The experience of Application of Information and Communication Technologies (ICTs) as a Tool to Enhance Learning Motivation

Prudnikova, T A; Poskakalova, T.A.

doi:10.17759/jmfp.2019080207

Cited by 9 publications

(3 citation statements)

References 23 publications

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“…As Prudnikova and Poskakalova (2019) suggest, the use of such materials increases educational motivation, makes it possible to study on individual educational paths according to personal inclinations and the current level of a student's development, expands the intensity of training through the increase of the channels to receive information, and also combines a variety of teaching practices and technologies (Prudnikova and Poskakalova, 2019). However, independent studies that compared online and face-to-face education showed the latter to be more effective: students who took the online course scored lower for academic performance, satisfaction of basic psychological needs, motivation, demonstration of knowledge gained, and as a result, lower final grades (Bettinger et al, 2017;Hurlbut, 2018;Wang et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

How Personality Traits Are Related to the Attitudes Toward Forced Remote Learning During COVID-19: Predictive Analysis Using Generalized Additive Modeling

et al. 2021

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BackgroundDuring the COVID-19 pandemic, universities all over the world have had to reorganize their work for remote education to ensure continuity of learning. This situation has forced both teachers and students into an atypical, very specific situation, in which they need to cope with a number of psychological factors. Meanwhile, there is a research gap in academic knowledge of the social and psychological factors that determine attitudes toward forced remote learning.ObjectiveTo analyze the psychological traits of students in relation to their attitudes toward forced remote learning.MethodsThe study assessed self-regulation and communication skills, as well thinking and learning styles of 280 students in the situation of forced remote learning. We used the methods of surveying and psychological testing for data collection. The data were analyzed in R statistical software using the regression modeling methods.ResultsWe found that the number of students with positive (46%) and negative (54%) attitudes toward forced remote learning during the COVID-19 pandemic was approximately equal. Using regression analysis, we identified several statistically significant associations between the interpersonal communicative skills of students (self-regulation, shyness, alienation, manipulative and cooperative communication styles) and their thinking styles (right-hemispheric and integrated), on the one hand, and their attitude to remote learning, on the other. It was also illustrated that depending on the attitude to the forced remote learning, students differ by the percentage of assimilated learning materials while studying under the lockdown.ConclusionThe results identify that success of remote learning in many ways depends on the extent to which it accommodates psychological traits of students who are forced to acquire new knowledge without traditional classroom instruction.

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Section: Introductionmentioning

confidence: 99%

How Personality Traits Are Related to the Attitudes Toward Forced Remote Learning During COVID-19: Predictive Analysis Using Generalized Additive Modeling

et al. 2021

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“…3. Высший -это искусственная информационная реальность, созданная с целью максимального приближения к обычной реальности с помощью электронных носителей, специальных программных и технических средств, отличающаяся высокой анимацией и интерактивностью [2,3]. Под высшим уровнем ВР нами понимается тот, который имеет четыре характеристики: 1) создание средствами программирования трехмерных изображений объек-тов; 2) возможность анимации (придание действий объектам и самому пользователю); 3) интерактивность (изменение виртуальной сцены в ответ на повороты головы или движение человека); 4) создание средствами программирования эффекта присутствия (presence) (ощущение человеком иллюзии содействия в искусственно созданной информационной реальности с предметами и/или субъектами).…”

Section: Introductionunclassified

“…В нашей стране средства ВР различных уровней используются в образовании, например. при повышении онлайн обучения [1], для повышения учебной мотивации [2], в бизнесе, в тренинговой работе и др. В Европе и США использование технологий ВР активно осуществляется в психотерапевтической практике, в психологическом консультировании и психокоррекции.…”

Section: Introductionunclassified

Critical analysis of the use of virtual technologies in clinical psychology in Europe (based on the content of the journal "Cyberpsychology, Behavior, and Social Networking"

Meitner¹,

Селиванов

2021

Современная Зарубежная Психология

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The work is aimed at examining the use of virtual reality (VR) technologies in clinical psychology in Europe. Analyzed more than 37 issues of the journal “Cyberpsychology, Behavior, and Social Networking”, which has an impact factor of 2.3, articles in which reflect both cyber- and clinical-psychological orientation. The “keyword method” was used to analyze the text, which is understood as a search for typical terms that designate a criterion or replace it. Then the keyword “virtual reality” was associated primarily with the types of disorders in clinical psychology of the classification of group F (according to ICD-10). The topics “virtual reality” and “clinical psychology” are the most frequently discussed topics in the field of the problem area “cyberpsychology”. According to the study, the possible applications of virtual reality in the field of clinical psychology are essentially limited to three disorders: anxiety disorders, depression, and autism. According to publications of specialists in general psychology, the term “virtual reality” is not mentioned, which shows that this topic is of secondary importance.

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Learning Motivation of Students of Adaptive Learning Platforms

Kochurina

Kunina

Zakharov

2022

Lecture Notes in Networks and Systems

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The experience of Application of Information and Communication Technologies (ICTs) as a Tool to Enhance Learning Motivation

Cited by 9 publications

References 23 publications

How Personality Traits Are Related to the Attitudes Toward Forced Remote Learning During COVID-19: Predictive Analysis Using Generalized Additive Modeling

How Personality Traits Are Related to the Attitudes Toward Forced Remote Learning During COVID-19: Predictive Analysis Using Generalized Additive Modeling

Critical analysis of the use of virtual technologies in clinical psychology in Europe (based on the content of the journal "Cyberpsychology, Behavior, and Social Networking"

Learning Motivation of Students of Adaptive Learning Platforms

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