Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5494
Kateryna P. Osadcha, Maryna V. Osadcha
The emergence of new tools, the appearance of new technologies and improvements to existing ones have resulted in expansion of generative artificial intelligence. The technologies of generative artificial intelligence have already been used by people to perform not only intellectual tasks, but also creative ones, in particular in the field of design. Therefore, their capabilities in graphic design need to be studied. One of the routine tasks of a designer is the development of corporate identity elements (a logo, font, and colour). Designers can spend a lot of time on this, choosing different style options. Therefore, delegating this routine work to generative artificial intelligence may be appropriate. With this practical need in mind, the capabilities of modern AI tools for image and logo generation were studied in the research, and the results of AI logo generation compared to the work of novice designers were analysed. As a result, conclusions were drawn about the expediency of using generative AI technology in the work of designers, in particular, for the development of corporate identity elements, and the appropriateness of studying generative artificial intelligence technology in the training of future designers. These conclusions were made on the basis of a survey of 41 experts in the field of design, information technology and artificial intelligence. Based on the findings of the survey, we can note that it was difficult for experts to distinguish between logos generated by artificial intelligence and logos created by novice designers. Logos developed by novice designers (5) were recognized as the most attractive among the 45 logos presented in the survey. Images generated in some AI tools (Tailor Brands, Hatchful) are considered attractive by design, information technology and artificial intelligence professionals. Therefore, they can be used to create corporate identity elements. Thus, the vast majority of experts agreed that artificial intelligence tools for generating images and logos should be used in the process of creating corporate identity elements. In addition, the vast majority of experts found it advisable to use generative artificial intelligence technologies in the process of professional training of future designers.
{"title":"GENERATIVE ARTIFICIAL INTELLIGENCE VS HUMANS IN THE PROCESS OF CREATING CORPORATE IDENTITY ELEMENTS","authors":"Kateryna P. Osadcha, Maryna V. Osadcha","doi":"10.33407/itlt.v98i6.5494","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.5494","url":null,"abstract":"The emergence of new tools, the appearance of new technologies and improvements to existing ones have resulted in expansion of generative artificial intelligence. The technologies of generative artificial intelligence have already been used by people to perform not only intellectual tasks, but also creative ones, in particular in the field of design. Therefore, their capabilities in graphic design need to be studied. One of the routine tasks of a designer is the development of corporate identity elements (a logo, font, and colour). Designers can spend a lot of time on this, choosing different style options. Therefore, delegating this routine work to generative artificial intelligence may be appropriate. With this practical need in mind, the capabilities of modern AI tools for image and logo generation were studied in the research, and the results of AI logo generation compared to the work of novice designers were analysed. As a result, conclusions were drawn about the expediency of using generative AI technology in the work of designers, in particular, for the development of corporate identity elements, and the appropriateness of studying generative artificial intelligence technology in the training of future designers. These conclusions were made on the basis of a survey of 41 experts in the field of design, information technology and artificial intelligence. Based on the findings of the survey, we can note that it was difficult for experts to distinguish between logos generated by artificial intelligence and logos created by novice designers. Logos developed by novice designers (5) were recognized as the most attractive among the 45 logos presented in the survey. Images generated in some AI tools (Tailor Brands, Hatchful) are considered attractive by design, information technology and artificial intelligence professionals. Therefore, they can be used to create corporate identity elements. Thus, the vast majority of experts agreed that artificial intelligence tools for generating images and logos should be used in the process of creating corporate identity elements. In addition, the vast majority of experts found it advisable to use generative artificial intelligence technologies in the process of professional training of future designers.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"61 10","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5168
Elena Shliakhovchuk
In recent years, scholarly investigations have yielded the consensus that video games possess multifaceted attributes that extend beyond their conventional perception as mere sources of leisure, diversion, and entertainment. The immersive nature of video games has led to increased interest in their use as platforms for engaging in discourses across a diverse array of subject matters with the potential to reach a wider audience and generate meaningful impact. Combined with the sense of presence and ownership that allows players to be placed in the shoes of characters grappling with social or political issues, video games are converting into an effective and accessible tool for learning and engagement with pressing cultural, social and political issues. Current research aims to understand better the potential of educational video games to address these pressing problems, in this case, the refugee crisis, to evoke empathy and raise awareness by looking at the problem 'behind the scenes' with an audience that initially was not interested in the topic. This qualitative study (N=78) employed the narrative research method to examine experiential participatory learning with participants playing the educational video game Against All Odds developed by UNHCR. By immersing players in this virtual experience, this game was created to educate and encourage a greater understanding of the realities faced by refugees, the complexity, and dangers of the refugee experience, as well as the reasons behind their displacement. The promising results of the research show that a video game can address serious social issues by creating a simplified but still dynamic scale model of refugee reality. Participants reported an enjoyable gaming experience, newfound interest in the issue at hand, increased empathy toward refugees, and motivation to help people in need. The study illustrates that by putting players in the shoes of struggling characters, video games could make learning about these topics more engaging and, as a result, more accessible and appealing to a wider audience, including non-gamers and people previously disinterested in the topic. These results invite educators, researchers, and scholars from the fields of education, game studies, social sciences, and cultural studies to explore the potential of video games as a possible tool for engaging students, addressing social issues, raising awareness, and fostering empathy. The article also identifies several prospective domains for future research.
{"title":"LEARNING ABOUT REFUGEE LIFE WITH EDUCATIONAL VIDEO GAMES","authors":"Elena Shliakhovchuk","doi":"10.33407/itlt.v98i6.5168","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.5168","url":null,"abstract":"In recent years, scholarly investigations have yielded the consensus that video games possess multifaceted attributes that extend beyond their conventional perception as mere sources of leisure, diversion, and entertainment. The immersive nature of video games has led to increased interest in their use as platforms for engaging in discourses across a diverse array of subject matters with the potential to reach a wider audience and generate meaningful impact. Combined with the sense of presence and ownership that allows players to be placed in the shoes of characters grappling with social or political issues, video games are converting into an effective and accessible tool for learning and engagement with pressing cultural, social and political issues. Current research aims to understand better the potential of educational video games to address these pressing problems, in this case, the refugee crisis, to evoke empathy and raise awareness by looking at the problem 'behind the scenes' with an audience that initially was not interested in the topic. This qualitative study (N=78) employed the narrative research method to examine experiential participatory learning with participants playing the educational video game Against All Odds developed by UNHCR. By immersing players in this virtual experience, this game was created to educate and encourage a greater understanding of the realities faced by refugees, the complexity, and dangers of the refugee experience, as well as the reasons behind their displacement. The promising results of the research show that a video game can address serious social issues by creating a simplified but still dynamic scale model of refugee reality. Participants reported an enjoyable gaming experience, newfound interest in the issue at hand, increased empathy toward refugees, and motivation to help people in need. The study illustrates that by putting players in the shoes of struggling characters, video games could make learning about these topics more engaging and, as a result, more accessible and appealing to a wider audience, including non-gamers and people previously disinterested in the topic. These results invite educators, researchers, and scholars from the fields of education, game studies, social sciences, and cultural studies to explore the potential of video games as a possible tool for engaging students, addressing social issues, raising awareness, and fostering empathy. The article also identifies several prospective domains for future research.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"74 2","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.4149
Тетяна Валеріївна Сидоренко, Алла Іванівна Сидоренко
У статті розглянуто шляхи впровадження технологій дистанційного навчання у фахову підготовку майбутніх фахівців з інформаційної, бібліотечної та архівної справи. Виділено основні можливості та відмінності технологій дистанційного навчання. Описано досвід впровадження технологій дистанційного навчання майбутніх фахівців інформаційної сфери кафедри інформаційної, бібліотечної та архівної справи Відокремленого підрозділу «Миколаївська філія Київського національного університету культури і мистецтв». Доведено, що технології дистанційного навчання створюють умови для плідної взаємодії викладачів і студентів як суб’єктів інформаційного середовища та сприяють розвитку їх компетентностей, серед яких здатність до саморозвитку та аналітичне мислення. Представлені результати анкетування студентів спеціальності 029 «Інформаційна, бібліотечна та архівна справа». Питання анкети стосувались ставлення студентів до дистанційного навчання (його переваг і недоліків); їх готовності до самонавчання та самовдосконалення; бачення перспектив розвитку дистанційного навчання та ін. Анкетування виявило, що більша частина студентів мають позитивне ставлення до дистанційного навчання і використання сучасних інформаційних технологій для отримання інформації. Найбільш затребуваними виявились практичні та лекційні заняття з використанням мультимедійних технологій. Серед перспектив дистанційного навчання студентами за ранжируваним переліком обрані технологічність, гнучкість та модульність. Результати анкетування довели, що технології дистанційного навчання, базуючись на принципах відкритого навчання, створюють сучасне інформаційне освітнє середовище, привабливе для студентської молоді. На основі дослідження визначено, що дистанційне навчання можна активно використовувати в системі змішаного навчання студентів інформаційної сфери, а в умовах кризових явищ – як самостійний елемент сучасної освіти.
{"title":"УПРОВАДЖЕННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ МАЙБУТНІХ ФАХІВЦІВ З ІНФОРМАЦІЙНОЇ, БІБЛІОТЕЧНОЇ ТА АРХІВНОЇ СПРАВИ","authors":"Тетяна Валеріївна Сидоренко, Алла Іванівна Сидоренко","doi":"10.33407/itlt.v98i6.4149","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.4149","url":null,"abstract":"У статті розглянуто шляхи впровадження технологій дистанційного навчання у фахову підготовку майбутніх фахівців з інформаційної, бібліотечної та архівної справи. Виділено основні можливості та відмінності технологій дистанційного навчання. Описано досвід впровадження технологій дистанційного навчання майбутніх фахівців інформаційної сфери кафедри інформаційної, бібліотечної та архівної справи Відокремленого підрозділу «Миколаївська філія Київського національного університету культури і мистецтв». Доведено, що технології дистанційного навчання створюють умови для плідної взаємодії викладачів і студентів як суб’єктів інформаційного середовища та сприяють розвитку їх компетентностей, серед яких здатність до саморозвитку та аналітичне мислення. Представлені результати анкетування студентів спеціальності 029 «Інформаційна, бібліотечна та архівна справа». Питання анкети стосувались ставлення студентів до дистанційного навчання (його переваг і недоліків); їх готовності до самонавчання та самовдосконалення; бачення перспектив розвитку дистанційного навчання та ін. Анкетування виявило, що більша частина студентів мають позитивне ставлення до дистанційного навчання і використання сучасних інформаційних технологій для отримання інформації. Найбільш затребуваними виявились практичні та лекційні заняття з використанням мультимедійних технологій. Серед перспектив дистанційного навчання студентами за ранжируваним переліком обрані технологічність, гнучкість та модульність. Результати анкетування довели, що технології дистанційного навчання, базуючись на принципах відкритого навчання, створюють сучасне інформаційне освітнє середовище, привабливе для студентської молоді. На основі дослідження визначено, що дистанційне навчання можна активно використовувати в системі змішаного навчання студентів інформаційної сфери, а в умовах кризових явищ – як самостійний елемент сучасної освіти.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"316 4","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5471
Олег Михайлович Спірін, Василь Петрович Олексюк, С.М. Іванова, Тетяна Новицька
У статті проведено дослідження проблеми оцінювання результатів наукових та педагогічних досліджень. Дослідження окреслює різноманітні переваги використання альтметричного підходу: отримання різноманітних показників для оцінки впливу дослідження, подолання дисциплінарних розбіжностей, залучення ширшої читацької аудиторії. У статті проаналізовано альтметричні показники результативності наукових досліджень, зокрема на основі переглядів, цитувань, додавання матеріалів до закладок та їх обговорення. Аналізуючи наявні моделі оцінювання ефективності досліджень, автори роблять висновок про необхідність їх удосконалення та адаптації до педагогічних досліджень, що виконуються колективами науковців. Відповідно авторська модель застосування інформаційно-цифрових технологій для оцінювання ефективності колективних педагогічних досліджень містить цільовий, змістовий, організаційно-діяльнісний та оцінювально-результативний блоки. Вказано, що оцінка результативності колективного педагогічного дослідження є адитивною величиною, що утворюється як сума оцінок оприлюднення, розповсюдження, впливу та експертної оцінки. Показниками критерію оприлюднення є кількість публікацій у міжнародних наукометричних і відкритих бібліометричних базах, у наукових електронних бібліотеках, академічних і загальнодоступних соціальних мережах. Показниками розповсюдження є кількість завантажень, архівування, а також слідкування за дослідженнями, які виконуються в межах колективної теми. До показників впливу належать цитування публікацій у вищезазначених виданнях, поширення результатів дослідження, коментарі, реакції та цитування в загальнодоступних соціальних мережах, перегляди, рекомендації, цитування в академічних соціальних мережах. До показників експертного критерію належать новизна і обґрунтованість одержаних результатів, доцільність і валідність використаних методів дослідження, його довгостроковий вплив на галузь освіти, можливість впровадження результатів на практиці, залучення додаткових джерел фінансування, якість публікацій керівника та виконавців дослідження. У статті наведено приклади застосування наукометричних сервісів та цифрових інструментів для оцінки ефективності за заданими критеріями.
{"title":"КРИТЕРІЇ ТА ПОКАЗНИКИ ОЦІНЮВАННЯ РЕЗУЛЬТАТИВНОСТІ КОЛЕКТИВНИХ ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ","authors":"Олег Михайлович Спірін, Василь Петрович Олексюк, С.М. Іванова, Тетяна Новицька","doi":"10.33407/itlt.v98i6.5471","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.5471","url":null,"abstract":"У статті проведено дослідження проблеми оцінювання результатів наукових та педагогічних досліджень. Дослідження окреслює різноманітні переваги використання альтметричного підходу: отримання різноманітних показників для оцінки впливу дослідження, подолання дисциплінарних розбіжностей, залучення ширшої читацької аудиторії. У статті проаналізовано альтметричні показники результативності наукових досліджень, зокрема на основі переглядів, цитувань, додавання матеріалів до закладок та їх обговорення. Аналізуючи наявні моделі оцінювання ефективності досліджень, автори роблять висновок про необхідність їх удосконалення та адаптації до педагогічних досліджень, що виконуються колективами науковців. Відповідно авторська модель застосування інформаційно-цифрових технологій для оцінювання ефективності колективних педагогічних досліджень містить цільовий, змістовий, організаційно-діяльнісний та оцінювально-результативний блоки. Вказано, що оцінка результативності колективного педагогічного дослідження є адитивною величиною, що утворюється як сума оцінок оприлюднення, розповсюдження, впливу та експертної оцінки. Показниками критерію оприлюднення є кількість публікацій у міжнародних наукометричних і відкритих бібліометричних базах, у наукових електронних бібліотеках, академічних і загальнодоступних соціальних мережах. Показниками розповсюдження є кількість завантажень, архівування, а також слідкування за дослідженнями, які виконуються в межах колективної теми. До показників впливу належать цитування публікацій у вищезазначених виданнях, поширення результатів дослідження, коментарі, реакції та цитування в загальнодоступних соціальних мережах, перегляди, рекомендації, цитування в академічних соціальних мережах. До показників експертного критерію належать новизна і обґрунтованість одержаних результатів, доцільність і валідність використаних методів дослідження, його довгостроковий вплив на галузь освіти, можливість впровадження результатів на практиці, залучення додаткових джерел фінансування, якість публікацій керівника та виконавців дослідження. У статті наведено приклади застосування наукометричних сервісів та цифрових інструментів для оцінки ефективності за заданими критеріями.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"26 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5288
Іван Іванович Рантюк, Тетяна Анатоліївна Вакалюк
Невпинний розвиток цифрових технологій потребує постійного підвищення професіоналізму фахівців ІТ-компаній. Збереження конкурентоздатності ІТ-компаній відбувається шляхом безперервного здійснення неформальної освіти персоналу та має необхідну підтримку як з боку власників бізнесу, так і безпосередньо з боку ІТ-працівників, які вкладають власні кошти та час у самоосвіту. У статті детально описано запропоновану авторську модель використання ІКТ управління проєктами у неформальній освіті фахівців ІТ-компаній. Проаналізовано вітчизняний та зарубіжний досвід з побудови моделей та проєктування навчального середовища. Модель відображено схематично у вигляді скомпонованих блоків і компонентів та надано опис усіх її важливих елементів. Визначено перелік передумов, які вплинули на встановлення мети, а також виокремлено та описано педагогічні підходи, що використані в дослідженні. У відповідності до мети – забезпечення необхідного рівня професійних компетентностей фахівців ІТ-компаній, залучених до процесу управління проєктами, – було сформовано ряд цілей до відповідних етапів педагогічного експерименту. Зокрема визначено чотири етапи формування необхідних компетентностей з використанням масових відкритих онлайн-курсів: «Leading People and Teams Specialization» Мічиганського університету та «Engineering Project Management Specialization» університету Райса, а також авторського курсу «ІКТ управління проєктами». Описано форми організації навчання, запропоновано та описано методи і засоби навчання. Виділено критерії, відповідні показники та рівні сформованості професійних компетентностей. Перспективи подальших досліджень автори вбачають у впроваджені розробленої моделі, розробці загальної методики використання ІКТ в управлінні проєктами, а також дослідження її педагогічної доцільності.
数字技术的不断发展要求 IT 专家不断进行专业进修。要保持 IT 企业的竞争力，就必须对员工进行持续的非正规教育，并得到企业主和 IT 员工的必要支持，因为他们在自我教育方面投入了自己的资金和时间。文章详细介绍了作者提出的在 IT 专业人员非正规教育中使用 ICT 项目管理的模式。文章分析了国内外在建立模型和设计学习环境方面的经验。该模型以图示的形式显示了排列好的模块和组件，并对其所有重要元素进行了描述。确定了影响目标设定的先决条件清单，并确定和描述了研究中使用的教学方法。根据确保参与项目管理过程的信息技术专业人员达到所需的专业能力水平这一目标，为 教学实验的相关阶段制定了一系列目标。特别是，确定了利用大规模开放式在线课程培养必要能力的四个阶段：密歇根大学的 "领导人民和团队专业 "和莱斯大学的 "工程项目管理专业"，以及作者的 "信息和通信技术项目管理 "课程。文章介绍了培训的组织形式，提出并阐述了培训的方法和手段。文章强调了专业能力的标准、相关指标和水平。作者认为，在实施所开发的模型、开发在项目管理中使用信息和通信技术的一般方法以及研究其教学可行性方面，还有进一步研究的前景。
{"title":"МОДЕЛЬ ВИКОРИСТАННЯ ІКТ В УПРАВЛІННІ ПРОЄКТАМИ У НЕФОРМАЛЬНІЙ ОСВІТІ ФАХІВЦІВ ІТ-КОМПАНІЙ","authors":"Іван Іванович Рантюк, Тетяна Анатоліївна Вакалюк","doi":"10.33407/itlt.v98i6.5288","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.5288","url":null,"abstract":"Невпинний розвиток цифрових технологій потребує постійного підвищення професіоналізму фахівців ІТ-компаній. Збереження конкурентоздатності ІТ-компаній відбувається шляхом безперервного здійснення неформальної освіти персоналу та має необхідну підтримку як з боку власників бізнесу, так і безпосередньо з боку ІТ-працівників, які вкладають власні кошти та час у самоосвіту. У статті детально описано запропоновану авторську модель використання ІКТ управління проєктами у неформальній освіті фахівців ІТ-компаній. Проаналізовано вітчизняний та зарубіжний досвід з побудови моделей та проєктування навчального середовища. Модель відображено схематично у вигляді скомпонованих блоків і компонентів та надано опис усіх її важливих елементів. Визначено перелік передумов, які вплинули на встановлення мети, а також виокремлено та описано педагогічні підходи, що використані в дослідженні. У відповідності до мети – забезпечення необхідного рівня професійних компетентностей фахівців ІТ-компаній, залучених до процесу управління проєктами, – було сформовано ряд цілей до відповідних етапів педагогічного експерименту. Зокрема визначено чотири етапи формування необхідних компетентностей з використанням масових відкритих онлайн-курсів: «Leading People and Teams Specialization» Мічиганського університету та «Engineering Project Management Specialization» університету Райса, а також авторського курсу «ІКТ управління проєктами». Описано форми організації навчання, запропоновано та описано методи і засоби навчання. Виділено критерії, відповідні показники та рівні сформованості професійних компетентностей. Перспективи подальших досліджень автори вбачають у впроваджені розробленої моделі, розробці загальної методики використання ІКТ в управлінні проєктами, а також дослідження її педагогічної доцільності.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"55 4","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5433
S. Lytvynova, N. Soroko
The article is devoted to the problem and features of the use of virtual and augmented reality at general school. The integration of virtual reality (VR) and augmented reality (AR) in educational environment has opened up new possibilities for engaging and immersive learning experiences. This paper aims to explore the features of participants' interaction within an educational context using VR and AR technologies. To achieve the purpose of our study and also to clarify the problem of determining the features of interaction models of participants in the educational process of a general education institution using virtual and augmented reality we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical and sociological works, methodological and specialized literature; analysis of the pedagogical experience of using virtual and augmented reality in general school; synthesis and generalization to formulate the main points of the study; interpretation of the research results. A research study was conducted in a general educational institution, where an educational project using virtual and augmented reality was developed and implemented. The purpose of the project was to investigate the issues surrounding the interaction among participants in the educational process when utilizing these technologies. The results of the questionnaire showed the following: the participants' interaction in the educational process with the use of VR needs improvement, methodological recommendations and research on the organization of this environment for various purposes, such as, for example, students' research of new educational material, performance of laboratory work, joint work of students on research, instructions for the teacher's activities in working with students in VR, etc.; the participants’ interaction in the educational process with the use of AR is best understood by teachers and students, they use both ready-made AR technologies and personally created ones. We concluded that the use of virtual and augmented reality technologies in the educational process provides a wealth of teaching and learning resources that can enhance the learning experience and free participants from limitations in time and space. However, the effective organization of interaction between participants in the educational process using VR and AR requires careful consideration of educational space and pedagogical and methodological recommendations.
{"title":"INTERACTION IN AN EDUCATIONAL ENVIRONMENT WITH VIRTUAL AND AUGMENTED REALITY","authors":"S. Lytvynova, N. Soroko","doi":"10.33407/itlt.v98i6.5433","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.5433","url":null,"abstract":"The article is devoted to the problem and features of the use of virtual and augmented reality at general school. The integration of virtual reality (VR) and augmented reality (AR) in educational environment has opened up new possibilities for engaging and immersive learning experiences. This paper aims to explore the features of participants' interaction within an educational context using VR and AR technologies. To achieve the purpose of our study and also to clarify the problem of determining the features of interaction models of participants in the educational process of a general education institution using virtual and augmented reality we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical and sociological works, methodological and specialized literature; analysis of the pedagogical experience of using virtual and augmented reality in general school; synthesis and generalization to formulate the main points of the study; interpretation of the research results. A research study was conducted in a general educational institution, where an educational project using virtual and augmented reality was developed and implemented. The purpose of the project was to investigate the issues surrounding the interaction among participants in the educational process when utilizing these technologies. The results of the questionnaire showed the following: the participants' interaction in the educational process with the use of VR needs improvement, methodological recommendations and research on the organization of this environment for various purposes, such as, for example, students' research of new educational material, performance of laboratory work, joint work of students on research, instructions for the teacher's activities in working with students in VR, etc.; the participants’ interaction in the educational process with the use of AR is best understood by teachers and students, they use both ready-made AR technologies and personally created ones. We concluded that the use of virtual and augmented reality technologies in the educational process provides a wealth of teaching and learning resources that can enhance the learning experience and free participants from limitations in time and space. However, the effective organization of interaction between participants in the educational process using VR and AR requires careful consideration of educational space and pedagogical and methodological recommendations.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"317 5","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.4689
Oleksandra Pinchuk, Nataliia Pinchuk, Olena Bondarchuk, V. Balakhtar, Kateryna Pavlenok
The article deals with the problem of remotely working employees' informational stress caused by crisis conditions in Ukraine. The article analyzes the features of e-learning important for preventing informational stress among remotely working employees. The following specific features of informational stress, by their information impact, are highlighted: 1) features associated with information overload, 2) features associated with human interaction with information technology, and 3) features associated with professional activities. The article presents the results of a comparative analysis of the psychological characteristics of employees with a conventional mode of remote work and the employees with a forced remote work mode due to crisis conditions (Covid-19, war, etc.). Based on the results of the interview specially designed by the authors, the factors that, according to employees, contribute to the emergence and development of informational stress have been identified. It was found that informational stress has a complex negative impact on the life, work and social contacts of employees who work remotely. There are statistically significant differences in gender, age, organizational and professional factors in stress development between employees with a conventional mode of remote work and employees with a forced remote work mode due to crisis conditions (Covid-19, war, etc.). The psychological principles and conditions of the enactment of e-learning, aimed at preventing informational stress among remotely working employees, have been determined. The authors present an e-training program aimed at preventing informational stress among remotely working employees. The stages of the program implementation are characterized and the most appropriate e-learning tools at each of these stages are indicated. According to the results of the approbation of the program, it was established that the e-learning program can be useful in the distance postgraduate education of specialists.
{"title":"USING E-LEARNING TO PREVENT INFORMATIONAL STRESS OF EMPLOYEES WORKING REMOTELY","authors":"Oleksandra Pinchuk, Nataliia Pinchuk, Olena Bondarchuk, V. Balakhtar, Kateryna Pavlenok","doi":"10.33407/itlt.v98i6.4689","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.4689","url":null,"abstract":"The article deals with the problem of remotely working employees' informational stress caused by crisis conditions in Ukraine. The article analyzes the features of e-learning important for preventing informational stress among remotely working employees. The following specific features of informational stress, by their information impact, are highlighted: 1) features associated with information overload, 2) features associated with human interaction with information technology, and 3) features associated with professional activities. The article presents the results of a comparative analysis of the psychological characteristics of employees with a conventional mode of remote work and the employees with a forced remote work mode due to crisis conditions (Covid-19, war, etc.). Based on the results of the interview specially designed by the authors, the factors that, according to employees, contribute to the emergence and development of informational stress have been identified. It was found that informational stress has a complex negative impact on the life, work and social contacts of employees who work remotely. There are statistically significant differences in gender, age, organizational and professional factors in stress development between employees with a conventional mode of remote work and employees with a forced remote work mode due to crisis conditions (Covid-19, war, etc.). The psychological principles and conditions of the enactment of e-learning, aimed at preventing informational stress among remotely working employees, have been determined. The authors present an e-training program aimed at preventing informational stress among remotely working employees. The stages of the program implementation are characterized and the most appropriate e-learning tools at each of these stages are indicated. According to the results of the approbation of the program, it was established that the e-learning program can be useful in the distance postgraduate education of specialists.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"41 9","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5407
Tetiana V. Bondarenko, Nadia M. Stetsenko, V. P. Stetsenko, Halyna V. Tkachuk
The article examines the most popular cloud services for creating educational presentations and seeks to determine the effectiveness of their integration within the educational framework. A webometric analysis of these cloud services resulted in the identification of the top 10 resources commonly employed for presentation creation, including Prezi, Sway, Slides, PowToon, Canva, ZohoShow, Genial.ly, Emaze, Piktochart, VideoScribe, among others. Our research conducted a comprehensive comparative analysis of these platforms, utilizing web analytics tools such as Ahrefs, Moz, and Similarweb to establish their respective rankings. This approach facilitated an encompassing selection of cloud-based educational tools capable of meeting the multifaceted requirements of all stakeholders in the educational process. The analytical process unfolded across multiple stages: an initial description and assessment of key parameters of each cloud service, subsequent expert evaluations encompassing both parameter specifics and overall service quality, determination of individual parameter impact coefficients on service efficiency, service evaluations based on specific parameters, and a synthesis of both objective and subjective data to summarize outcomes. In-depth analysis was conducted on the presentation creation features inherent to each cloud service, leading to the identification of evaluation parameters encompassing functionality, usability, cost-effectiveness, unique attributes, and overall user impression. Each parameter was assigned an impact factor to gauge its significance within the overall assessment of a given cloud service. The culmination of expert evaluations culminated in the recognition of Prezi, Canva, and Google Slides as highly effective tools. This determination is grounded in their extensive functionality, provision of free accounts, and user-friendly interfaces. Analysis of domain ratings further highlighted the popularity of Sway, Canva, and Prezi, underscoring the pronounced demand for these platforms among users. The evaluation methodology proposed within this study holds potential for application to other cloud services designed for educational content creation. By fostering effective organization of educational activities across diverse subject domains, this approach contributes to the enhancement of the educational process as a whole.
{"title":"ASSESSING THE EFFICACY OF CLOUD SERVICES FOR DEVELOPING EDUCATIONAL PRESENTATIONS","authors":"Tetiana V. Bondarenko, Nadia M. Stetsenko, V. P. Stetsenko, Halyna V. Tkachuk","doi":"10.33407/itlt.v98i6.5407","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.5407","url":null,"abstract":"The article examines the most popular cloud services for creating educational presentations and seeks to determine the effectiveness of their integration within the educational framework. A webometric analysis of these cloud services resulted in the identification of the top 10 resources commonly employed for presentation creation, including Prezi, Sway, Slides, PowToon, Canva, ZohoShow, Genial.ly, Emaze, Piktochart, VideoScribe, among others. Our research conducted a comprehensive comparative analysis of these platforms, utilizing web analytics tools such as Ahrefs, Moz, and Similarweb to establish their respective rankings. This approach facilitated an encompassing selection of cloud-based educational tools capable of meeting the multifaceted requirements of all stakeholders in the educational process. The analytical process unfolded across multiple stages: an initial description and assessment of key parameters of each cloud service, subsequent expert evaluations encompassing both parameter specifics and overall service quality, determination of individual parameter impact coefficients on service efficiency, service evaluations based on specific parameters, and a synthesis of both objective and subjective data to summarize outcomes. In-depth analysis was conducted on the presentation creation features inherent to each cloud service, leading to the identification of evaluation parameters encompassing functionality, usability, cost-effectiveness, unique attributes, and overall user impression. Each parameter was assigned an impact factor to gauge its significance within the overall assessment of a given cloud service. The culmination of expert evaluations culminated in the recognition of Prezi, Canva, and Google Slides as highly effective tools. This determination is grounded in their extensive functionality, provision of free accounts, and user-friendly interfaces. Analysis of domain ratings further highlighted the popularity of Sway, Canva, and Prezi, underscoring the pronounced demand for these platforms among users. The evaluation methodology proposed within this study holds potential for application to other cloud services designed for educational content creation. By fostering effective organization of educational activities across diverse subject domains, this approach contributes to the enhancement of the educational process as a whole.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"13 2","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5454
Lidia Londar, M. Pietsch
The sphere of education is multidimensional, it forms economic, political, and cultural impacts on society. Interruption (or complete stoppage) of the educational process in emergency situations caused by natural disasters, epidemics, and man-made disasters, results in extremely negative social consequences for society. The most negative impact on education occurs in the context of the war, as students are deprived of opportunities to learn. Destroyed schools and forced displacement can result in students no longer being able to learn in their typical learning environments. Even for students who are not affected by flight and displacement, learning opportunities in war zones can be limited because of newly dangerous circumstances. In such cases, distance education can offer students the opportunity to use distance learning technologies even under extremely difficult and challenging conditions and, in this way, contribute to a stable learning environment for students in times of war. However, little is known about distance education, the conditions for ensuring the continuity of the learning process during wartime, and how educational systems can be prepared to provide distance learning opportunities in such adverse conditions. Therefore, we explore how Ukraine is using distance education during the Russian war against Ukraine, in particular, by introducing IT innovations in distance learning. We also analyze the impact of digital technologies and educational IT infrastructure on the viability of the educational process under unfavorable social conditions. In addition, by constructing an educational regression model, we investigate various factors that may have influenced students’ achievement before the war (e.g., the availability of computers for students and teachers, schools’ access to high-speed internet, etc.), and identify the relationships between these factors. Our findings provide the first insights into the social implications and how countries can prepare to create distance-learning opportunities for their students during wartime and highlight the relevance of IT infrastructure in this context.
{"title":"PROVIDING DISTANCE EDUCATION DURING THE WAR: THE EXPERIENCE OF UKRAINE","authors":"Lidia Londar, M. Pietsch","doi":"10.33407/itlt.v98i6.5454","DOIUrl":"https://doi.org/10.33407/itlt.v98i6.5454","url":null,"abstract":"The sphere of education is multidimensional, it forms economic, political, and cultural impacts on society. Interruption (or complete stoppage) of the educational process in emergency situations caused by natural disasters, epidemics, and man-made disasters, results in extremely negative social consequences for society. The most negative impact on education occurs in the context of the war, as students are deprived of opportunities to learn. Destroyed schools and forced displacement can result in students no longer being able to learn in their typical learning environments. Even for students who are not affected by flight and displacement, learning opportunities in war zones can be limited because of newly dangerous circumstances. In such cases, distance education can offer students the opportunity to use distance learning technologies even under extremely difficult and challenging conditions and, in this way, contribute to a stable learning environment for students in times of war. However, little is known about distance education, the conditions for ensuring the continuity of the learning process during wartime, and how educational systems can be prepared to provide distance learning opportunities in such adverse conditions. Therefore, we explore how Ukraine is using distance education during the Russian war against Ukraine, in particular, by introducing IT innovations in distance learning. We also analyze the impact of digital technologies and educational IT infrastructure on the viability of the educational process under unfavorable social conditions. In addition, by constructing an educational regression model, we investigate various factors that may have influenced students’ achievement before the war (e.g., the availability of computers for students and teachers, schools’ access to high-speed internet, etc.), and identify the relationships between these factors. Our findings provide the first insights into the social implications and how countries can prepare to create distance-learning opportunities for their students during wartime and highlight the relevance of IT infrastructure in this context.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"20 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.33407/itlt.v98i6.5370
Aslina Saad, Fatin Naiemah Khairulanuar, B. Rahmatullah
Nowadays, mobile learning utilizing mobile applications has become widely adopted due to its flexibility and the numerous benefits it offers. However, the availability of mobile apps in education especially for assessment is limited and still an emerging topic despite the affirmation of its positive impact on students’ learning outcomes and motivation. The complexity of the mobile application development process, which includes requirement elicitation, modeling, designing, developing, testing, and evaluating, could be a contributing factor to this issue. This study aimed to propose a guideline for designing and developing an educational mobile application through the development of an application named IsMind that focuses on formative assessment. Evolutionary Prototyping, a methodology under the agile approach of Software Development Life Cycle (SDLC) was deployed to meet the educational application requirement by integrating content, pedagogy, and technology aspects to provide better teaching and learning material. The activities within each phase of evolutionary prototyping including the models, tools, techniques, and deliverables were discussed extensively. The analysis and design phase were done using an object-oriented approach with appropriate models (diagrams) to present the functional requirement of the mobile application. Various CASE tools which accelerated the development process in various stages of software development were explained.UMLet software was employed to create a use case diagram, activity diagram, and sequence diagram. The user interface design, which followed The Eight Golden Rules of Interface, was developed utilizing Marvel software. Adobe Photoshop CS6, Adobe Illustrator CS6, Unity 3D, and Microsoft Visual Studio Code (C#) were utilized in the development process. The mobile application provides a variety of question types, such as Drag And Drop, Multiple Choice, Numbering, True And False, Matching, and Puzzle. The evaluation of IsMind indicated its appropriateness as an interactive teaching and learning media for assessment. The proposed steps for constructing this assessment educational mobile app. The proposed methodology consists of the details of phases, various activities within each phase, techniques, models, and tools for each activity as well as deliverables of each phase offer a helpful guideline for anyone interested in developing a similar application.
如今，利用移动应用程序进行移动学习因其灵活性和众多优势已被广泛采用。然而，尽管移动应用程序对学生的学习成果和学习动机有着积极的影响，但其在教育领域，尤其是在评估方面的应用还很有限，而且仍是一个新兴话题。移动应用程序的开发过程包括需求征询、建模、设计、开发、测试和评估，其复杂性可能是造成这一问题的一个因素。本研究旨在通过开发一款名为 "IsMind "的以形成性评价为重点的应用程序，提出设计和开发教育移动应用程序的指导原则。进化原型法是软件开发生命周期（SDLC）敏捷方法下的一种方法，通过整合内容、教学法和技术方面来提供更好的教学材料，从而满足教育应用程序的要求。会议广泛讨论了演进式原型设计各阶段的活动，包括模型、工具、技术和交付成果。分析和设计阶段采用面向对象的方法，通过适当的模型（图表）来呈现移动应用程序的功能要求。此外，还解释了各种 CASE 工具，这些工具在软件开发的各个阶段加速了开发过程。UMLet 软件用于创建用例图、活动图和顺序图。用户界面设计遵循 "界面八条黄金法则"，使用 Marvel 软件开发。在开发过程中使用了 Adobe Photoshop CS6、Adobe Illustrator CS6、Unity 3D 和 Microsoft Visual Studio Code (C#)。该移动应用程序提供多种问题类型，如拖放、多项选择、数字、真假、匹配和拼图。对 IsMind 的评估表明，它适合作为互动教学评估媒体。建议构建该评估教育移动应用程序的步骤。建议的方法包括各个阶段的细节、每个阶段的各种活动、每个活动的技术、模型和工具以及每个阶段的交付成果，为有意开发类似应用程序的人员提供了有用的指导。
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