшина Валерия; Леонидович, Симановский Дмитрий

doi:10.17323/1814-9545-2017-3-183-201

Cited by 7 publications

(5 citation statements)

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“…Their choice, application should contribute to increasing academic performance in mathematics, the realization of the creative abilities and cognitive interests of each student. This situation confirms the theory that digital literacy of a modern person necessarily includes a communicative component (Alexandrov, Ivaniushina, & Simanovsky, 2017). These theses are proved by Semenykhina and Rudenko (2018).…”

Section: Analysis Of Russian Scientific and Pedagogical Literaturesupporting

confidence: 84%

“…This fact is noted in the Strategy for the Development of the Information Society in the Russian Federation for 2017-2030, in the federal program "Human Resources for the Digital Economy" (Karakozov & Ryzhova, 2019;Kuzminov, Sorokin, & Froumin, 2019;Sirazetdinov, 2018), etc. In order to develop professional competencies of future specialists required in the digital society, it is necessary to develop and implement new approaches in education (Alexandrov, Ivaniushina, & Simanovsky, 2017;Bayanova et al, 2019;Janelli, 2018;Galiullina, 2018;Soboleva et al, 2020;Zharko, 2020). A global trend in the field of modern mathematics education is the focus of teaching on the development of students' computational thinking skills (Barr & Stephenson, 2011;Buteau, Sacristán & Muller, 2019).…”

Section: Introduction the Relevance Of The Problemmentioning

confidence: 99%

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Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Soboleva

Sabirova

Babieva

et al. 2021

EURASIA J Math Sci Tech Ed

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The research is relevant as educational computer games are included in students' mathematical activity and form additional opportunities to improve the quality of teaching mathematics in a digital school, to support the formation of the demanded professional competencecomputational thinking. To form the appropriate skills that determine the essence of special computational thinking, the authors propose to include game educational spaces based on digital gamification resources into students' mathematical activities. The research aims to resolve the contradiction between requirements of the modern economy for specialists' high level of computational thinking and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of this research is to study the features of using gamification technologies in teaching mathematics to form the skills and abilities that make up the essence of computational thinking. The article describes directions of educational and cognitive mathematical activity based on the principles of gamification. The authors clarify the concept of "computational thinking", which includes a system of actions for activating patterns, connections between them from human memory, and compile an effective algorithm for solving them: to obtain relevant information on advanced technological developments; to state the problem and model; to use a software product with mathematical content.

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Section: Analysis Of Russian Scientific and Pedagogical Literaturesupporting

confidence: 84%

Section: Introduction the Relevance Of The Problemmentioning

confidence: 99%

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Soboleva

Sabirova

Babieva

et al. 2021

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…Their choice and application should contribute to increasing academic performance in mathematics, the realization of the creative abilities and cognitive interests of each student. This position confirms the theory that digital literacy of a modern person necessarily includes a communicative component (Alexandrov et al, 2017). Semenykhina and Rudenko (2018) explores experiment and information interaction in the development of mobile applications, gaming educational spaces.…”

Section: Analysis Of Russian Scientific and Pedagogical Literaturesupporting

confidence: 56%

Developing a Personalised Learning Model Based on Interactive Novels to Improve the Quality of Mathematics Education

Soboleva¹,

Zhumakulov²,

Umurkulov³

et al. 2022

EURASIA J Math Sci Tech Ed

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The lack of sufficiently developed methodological basis before graduation adversely affects the mathematical competency of future experts that are required by the modern economy. The study aims to investigate the features of the development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of educational results. The main methods of research were the generalization of pedagogical experience and science literature, modelling, observation, analysis of results in AXMA Story Research methods. The chosen methods made it possible to justify the necessity of using interactive novels to personalize teaching mathematics and to confirm the qualitative improvements in the pedagogical system. Fisher's criterion was used to evaluate the results. 121 schoolchildren from Russian and Uzbek schools participated in the experiment. Individual educational routes supporting the studying of mathematical theory, problem solving in the interactive space AXMA Story Maker were developed. The peculiarities to be considered when designing a personalized model of mathematics learning by means of interactive novelties were formulated. These are the correlation between the didactic goal and the result of educational and research work in a nonlinear environment, the selection of the plot for a visual novel, the elaboration of the text component and the personalized learning track, etc. According to ANCOVA test results, the post-score of the experimental group is statistically higher than the control group. The results of the article can be used to develop ideas for personalising of learning in the digital school, as well as justification for the need for inclusion of digital interactive tools in mathematics education at all levels of education and training.

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“…Currently, the researches to identify the possibilities of modern digital technologies for gamification in education [12]; to describe the essence of quest, its potential and features of inclusion in the learning process of modern school [8] are conducted. For example, D. A. Alexandrov, V. A. Ivanyushina, D. L. Simanovsky [13] point out the need to transform the content, organizational forms, methods and means of teaching in the context of the formation of digital school. D. Petko, R. Schmid, L. Müller, M. Hielscher [14] identify functions and resources of applications for the formation of special set of knowledge, skills and abilities, which have received the conditional definition as "digital literacy" [11].…”

Section: Literature Reviewmentioning

confidence: 99%

Peculiarities of forming high-demanded soft skills in the educational space of the escape room

Vekua¹,

Lubsky²,

Perevozchikova³

et al. 2020

P Sci Edu

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The problem and the aim of the study. Including game elements and digital services into the students' cognitive activity are the current trends in the development of the didactic system. The designing of an interactive escape room as an organizational form of cognition and learning technology is one of the ways of gamification of the digital educational space. The authors investigate the problems of forming the high-demanded competencies through interactive quest games. These competencies are necessary for graduates to solve future professional tasks and for successful socialization. Research methods. The analysis of fundamental scientific works on the problem of gamification in education and the usage of digital resources for forming high-demanded soft skills were used to obtain theoretical generalizations. The escape room was designed using modern interactive technologies. 48 students of specialty 44.03.01 Pedagogical education (31% of boys and 69% of girls) of Vyatka State University, Kirov, were involved in the designing of game areas for educational purposes. At the control stage of the experiment, the G-criterion was used to evaluate the changes in over-professional competencies being formed. Results. The essence of the concept of an escape room has been clarified as a game space fully adapted to a specific story, and each single element of which is designed to respond to one common plot, including thematic tasks. The stages of designing and implementation of the escape room for educational purposes were described: determination of the system of planned results, over-subject competencies; development of the game scenario; reasonable choice of software and hardware support; correlation of the emotional and psychological component with the filling of the interactive educational space. The empirical value of Gemp=3<Gcr=9 (for p=0.01) obtained in the course of the experiment confirms that the shift towards improving the quality of learning after applying the proposed approach is not random. In conclusion, the authors generalized the factors that provide the effective use of interactive resources of escape rooms to form the high-demanded soft skills: taking into account the peculiarities of game mechanics; professional aspirations and interests; students' cognition style; correlation of actually formed soft skills with planned ones, etc.

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Online Educational Resources for Schoolchildren and the Digital Divide

Cited by 7 publications

References 0 publications

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics

Developing a Personalised Learning Model Based on Interactive Novels to Improve the Quality of Mathematics Education

Peculiarities of forming high-demanded soft skills in the educational space of the escape room

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