The Value of Future Officers’ Foreign Language Training for Participating in International Peacekeeping Operations

The article deals with providing future officers of the Armed Forces of Ukraine with foreign language training for participating in international peacekeeping operations. The purpose was to analyze specifics of foreign language training for international peacekeeping operations. The content and essence of future officers’ foreign language training for participating in international peacekeeping operations were studied. Further, the state of future officers’ foreign language training for participating in international peacekeeping operations in higher military educational institutions of Ukraine was determined and consequent proposals for improving the content of future officers’ foreign language training for participating in international peacekeeping operations were elaborated. The main research methods were as follows: comparative, problem-based and retrospective information analysis; testing of cadets, surveying the officers of the Armed Forces, enhancing the pronunciation and articulation of cadets. The results of cadet testing showed the need to improve the content of future officers’ foreign language training for participating in international peacekeeping operations. The survey of the officers serving with the Armed Forces of Ukraine confirmed the urgent need to provide foreign language training in higher military educational institutions of Ukraine. According to the results of various survey forms applied, the main ways to improve the content of the future officers’ foreign language training aimed at participating in international peacekeeping operations were identified: the use of open training platforms, the use of information and communication technologies, use of mind mapping, situational tasks, interactive technologies.

The Case for Animal Privacy in the Design of Technologically Supported Environments

Privacy is an essential consideration when designing interactive systems for humans. However, at a time when interactive technologies are increasingly targeted at non-human animals and deployed within multispecies contexts, the question arises as to whether we should extend privacy considerations to other animals. To address this question, we revisited early scholarly work on privacy, which examines privacy dynamics in non-human animals (henceforth “animals”). Then, we analysed animal behaviour literature describing privacy-related behaviours in different species. We found that animals use a variety of separation and information management mechanisms, whose function is to secure their own and their assets' safety, as well as negotiate social interactions. In light of our findings, we question tacit assumptions and ordinary practises that involve human technology and that affect animal privacy. Finally, we draw implications for the design of interactive systems informed by animals' privacy requirements and, more broadly, for the development of privacy-aware multispecies interaction design.

Generative Theories of Interaction

Although Human–Computer Interaction research has developed various theories and frameworks for analyzing new and existing interactive systems, few address the generation of novel technological solutions, and new technologies often lack theoretical foundations. We introduce Generative Theories of Interaction , which draw insights from empirical theories about human behavior in order to define specific concepts and actionable principles, which, in turn, serve as guidelines for analyzing, critiquing, and constructing new technological artifacts. After introducing and defining Generative Theories of Interaction, we present three detailed examples from our own work: Instrumental Interaction, Human–Computer Partnerships, and Communities & Common Objects. Each example describes the underlying scientific theory and how we derived and applied HCI-relevant concepts and principles to the design of innovative interactive technologies. Summary tables offer sample questions that help analyze existing technology with respect to a specific theory, critique both positive and negative aspects, and inspire new ideas for constructing novel interactive systems.

Towards a Contemplative Research Framework for Training Self-Observation in HCI: A Study of Compassion Cultivation

With the emergence in human–computer interaction (HCI) of researching contemplative practices, authentic descriptions of first-person lived experience informing design are few. Most researchers in HCI are not trained in observing the mind. We draw on learnings from neurophenomenology, inspired by well-established Buddhist techniques for mind-training. We present a self-observation of Tonglen , a Buddhist meditation technique for compassion, conducted over 12 weeks. We found that to keenly observe and document the practice, it is important to go through preparatory stages of stabilising attention and observing the mind. For the practitioner-cum-researcher, the technique should be embedded into a framework training self-observation and developing meta-awareness, supported by documentation of somatic snapshots and reflective journal writing. The first-person method of self-enquiry and account of self-evidence offer insight and directions for refining first-person approaches for future HCI research in body and mind cultivation, and design implications for interactive technologies supporting any practice with a contemplative component.

THE PARTNERSHIP AND THE SUPPORT TO PARENTS IN THE MODERN EDUCATIONAL ENVIRONMENT

The article considers the issue of partnership and support to parents in the modern educational environment. It has been proved that there is an importance of increasing the parents’ psychological awareness on the issue of the child education and development through innovative interactive technologies, which will allow to consider demands of parents, promote formation of the active parental position, provide recognition of their experience in educating their own children and support in searching ways to build a positive interaction. The stages of the cooperation with parents through interactive technologies are highlighted: the teachers in order to introduce interactive technologies working with parents and the parents training. Based on five-year experience in this area, effective recommendations to build positive interaction between teachers and parents have been defined. Combining of the teacher’s professional competence in the child development technologies with the parents experience on the individual peculiarities and demands of their children provides the epitomy of a positive interaction and an adult communication for being followed up by children.

Reconfigure the apparel retail stores with interactive technologies

Purpose The omni-channel strategy provides a holistic experience during shopping by integrating online and offline channel services. In this digitalized realm, customers are more dependent on online elements for shopping. However, physical stores are still their first choice for apparel shopping. The introduction of interactive technology is one of the key elements to provide an online experience in the physical store. The purpose of this paper is to identify the impact of interactive technologies on purchase intention and its role. Design/methodology/approach This study has been conducted in Delhi using 573 customers who are using interactive technologies for shopping. A self-developed questionnaire was used to collect the data. Data was analysed using structural equation modelling through smart partial least square 3. Findings The results show that 46% change in purchase intention was due to mobile point of sale/digital wallet, tablet/i-pad/digital signage, smartphone and click and collect/ship from store technology. However, there was no impact of the smart mirror and in-store Wi-Fi technology on purchase intention. Originality/value This study focuses on various technologies which provide online experience at physical stores. This study offers new insights for the theoretical and business framework of omni-channel brands. These technologies could be used as key performance indicators of omni-channel retailing in future.

Identification of Usability Issues of Interactive Technologies in Cultural Heritage through Heuristic Evaluations and Usability Surveys

Usability is a principal aspect of the system development process to improve and augment system facilities and meet users’ needs and necessities in all domains. It is no exception for cultural heritage. Usability problems of the interactive technology practice in cultural heritage museums should be recognized thoroughly from the viewpoints of experts and users. This paper reports on a two-phase empirical study to identify the usability problems in audio guides and websites of cultural heritage museums in Vietnam, as a developing country, and Australia, as a developed country. In phase one, five-user experience experts identified usability problems using the set of usability heuristics, and proposed suggestions to mitigate these issues. Ten usability heuristics identified a total of 176 problems for audio guides and websites. In phase two, we conducted field usability surveys to collect the real users’ opinions to detect the usability issues and examine the negative-ranked usability. The outstanding issues for audio guides and websites were pointed out. Identification of relevant usability issues and users’ and experts’ suggestions for these technologies should be given immediate attention to helping organizations and interactive service providers improve technologies’ adoptions. The paper’s findings are reliable inputs for our future study about the preeminent UX framework for interactive technology in the CH domain.

INTERACTIVE TECHNOLOGIES OF TRAINING TEACHERS FOR ORGANIZING LEISURE ACTIVITY

Features of preparation of future teachers for carrying out of interactive training technologies in the course of the organization of leisure activity in the conditions of rest in summer camps are examined. It is noted that various forms of leisure activities in the summer camp can support the emotional health of children, overcome their own shortcomings, form the will and character. Advice and methods for conducting the case method are given: selection of material (material should be selected in such a way as to reflect the problems that participants may face in real life); the availability of alternatives (the situation around which the discussion takes place should have been sufficiently diverse and have several solutions). The advantages of the case method are described: realism (the use of this method significantly complemented the theoretical aspects of the problem); pressure reduction (case method gave a unique opportunity to study complex or emotionally significant issues in a safe training atmosphere, not in real life, with real threats and risks in case of making the wrong decision); active interaction (communicative nature of the method provided an opportunity to provide a quick but very important assessment of the issues under discussion and the proposed solution). It is proved that interactive pedagogical technology in the process of organizing leisure activities of a person (as a set of a series of consecutive actions aimed at achieving a result) was based on the principles of voluntariness, positivity, responsibility, partnership.