Identification of the flow experience in gamified educational environment

Determining and understanding the user experience in gamified educational environments is a contemporary challenge, especially when analyzing the flow experience (balance of challenge and skills, conscious actions, clear goals, clear feedback, sense of control, etc.). The reason for this lies in the assessment tools that most often created and implemented to separate the user from the experience of flow and/or cannot be applied en masse.The paper presents the results of a study in which flow experience was modeled based on data logs (e.g. number of mouse actions or average response time) in gamified educational environment on a sample of 31HE students. The results indicate the existence of correlations between data logs and flow experience dimensions.

Professional exam as a form of professional training in teacher schools in Bosnia and Herzegovina in the second half of the 20th century

The professional exam in a teacher's school had a special weight and significance. At the professional exam, young teachers had to show maturity, solid knowledge and skills, and apply it in practice. The evaluation criteria were very strict, to such an extent that only a number of candidates out of the total number of applicants passed the exam in the first exam period. There is an urgent need and task of every teacher in the search for new knowledge, creative application of knowledge in given conditions and constant effort to work better and more successfully. To that end, the importance of working on developing teachers' responsibility for their own professional development is very important. The function of professional development should include a request for reconsideration in terms of building teachers' openness to change, suppressing resistance to the previously acquired knowledge is constantly emphasized and considered sufficient, which for various reasons was quite emphasized by teachers at that time is, it may be said, still present today. This theoretical study aims to analyze and present one of the forms (forms) of professional development of teachers in Bosnia and Herzegovina in the second half of the 20th century, and that is the professional teacher exam after graduating from teacher's school. So, this is a historical research based on the analysis of available, relevant documentation.

Vrednost serijalnog i ponavljanja muzičkog i umetničkog izražavanja u pedagoškom okruženju

Članak odražava neke aspekte ponavljanja u muzičkoj i vizuelnoj umetnosti. U pozadini pripreme i stvaranja izložbe umetničkih dela učenika nastavnog programa "Nastavnik likovne umetnosti", autor analizira aspekte kreativnosti, u kojima se ponavljanje koristi kao osnovni princip. Refleksije ukazuju na interdisciplinarnu interakciju vizuelne i muzičke kreativnosti.

Interests of pupils of the third and fourth grade of the high school for reading

The culture of reading, and interests of students in the school reading, changes from generation to generation. We have opted for gymnasium students of the third and fourth grade because we regard them as active readers with developed reading tastes and habits. Students who have home libraries and are surrounded by books, and whose parents have a higher level of education, read more on average than those who have no books at home and live in a less developed cultural and economic environment. Information about student literary interests is set as a methodological requirement and growing scientific attention is paid to it. The paper analyses the research findings on reading interests of students of the third and fourth grade of the general secondary education in schools in the City of East Sarajevo. All data should indicate: the level of reading culture that has been achieved; whether students regularly read the required reading and works outside the compulsory programme; which topics they are interested in; which works they prefer to read; and whether there are differences in interests depending on the gender of students, their academic achievements, and family and socioeconomic opportunities. The method of systematic empirical non-experimental research was applied.

Dotted grid and square grid in teaching geometry in lower grades of elementary school

This work aims to underline the advantage of use of dotted grid and square grid as auxiliary tools for visualization in adoption of basic notions in geometry and problems solving in geometry in lower grades of elementary school. Visualization is an important part of cognitive process in mathematics while square grid and dotted grid help students visualize mathematic tasks therefore being significant. Although they are used in every grade of the initial four grades of primary school in the process of teaching geometry topics, neither students nor teachers use their advantages to a sufficient extent. The advantages of their use have been confirmed in the research conducted with the students of second and fourth grade in two primary schools. By analyzing of the obtained test results, we concluded that the use of the square grid increases the success in problem solving. Considering that notebooks with a square grid are used in mathematics teaching, the square grid should be used especially in the field of geometry.

Forest pedagogy in a primary education and its perception by the pedagogues

Currently, elementary education teachers and tutors in Slovakia express massive interest in collaboration with forest pedagogues. This collaboration focuses on fulfilling educational standards and meeting educational objectives tight to the topics of the forest environment. These are mainly the topics from the subjects of Human and nature, Human and society, Human and the world of labour. The object of the research was teachers' opinions on collaboration with forest pedagogues and the impact of forest pedagogy on the educational process.

Comparative analysis of the approach to music education in the methods of Edgar Willems and Maurice Martenot

The paper presents a comparative analysis of the Willems method and the Martenot method, bearing in mind their attitude towards music education. The richness of each method, especially when it comes to gaining practical experiences in music education, can be a very important basis for improving general music education today, as well as learning in the field of music. These methods are characterized by specific characteristics and approaches related to aspects of rhythm, melody, harmony and body movement, but also the integration of contents of other arts. Therefore, the aim of the paper is to present the specifics and advantages of both methods, based on the analysis of the way in which each of the methods is conceived - starting points, understandings of music education, theoretical foundations of both methods, phases of work and used materials, and the role and importance of teachers.

How do the social changes influence the English language grammar?

The paper deals with recent changes occurring in the English language due to the changes in the society itself. Every language is influenced by the changes happening in every aspect of human life, namely, in politics, economics, culture or human relations. The topic of the paper is how the changes in gender relations influence the English grammar, that is, the part of the grammar dealing with English pronouns. Nowadays, many people, transgender or others, refuse to be denoted by singular pronouns "he" or "she" - and choose the singular "they" instead. Although this use of "they" is not such a new thing, because the nonbinary pronoun "they" was voted the Word of the Year 2015 by American Dialect Society and again in 2019 as the Word of the Decade by the same institution, people are still sceptic about its grammatical correctness. But, this use of the pronoun is gaining in popularity, and very soon, the English language might accept these changes.

The use of modern technologies in the life and work of teachers before and during Covid virus

Modern technologies are present in almost every part of human`s life and work. One of the most important spheres of human's life is an education. The penetration of modern technologies in this life`s sphere is huge, especially in last several years. These facts purport that teachers, professors and other educators must introduce and teach their pupils to use these technologies on appropriate way. This role is very important and complex. Teachers must find appropriate way to realize balance between "digital" skills needed for pupils to accept the school material, use benefits of "digital" environment and continue to use and develop the imagination and other activities used by older "no digital" generations. So, teachers must continuously learn and become acquainted with modern technologies and their benefits and use them in life and work. The modern technologies are different, but in elementary schools, secondary schools and houses of students, the most frequently used are mobile phones, laptops, tablets, Internet, social networks etc. The main goal of this paper is to present the results of use of noted modern technologies in life and work of teachers. Researches presented in this paper were realized by author of this paper as longitudinal researches and included teachers in different educational institutions, such as elementary schools, secondary schools in Niš and in pupil's homes.

Formative assessment of achievements in mathematics and selection of tasks

The evaluation of mathematical knowledge is based on multiple sources of information. In modern teaching practice, a special place has a formative evaluation of mathematical achievements of students as an integral part of teaching that supports learning and provides useful information to teachers and students. The paper is dedicated to the analysis of innovative evaluation techniques in mathematics teaching that reflect the changed paradigm of mathematics education. The aim of this paper is to explore the features and implications of authentic evaluation techniques and, accordingly, to make the choice of tasks as evaluation instruments. Using the method of theoretical analysis of research results of authentic methods for assessing mathematical knowledge, skills and attitudes, we determine the criteria for selecting tasks for evaluating students' mathematical achievements (focus on in-depth and extended application of existing knowledge in different contexts, multiple solutions, research possibilities). The discourse is then directed towards considering the originality of the task evaluation criteria. In the final considerations, we point out that the selection of mathematical tasks creates an opportunity to apply a wide range of authentic techniques in evaluating students 'mathematical achievements, and broader and deeper plans the further course of teaching in students' cognitive and motivational development. We point out that by choosing mathematical tasks, it creates an opportunity to apply a wide range of authentic techniques in evaluating students' mathematical achievements, and broader and deeper plans the further course of teaching in the cognitive and motivational development of students.