Teaching Russian as a Foreign Language with the Use of LearningApps Service

The article describes the experience of using applications of the LearningApps service in the practice of teaching Russian as a foreign language (hereinafter - RFL) to students of the Institute of International Education, Henan University of Science and Technology in the 2018-2020 academic years. The relevance of the topic is due to the lack of a comprehensive description of the potential of the LearningApps service simulators in traditional and distance teaching of foreigners. The purpose of the article is to show the possibilities of LearningApps service simulators as an accompanying electronic resource in teaching various aspects of RFL. The study of the service teaching potential was carried out using the analysis of scientific literature and the study of the service functionality, observation and generalization of pedagogical experience, conversations with students and teachers. In the course of the study, the positive and negative aspects of the resource under consideration were identified. Its advantages for a student are interactivity, individual trajectory of the student's performance, the possibility of receiving prompt advice and multiple execution, game form, availability of a large variety of task templates (more than 20). The advantages of the resource for a teacher are simplicity in learning, lack of linkage of exercises with a certain training platform, which allows including them in printed and electronic teaching aids, availability of ready-made exercises in the public database or possibility to make your own exercises based on them, the ability to use it for different methodological purposes: demonstration, search for information, formation of skills and abilities in different types of speech activity, the possibility of intensive learning of vocabulary, grammar, speaking, listening, control, conducting students individual work, depending on the level of language proficiency. The disadvantages include the impossibility of quick assessment using a point-rating system, the absence of the Cyrillic font in some templates, the absence of some templates in the database. The prospects for using the resource are associated with the need to develop distance learning of RFL.

Socio-legal systems and implementation of the Nash solution in Debreu–Hurwicz equilibrium

In this article we combine Debreu’s (Proc Natl Acad Sci 38(10):886–893, 1952) social system with Hurwicz’s (Econ Design 1(1):1–14, 1994; Am Econ Rev 98(3):577–585, 2008) ideas of embedding a “desired” game form into a “natural” game form that includes all feasible behavior, even if it is “illegal” according to the desired form. For the resulting socio-legal system we extend Debreu’s concepts of a social system and its social equilibria to a socio-legal system with its Debreu–Hurwicz equilibria. We build on a more general version of social equilibrium due to Shafer and Sonnenschein (J Math Econ 2(3):345–348, 1975) that also generalizes the dc-mechanism of Koray and Yildiz (J Econ Theory 176:479–502, 2018) which relates implementation via mechanisms with implementation via rights structures as introduced by Sertel (Designing rights: invisible hand theorems, covering and membership. Tech. rep. Mimeo, Bogazici University, 2001). In the second part we apply and illustrate these new concepts via an application in the narrow welfarist framework of two person cooperative bargaining. There we provide in a socio-legal system based on Nash’s demand game an implementation of the Nash bargaining solution in Debreu–Hurwicz equilibrium.

Insights into the application of soccer-specific actions in established and new game forms of youth soccer

Soccer is constantly changing regarding the demands of the new generation. At its best, young players develop outstanding technical and tactical skills as well as a wealth of competition experience. In addition to targeted training, maintaining motivation is one of the biggest challenges facing youth coaches. One possible way is to build their confidence while having fun. As a new game form, 3 vs. 3 unites the main events of the soccer game, challenges young players in a versatile manner, and promotes joy. In the present study, 23 games played in the new and 16 games played in the established competitive styles (7 vs. 7 and 6 vs. 6) were compared and analyzed regarding the variables passing, dribbling, shooting, and scoring. MANOVA revealed a significant effect for the factor game form: F(4,33) = 8.974, p < 0.001, η2 = 0.521. Additionally, post-hoc comparisons (using Sidak correction) indicated a significantly higher number for the occurrence of each game event in the new game form. This finding suggests an increased involvement. Child-friendly small-sided games (SSG; like the new game form) will help to promote children in the best way and inspire them to play soccer for a long time.

Basic Programming Concepts as Explained for Preschoolers

The development of information technologies has formed a socio-economic request to reduce the age at which children can be introduced to programming. After 6 years’ efforts, the authors managed to develop and on a large scale introduce a one-year programming course for preschoolers, which is built on a metaphor of programmed control. During the course development, a set of basic programming concepts was selected and specified to be mastered by preschoolers aged 6+ in the activity-game form. This set of concepts goes back to Seymour Papert's ideas about teaching programming by writing programs that control moving objects using intuitive sets of commands. The main feature of the proposed system of concepts, allow at the initial stage of training to demonstrate and assimilate all the elements of the concept in the real, not in the virtual world. In the picture of the World, which we explain and demonstrate to children, only one function remains at the computer - the execution of the program it has memorized. Everything else happens in the real world. In the real world, an environment is created in which a real robot will move. In the real world, a program is created from tangible objects, which will then be "shown" to the computer so that it stores it in its memory and can then execute it at the command of a human. In the real world, obeying the signals of the computer, the robot performs the work stipulated by the program. This allows you to begin acquaintance with the programming of children from 4 years old, without working individually or collectively with electronic screens, which in today's Russia is prohibited by federal medical authorities in the educational process of children under 5 years old. The course is built on the text-free pictographic programming system PiktoMir developed by Russian Academy of Sciences. The methodological content of the course allows each preschooler to gain experience in the development and debugging of 120-150 simple programs by the end of the course. The final part of the article discusses the authors' plans for the development of a three-year textless programming course, methodologically and instrumentally connected with the primary school programming course.

Investigation conditions for inclusion of gamification elements in study of the basics of algorithmization and programming to improve the quality of educational results of pupils

The problem and the aim of the study. Formation of programming skills, communication with artificial intelligence and other people, the level of thinking development are the basic indicators that determine effectiveness of the didactic system. Within the framework of e-learning, digital technologies, gamification elements, cyber-physical devices, etc. are actively used to support the quality of learning. The authors investigate conditions for effective inclusion of gamification elements in algorithmization and programming activities to increase the level of educational achievements of pupils. Research methods. The analysis and generalization of scientific literature on the problems of gamification of learning and cognition processes, the study of the basics of algorithmization are used. For development of game projects, debugging and testing applications, the ideas of structural programming, the method of step-by-step detailing are used. The programming technology is supported by the principles and techniques of gamification. Empirical methods that were used are observation, analysis of the results of work in the Logo program (user interface, game design, choice of algorithmic constructions, etc.). The study involved 48 pupils who study in grades 5-6 in Kirov school №11. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The pupils of the experimental group were involved in the purposeful cognitive activity on development of game projects using the Logo programming language (studying fundamental concepts, graphical capabilities, managing a Turtle in the object-oriented environment, research, collaboration, social activity). Statistically significant differences were found between the experimental and control groups in the level of educational achievements χ2emp.2 > χ2crit0.05 (7.885 > 7.815). In conclusion, the conditions under which the gamification of learning the basics of algorithmization and programming is maximally effective for improving the quality of academic achievements of schoolchildren are summarized: correlation of the didactic goal and the result of the game form of work, the choice of the plot for the game project, thinking through the mechanisms of feedback and interactivity, the distribution of roles, etc.

COMPETITIVE PRACTICE IN FOREIGN CHILDREN'S AND YOUTH FOOTBALL

In the 1980s, experts from different countries with developed football, realizing that "street" football is a thing of the past, came to the conclusion that it is necessary to revise the system of training young talents and give children the opportunity to train and play according to their own rules i.e. to the "nature" of children's football. When licensing football clubs, the Union of European Football Associations (UEFA) defined the requirements for the development of training programs for young football players based on strategic tasks, where priority is given to the individual development of the player, and the achievement of sports results is secondary (“development first, then the result ”). World experience shows that in order to create conditions for the gradual development of the diverse qualities of young players, it is necessary: firstly, to refuse to participate in official competitions up to 12 years old in order to focus on the quality and effectiveness of the training process aimed at individual development and training of a creative player; secondly, to conduct training sessions in a game form on a high emotional background with the obligatory consideration of age and individual characteristics of children. It is the application of the game method that is the key to effective learning, during which individual opportunities develop, game intelligence is formed, the foundations of the child‟s technical and tactical skills are laid, which in the future will determine the player‟s potential at a professional level.

Ձևն ու բովանդակությունը քաղաքական ծաղրանկարում

Քաղաքական ծաղրանկարում առաջնայինը գաղափարական բովանդակությունն է: Նման տեսակետը հիմնավորված է համապատասխան բանաձևով: Թեմայի պատկերավորումն իրականացվում է հայտնի սիմվոլների ու նշանների համադրման և հակադրման միջոցով, որոնք շախմատի ֆիգուրների օրինակով կազմում են սրամիտ խոսքով կամ սրամիտ արտահայտությամբ համակցված աննախադեպ կոմբինացիաներ՝ անտրամաբանական, հումորիստական ու ֆանտաստիկ: Անկախ կիրառված միջոցներից ու բազմապիսի հնարքներից, նյութի հեղինակը առաջին հերթին պետք է դրսևորի հրապարակախոսի, քաղաքական մեկնաբանի, հետո նոր՝ գրաֆիկնկարչի հատկանիշներ: In political caricature, high priority is given to the ideological content. This statement has its theoretical background. The illustration of a topic is being created by way of juxtaposing and contraposing of the established symbols and signs, which, like the pieces in a chess game, form ambiguous combinations – quick-witted, fantastic and comical, supported with a sharp word or remark. Irrespective of the variety of ways and means, employed to fulfill the conception, the originator of the subject must be a competent publicist and political observer, in the first place, and a satirist and graphic artist, in the second.

Pay-to-Win Gaming and its Interrelation with Gambling: Findings from a Representative Population Sample

Pay-to-Win gaming describes a common type of video game design in which players can pay to advance in the game. The frequency and value of payments is unlimited, and payments are linked to players’ competitiveness or progress in the game, which can potentially facilitate problematic behavioral patterns, similar to those known from gambling. Our analyses focus on assessing similarities and differences between Pay-to-Win and different forms of gambling. Based on a survey among 46,136 German adult internet users, this study presents the demographic and socio-economic profile of (1) Pay-to-Win gamers who make purchases in such games, (2) heavy users who conduct daily payments, and (3) gamers who are also gamblers. Motives for making payments were assessed and participation, frequency and spending in gambling by Pay-to-Win gamers are presented. To assess the similarity of Pay-to-Win gaming and gambling, we tested whether Pay-to-Win participation, frequency of payments and problematic gaming behavior are predictors for gambling and cross-tested the opposite effects of gambling on Pay-to-Win. We find that Pay-to-Win gamers are a distinct consumer group with considerable attraction to gambling. High engagement and problematic behavior in one game form affects (over)involvement in the other. Common ground for Pay-to-Win gaming and gambling is the facilitation of recurring payments.