Personal Characteristics of Students, Inclined to Internet-addicted Behaviour

Introduction. The article is devoted to the study of personality traits of students with different levels of Internet addiction. In connection with the rapid ubiquitous spread of the Internet, the problem of dependence on the global network is becoming more and more urgent. However, we have to state that there is a contradiction between the need to prevent Internet addiction among young people and insufficient knowledge of the personal characteristics of students who are prone to Internet addictive behaviour. Materials and Methods. The research used the following methods: theoretical analysis of scientific literature, testing (test for Internet addiction (K. Young (adapted by V. A. Loskutova)), test “Self-assessment” (L. D. Stolyarenko), personality questionnaire “Suggestibility” (S. V. Klauchek and V. V. Delariu), personality questionnaire EPI (Eysenck Personality Inventory) (G. Eysenck), methodology for diagnosing failure avoidance motivation (T. Ehlers)). For statistical analysis of empirical data, the Student’s test was used for independent samples. Results. The study found that among the respondents there are no people with a pronounced Internet addiction. Identified potential Internet addicts – students overly keen on the Internet. They tend to have low self-esteem scores and are more susceptible to suggestion than regular web users. Most students who are prone to Internet-addicted behaviour have a high and too high level of motivation for avoiding failure, while the majority of ordinary users are characterized by a high level. There are no significant differences between the groups of respondents on the introversion and extraversion scale. Statistical analysis of the data obtained confirmed the presence of significant differences between students who are potential addicts and students who are ordinary Internet users in terms of self-esteem and suggestibility. Discussion and Conclusion. The analysis of the results of the study allows us to conclude that students who are overly keen on the Internet differ from their peers – ordinary Internet users by their tendency to a low assessment of their own qualities and a higher suggestibility. They also have a higher level of failure avoidance motivation. The data obtained by us can be used in the development of programs for the prevention of Internet addiction among students.

Development of Motivation Sphere in 14- and 15-Year-Olds

The article deals with teenagers' motivation, which is important for education, project of life, etc. The research objective was to assess a set of measures aimed at increasing cognitive motivation and motivational awareness in learning process. The study focused on the development of motivational sphere in 14- and 15-year-olds. The article introduces an analysis of patterns and factors of the motivational development, as well as types of motives behind educational and cognitive activity. The empirical research featured the motivational sphere of teenagers, which demonstrated instability, failure avoidance, and a decrease in interest in learning. Their conscious cognitive interest in educational activity decreased as the leading activity shifted from educational to communicative. The article also describes a set of measures aimed at increasing the level of cognitive motivation and the motivational awareness of educational activities. The experiment included educational techniques that promote students' involvement in the learning process, as well as group sessions with elements of psychological training, aimed at raising self-esteem, improving communication skills, and building a friendly attitude towards peers. The empirical and statistical methods confirmed the effectiveness of the new method.

Jeopardy classroom instruction: Fostering students’ motivation to learn English vocabulary

The issue, dealing with gamification to foster learners’ motivation and vocabulary in learning English, has been investigated recently. It is perceived that gamification will directly affect the teaching-learning process and determine the learning ambiance. This study aims to shed light on the extent of the employment of Jeopardy Classroom Instruction to foster EFL learners’ motivation to learn English vocabulary. The study deployed an action research method with three phases of pre-cycle, cycle 1, and cycle 2. Pre-cycle was to document the initial classroom condition before using Jeopardy Classroom Instruction, while cycle 1 and cycle 2 were for knowing the teaching-learning process situation during the use of Jeopardy Classroom Instruction. The participants were junior high school students. The data were collected through observation, closed-ended questionnaire, and students’ score. The results suggested that Jeopardy Classroom Instruction is an adjunct to aid students’ motivation to learn vocabulary. It helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. Also, it mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self-sabotage that might hinder them from learning vocabulary. HIGHLIGHTS: Jeopardy Classroom Instruction helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. It mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self- sabotage that might hinder them from learning vocabulary.

Fault Tolerance Model for Efficient Actor Recovery Paradigm in WSAN

Wireless sensor and actor networks (WSAN) is an area where sensors and actors collaborate to sense, handle and perform tasks in real-time. Thus, reliability is an important factor. Due to the natural of WSAN, actor nodes are open to failure. Failure of actor nodes degrades the network performance and may lead to network disjoint. Thus, fault tolerance techniques should be applied to insure the efficiency of the network. In an earlier work, the authors proposed an efficient actor recovery paradigm (EAR) for WSAN which handles the critical actor node failure and recovery while maintaining QoS. EAR is supported with node monitoring and critical node detection (NMCND), network integration and message forwarding (NIMF), priority-based routing for node failure avoidance (PRNFA) and backup selection algorithms. In this article, the authors extend the work by adding a fault tolerance mathematical model. By evaluating the model, EAR shows to manage fault tolerance in deferent levels. To evaluate the effectiveness, the EAR fault tolerance is evaluated by simulation using OMNET++ Simulation. In addition, EAR reliability is measured and compared with RNF, DPCRA, ACR, and ACRA.

CAOS Smart Camera-based Robust Low Contrast Image Recovery over 90 dB Scene Linear Dynamic Range

Experimentally demonstrated for the first time is Coded Access Optical Sensor (CAOS) camera empowered robust and true white light High Dynamic Range (HDR) scene low contrast target image recovery over the full linear dynamic range. The 90 dB linear HDR scene uses a 16 element custom designed test target with low contrast 6 dB step scaled irradiances. Such camera performance is highly sought after in catastrophic failure avoidance mission critical HDR scenarios with embedded low contrast targets.