Informatics and Education
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232
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Published By Publishing House Education And Informatics

0234-0453

Author(s):  
R. B. Kupriyanov ◽  
D. Yu. Zvonarev

Predicting the educational success of students is one of the actual tasks of the intellectual analysis of educational data. In this article, two research issues are considered: improving the quality of the university students’ academic performance prediction model and implementation the developed model into the real university educational process. The models predicting academic performance are based on XGBoost algorithm and the linear regression algorithm. According to the results of the study, it was revealed that data on the use of electronic and university libraries make it possible to improve the quality of predicting the students’ academic performance, and also confirm the fact that monitoring the students’ academic performance in dynamics is more informative in making managerial decisions in the educational process than the absolute values of the academic performance results. The models for predicting the students’ academic performance studied in this work can be used in educational institutions of higher education for the timely identification of at-risk students, providing feedback to students and teachers regarding the educational success of students and managing the educational process.


Author(s):  
M. V. Smirnov ◽  
V. M. Polenok

The article actualizes the need to develop software for modeling relational databases for use in the process of teaching students of technical specialties in disciplines related to databases.The problem is considered from the point of view of assessing modern software used in the process of teaching students database design skills. Based on the shortcomings identified during the software review, a number of requirements for the actual software were determined. Formed key requirements are mobility, accessibility, versatility and openness of the development platform.The article describes the process of solving key problems that arose during the implementation of a project to develop a web application for modeling relational databases in accordance with the generated requirements. The practical implementation of the following functions is sequentially considered: creation of a logical relational data model, creation of a physical data model, direct engineering into relational database software. The main technological solutions used in the development of a web application to ensure the qualities specified in the condition are described.The result of the work is the successful testing of the development results in the process of creating a real web application, both within the framework of laboratory and practical work in the disciplines “Design and administration of databases” and “Data management”, and at the stage of writing graduate works for technical directions of training.


Author(s):  
S. N. Stoyanov ◽  
T. A. Glushkova ◽  
A. G. Stoyanova-Doycheva ◽  
I. K. Krasteva

The e-learning environment known as VES (the Virtual Education Space) was created at the University of Plovdiv “Paisii Hilendarski” in Bulgaria step by step for years as each subsequent version was built on the previous one. Initially a learning system called DeLC (the Distributed e-Learning Center) has been implemented to support blended and independent learning at the Faculty of Mathematics and Informatics at the university. DeLC was a successful project, but we identified some problems, connected with interactions between the virtual and the physical world where in fact the learning process takes place. In the following period, we started the development of ViPS (the Virtual Physical Space) based on concepts of CPSS (Cyber-Physical-Social System) and IoT (Internet of Things). VES is the ViPS adaptation to education. VES is the successor to DeLC, it provides e-learning content and e-learning education services for planning, organizing, and conducting the learning process at the Faculty of Mathematics and Informatics of the University of Plovdiv.VES supports various forms of e-learning such as blended learning, self-paced learning, lifelong learning, inclusive and game-based learning (GBL). The following aspects of VES are essential: 1) users are the focus of attention; 2) physical “things” are virtualized; 3) there is integration between the virtual and the physical worlds. Since ViPS is developed as a CPSS ecosystem, users are the focus of attention. This determines the need to develop personal assistants to participate in the processes of the ViPS space on behalf of and in the interest of users. Three intelligent agents are modeled in VES: an internal educational agent, an external educational agent, and a career consultant. MATE (the Multi-Agent Testing Environment) is a component supported in the ViPS space for training and testing of students in a game-based manner. MATE is a set of autonomous agents, each one of which has responsibilities in the common architecture that arise from training and testing needs.As a CPSS space, VES introduces new approaches and scenarios to solve complex problems in the field of e-learning. VES provides a reference architecture, which can be adapted for various forms of education supported by information and communication technologies.


Author(s):  
Ye. A. Kosova ◽  
A. S. Gapon ◽  
K. I. Redkokosh

The purpose of the article is to assess the accessibility of electronic educational resources (EER) published in the university Moodle Learning Management System (LMS). The analysis involved 22 EERs in mathematical and information technology disciplines, located in the Moodle LMS of the V. I. Vernadsky Crimean Federal University. The examination algorithm included analysis using the Web Accessibility Evaluation Tool (WAVE) and expert analysis of web accessibility using visual, auditory and manual methods based on 89 checklist attributes. In the result of the analysis, multiple accessibility errors of the Moodle platform and the EERs hosted on it were found. The most serious platform problems include: lack of compatibility with text browsers; errors of reproduction by screen readers; errors of content reproduction on mobile devices. The list of accessibility errors made by the authors of EERs includes: incorrect design of hyperlinks (22.7 % of the EERs); lack of subtitles (13.6 %), transcripts (22.7 %), synopses of video lectures (27.3 %); lack of alternative descriptions for figures (68.2 %); time limit for tests (9.1 %); lack of special markup for mathematical notation (36.4 %) and program code (13.6 %), etc. Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content. It is advisable to familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules in order to select the most suitable platform, determine and install the required set of accessibility tools. Before launching all EERs should be subject to mandatory examination for compliance with the web accessibility guidelines.


Author(s):  
I. P. Polovina ◽  
A. P. Shestakov ◽  
V. A. Zakharova ◽  
К. B. Egorov

The article presents and comprehends the results of an independent assessment of several digital skills of students of general education organizations. The problem of assessing digital skills is relevant the PISA international research on the quality of education, which includes the study of this competence various aspects. Digital literacy is a strategic education system direction of the Russian Federation, the Perm Region, and the city of Perm.The study provides an assessment of the digital skills of eighth graders in terms of the computational thinking and safe behaviorin a digital environment (sample of schoolchildren in the city of Perm).The research is based on a competence-based approach, consideration of digital skills in the context of assessing functional literacy, the use of big data for making management decisions in education, approaches to implementing an independent assessment in education.The most scarce trainees’ skills in the aspects of digital security and computational thinking are highlighted: critical attitude to information on the Internet; selection of Internet sources for a practical task; assessment of the capabilities of digital tools for solving practical problems. The study shows the need to improve the training of students in the use of digital technologies for solving practical problems. The authors formulate recommendations for the training of teachers of general education organizations teaching various subjects, as well as students studying in pedagogical areas of training. The revealed deficient skills of students show the need to improve the methods of teaching informatics.The authors emphasize the need to comprehend the problem of independent assessment of digital skills as an interdisciplinary problem affecting general pedagogy, teaching methods of informatics, pedagogy of vocational education, meta-pedagogy and metamethodology, big data analysis for making management decisions in education.


Author(s):  
K. A. Rutskaya ◽  
A. N. Butorin

The article presents the experience of organizing the use of wearable electronic devices (fitness trackers) by schoolchildren to solve the problem of low physical activity. The existing methods of motivating schoolchildren to increase the level of physical activity do not give the desired result. Physical education classes in school cannot compensate for the movement deficit. During extracurricular hours, most schoolchildren also cannot organize their physical activity independently and choose sedentary types of leisure. One way to tackle the problem is to encourage the use of fitness trackers. The use of fitness trackers allows the teacher to monitor the level of physical activity of schoolchildren, analyze the achievements jointly, and help organize the physical activity of schoolchildren outside the classroom. To solve the problem, the authors of the article have developed two experimental programs of supplementary education for schoolchildren with the use of fitness trackers. The first program involves the regular, supervised use of fitness trackers in animation training. The second program includes training assignments for assembling and testing fitness trackers in the course of programming training. The second program showed higher efficiency. For the statistical assessment of the results of the educational programs implementation, the Wilcoxon T-test was used. The implementation of educational programs led to increase of the level of physical activity of students by 7–15 %. The authors give recommendations on the use of fitness trackers in the supplementary education system.


Author(s):  
A. S. Adzhemov ◽  
A. B. Denisova ◽  
D. Zh. Satybaldina ◽  
Sh. Zh. Seilov

The last decade has been marked by large-scale and rapid changes in education, taking place on the basis of modern infocommunication and digital technologies, new hardware and software, as well as teaching methods updated in accordance with this. The limited mobility of citizens due to the coronavirus pandemic further intensified these processes, when, even with a low readiness of educational institutions to switch to distance (electronic, remote) technologies, teachers and students had to quickly master these technologies and use them in practice. The resulting experience allows us to identify not only problematic, sometimes even negative, features of distance learning, but also to make sure of the undoubted advantages of these technologies. The article points out the need for a systematic analysis when deciding on the use of e-learning, taking into account both technical and methodological, as well as personnel readiness for the implementation of this technology.The article analyzes these problems using the example of teaching both technical and humanitarian disciplines. The experience of distance work is analyzed on the example of cooperation between the Moscow Technical University of Communications and Informatics (Russia) and the L. N. Gumilyov Eurasian National University (Kazakhstan), which in its practical activities purposefully invites foreign professors to deliver lectures, guide undergraduates, etc., including those based on distance technology. The data of an anonymous questionnaire survey of students of these universities are given, allowing to assess the effectiveness of the decisions made, as well as to clarify the existing problems.


Author(s):  
M. T. Grancharova-Hristova ◽  
N. S. Moraliyska ◽  
К. N. Rusev ◽  
V. A. Ivanova ◽  
V. V. Tabakova-Komsalova

The article discusses the application of digital libraries, including a network of ontologies and structured databases, in the education of students in secondary schools. The multi-agent platform of VES (the Virtual Educational Space) is presented, based on the reference architecture of ViPS (the Virtual Physical Space), which is being developed in the DeLC (the Distributed e-Learning Center) laboratory of the University of Plovdiv “Paisii Hilendarski”. The information and data in VES are supported by a hybrid structure of ontologies and databases, as the designed services are supported by intelligent agents and personal assistants. Through the interaction between these intelligent components, some functionalities are modeled such as conducting virtual excursions in the teaching of various school subjects, automatic generation of tests and surveys, development of project tasks, game-based training, etc.


Author(s):  
Yu. V. Chekhovich ◽  
O. S. Belenkaya

The article analyses the situation with the lack of systematic control over the originality of texts of students’ written works in secondary schools, including individual projects, provided by the Russian Federal State Educational Standards. The authors point out that compliance with the academic program’s requirements to observe the norms and rules of citation and absence of plagiarism in the texts of individual projects is not ensured in practice in any way. In particular, schools have not developed evaluation criteria and procedures for monitoring. Also, there is no access to the necessary text reuse detection tools. The article substantiates the necessity for secondary education to check students’ for reused text by using specialized software on the example of the “Antiplagiat” system. As a result of the study, a methodology of introducing digital tools for text reuse detection in schools is presented. We developed such a methodology for secondary schools for the first time. It will allow avoiding the repetition of methodological errors made during the introduction of tools for text reuse detection in higher education, provide methodological support to teachers, and establish adequate criteria for assessing the originality of works, considering the specifics of the school.


Author(s):  
М. М. Abdurazakov ◽  
Z. О. Batygov

The article deals with the problems of information security and its provision in relation to society and its educational environment, processes and relations, subjects and objects. The necessity of forming the corresponding subject-information competence of subjects, personal culture of information security is shown.It is noted that the information security of educational subjects is a specific part of the general security of education as its qualitative development in the developing information society in accordance with its properties and requirements. The concept of information security in the field of education is formulated in the context of a general concept and in the aspect of its specificity in education, its educational and educational processes, as well as in the aspect of personal, psychological, age and other properties of subjects of education. This presupposes the presence of a corresponding purposefulness of general education, which also acquires the quality of informational education, and its expression in the content of education and subject-oriented educational training. In particular, this applies to the general education subject “Informatics” as the main resource of information education, in the process of forming the relevant knowledge, competencies and personal qualities.The necessity of mandatory inclusion of the relevant topics in the content of information education in the context of information security and information protection has been substantiated: the state and problems of information security, personal security; goals and objectives of information security; legal and other aspects of information protection, means of protecting electronic data in the field of education.


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