Gamification as a trend in organizing professional education of sociologists in the context of distance learning: analysis of practices

Kalashnikova, Liudmyla; Hrabovets, Iryna; Chernous, Liudmyla; Чорна, Вікторія; Ків, Арнольд Юхимович

doi:10.55056/etq.2

Cited by 7 publications

(4 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The far and wide utilization of cell phones in our day makes it simpler for understudies to focus on sociologies in secondary school. Gamification peculiarities as a cutting-edge pattern in distance schooling, as well as framing its creative potential in light of a case examination of the presentation of gamification components in the preparation of humanism understudies (Kalashnikova et al, 2022).…”

Section: Figure 5 Linearity Testmentioning

confidence: 99%

Influence of Gamification Media on the Learning Activities of Sociology in The High School of Surakarta

Ambawani,

Kusuma,

Yunianto

et al. 2024

JMKSP

View full text Add to dashboard Cite

Education influences students to be innovative, creative, and productive individuals. The study aims to find out the impact of gamification media use on educational activities in schools in Surakarta. Quantitative Research Methods with Survey Approaches to Higher Secondary Schools in Surakarta. Measurements in using SPSS 25 with Cronbach’s alpha variable learning media gamification and pupil activity, normality tests, heterocadastisity tests, deviations, correlation values, and determination coefficients (R square) The collection shows that H0 is rejected and Ha is accepted because the regression factor has a value of significance < 0.05, so some suggest that there is a significant influence between the use of gamified media and activation. The study results show that the correlations or relations values table (R) is 0.335 and a determination factor (R square) of 0.112 means that the influence of the gamifying media (X) on the activity (Y) is 11.2%, partially suggesting that there are significant influences between the usage of gamification media and student activity.

show abstract

Section: Figure 5 Linearity Testmentioning

confidence: 99%

Influence of Gamification Media on the Learning Activities of Sociology in The High School of Surakarta

Ambawani,

Kusuma,

Yunianto

et al. 2024

JMKSP

View full text Add to dashboard Cite

show abstract

“…• Serhiy Semerikov, Kryvyi Rih State Pedagogical University, Ukraine [5] • Vladimir Soloviev, Kryvyi Rih State Pedagogical University, Ukraine [6] • Andriy Matviychuk, Kyiv National Economic University named after Vadym Hetman, Ukraine [7] • Vitaliy Kobets, Kherson State University, Ukraine [8] • Liubov Kibalnyk, The Bohdan Khmelnytsky National University of Cherkasy, Ukraine [9] • Hanna Danylchuk, The Bohdan Khmelnytsky National University of Cherkasy, Ukraine [10] • Arnold Kiv, Ben-Gurion University of the Negev, Israel [11]…”

Section: Program Committee 21 M3e2 2022 Program Chairsmentioning

confidence: 99%

Advances in machine learning for the innovation economy: in the shadow of war

Danylchuk,

Semerikov

2023

View full text Add to dashboard Cite

This preface introduces the selected and revised papers presented at the 10th International Conference on Monitoring, Modeling & Management of Emergent Economy (M3E2 2022), held online in Ukraine, on November 17-18, 2022. The conference aimed to bring together researchers, practitioners, and students from various fields to exchange ideas, share experiences, and discuss challenges and opportunities in applying computational intelligence and data science for the innovation economy. The innovation economy is a term that describes the emerging paradigm of economic development that is driven by knowledge, creativity, and innovation. It requires new approaches and methods for solving complex problems, discovering new opportunities, and creating value in various domains of science, business,and society. Computational intelligence and data science are two key disciplines that can provide such approaches and methods by exploiting the power of data, algorithms, models, and systems to enable intelligent decision making, learning, adaptation, optimization, and discovery. The papers in this proceedings cover a wide range of topics related to computational intelligence and data science for the innovation economy. They include theoretical foundations, novel techniques, and innovative applications. The papers were selected and revised based on the feedback from the program committe members and reviewers who ensured their high quality. We would like to thank all the authors who submitted their papers to M3E2 2022. We also appreciate the keynote speakers who shared their insights and visions on the current trends and future directions of computational intelligence and data science for the innovation economy. We acknowledge the support of our sponsors, partners, and organizers who made this conference possible despite the challenging circumstances caused by the ongoing war in Ukraine. Finally, we thank all the participants who attended the conference online and contributed to its success.

show abstract

“…Distance and blended learning are alternative modes of education that differ from traditional face-to-face learning. In the current situation, more and more educational institutions are adopting these modes of education, using the latest approaches and technologies [5,17,30,38,40,68,71]. By applying distance education programs, teachers can improve the forms and methods CTE Workshop Proceedings, 2024, Vol.…”

Section: Introductionmentioning

confidence: 99%

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

Oliynyk,

Gushchyna,

Kondratova

et al. 2024

CTE Workshop Proc.

View full text Add to dashboard Cite

Digital competence is a key skill for teachers in the era of distance education. However, developing digital competence requires appropriate forms and training methods that utilise the available technologies and tools. In this article, we explore how Google Workspace for Education, a cloud service that offers various digital education tools, can foster digital competence among teachers in postgraduate education. We draw on our experience organising and conducting distance learning courses for university teachers at the Department of Open Educational Systems and Information and Communication Technologies of the Institute of Postgraduate Education. We present the theoretical background of competence, digital competence, and distance education and the educational opportunities that Google Workspace for Education provides. Using Google Classroom as the main platform, we describe the effective ways of developing digital competence in distance learning. We analyse the participants' learning outcomes and the benefits of collaborative learning. We also report the results of our research on developing teachers' digital competence based on selected criteria and indicators. We highlight the promising trends and challenges in developing teachers' digital competence in distance education.

show abstract

Gamification as a trend in organizing professional education of sociologists in the context of distance learning: analysis of practices

Cited by 7 publications

References 18 publications

Influence of Gamification Media on the Learning Activities of Sociology in The High School of Surakarta

Influence of Gamification Media on the Learning Activities of Sociology in The High School of Surakarta

Advances in machine learning for the innovation economy: in the shadow of war

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

Contact Info

Product

Resources

About