Educational Dimension 2022-06-18T15:24:17+03:00 Vita Hamaniuk Open Journal Systems <p><span style="color: #000000;"><span lang="en-US"><em>Educational Dimension</em></span></span> (= Osvìtnìj vimìr, Освітній вимір) is a Diamond Open Access peer-reviewed journal focused on the research on education, learning and training, and applications of theories and philosophies used in the sciences of learning and adjacent sciences. The <span style="color: #000000;"><span lang="en-US"><em>Educational Dimension</em></span></span> occupies contributions in all aspects of learning theories, learning technologies and tools, paradigms and models. The main problematic field of the journal is the current and future issues of modern pedagogical science: psychological and pedagogical, philosophical, socio-cultural aspects of education, learning and training, modern theories, technologies and teaching aids, the emergence of which is determined by globalization, integration processes, social transformations, humanitarian and scientific and technological development. There is urgent general need for principled changes in postclassic education elicited by current theories, models, tools, services, networks and communications.</p> <p><span style="color: #000000;"><span lang="en-US"><em>Educational Dimension</em></span></span> welcomes research papers, systematic reviews and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper.</p> <p><span id="result_box" class="" lang="en" tabindex="-1"> </span></p> Formation of software design skills among software engineering students 2022-06-17T16:04:24+03:00 Andrii Striuk <p>The study focuses on one of the mobile-oriented environment competence components for software engineering (SE) students. It has been demonstrated that the implementation of the higher education standard for SE bachelors has generated a number of issues in terms of ensuring training quality, principally due to a lack of specification for both skills and learning outcomes. Designing a precise framework of professional competencies for SE bachelors is one method to overcome these issues. The research examines methods for developing K14 (the ability to participate in software design, including modeling (formal description) of its structure, behavior, and working processes), a critical particular professional competency for future software engineers. Recommendations for software design teaching techniques, learning content, modeling and design tools, and assessment of the level of formation of relevant competence are developed based on a historical and genetic review of software design training among SE students in the UK, USA, Canada, Australia, New Zealand, and Singapore. The industrial-style software design training (studio training) is used as an example. The transition from architectural to detailed design, as well as project implementation, are discussed. The study's future prospects include substantiating the third engineering component of SE – software construction (after requirements engineering and design engineering).</p> 2022-06-15T00:00:00+03:00 Copyright (c) 2022 Andrii M. Striuk Early literacy with augmented reality 2022-06-17T16:04:40+03:00 Olena Piatykop Olha Pronina Iryna Tymofieieva Ihor Palii <p>Augmented reality is currently one of the most rapidly emerging technologies, with applications in the field of education. AR technology, according to a review of numerous publications, provides new options for teachers and makes learning more appealing to pupils of all ages. Students can use mobile AR apps to observe a real-world environment with virtual things layered or composited on top of it. This is especially true for young children. The article highlights the activities that allow a child to have a unique AR experience. There is a comparison of available augmented reality (AR) applications for learning the alphabet. The author describes a novel augmented reality application that was created with Unity, C\#, and Vuforia. The developed mobile AR application allows students to learn the Ukrainian alphabet, number names, and animal sounds. The learning process is enhanced by three-dimensional visualization and sounding of each letter and number thanks to this program. An analysis of a survey of teachers and parents found that utilizing an AR application greatly boosted children's motivation and self-efficacy in learning letters and numbers. The AR application aided in the retention of the child's attention while learning new content by speeding up the process of memorization.</p> 2022-06-14T00:00:00+03:00 Copyright (c) 2022 Olena Ie. Piatykop, Olha Pronina, Iryna B. Tymofieieva, Ihor D. Palii Formation of digital competencies among students of economic specialties 2022-06-17T16:04:50+03:00 Tamila Berezhna Svitlana Zaiets Svitlana Shybirina <p>The rapid advancement of digital technology is altering the skillsets required of specialists. In today’s world, a competitive analyst working in the field of economics must possess not only professional skills, but also digital competence, which encompasses not only digital skills, but also a body of knowledge and perspectives on the nature and role of information technologies and opportunities, as well as relevant legal and ethical principles. The article examines modern theoretical foundations and approaches to the development of digital literacy in lifelong learning processes: specifically, one of the tools for determining the level of formation of digital competence using the Tsifrogram test (which is based on the conceptual model of digital competence of citizens DigComp - The Digital Competence Framework for Citizens) is described and analyzed in depth. The study was conducted using competence-based, personality-activity, and communication techniques. The economic analyst training program featured active and interactive teaching methods and practices. The findings of a study on the level of digital competence formation among university students of economic specializations are provided. The most important suggestions for improving students’ digital competence are studied, selected, and highlighted. It is proposed to build a roadmap for boosting students’ digital competency during their university studies in the future.</p> 2022-06-14T00:00:00+03:00 Copyright (c) 2022 Tamila I. Berezhna, Svitlana V. Zaiets, Svitlana O. Shybirina Some methods for improving data structure teaching efficiency 2022-06-18T15:24:17+03:00 Zarema Seidametova <p>Computer simulation and modeling are now widely used in computer science teaching. There are various approaches to make the educational process more efficient. Visualization is one of them, and the flipped classroom approach is another. The goal of this research is to show how to improve the efficiency of teaching data structures (hashing, trees) in the Algorithms and Data Structures course. We conducted two tests with four study groups of second-year bachelor students in two Algorithms and Data Structures subjects – (1) Hashing, (2) Trees (BST, RBT, AVL). In the first experiment, study groups on subjects (1) and (2) were formed using the same type of teaching technique, either with or without visualization tools. In contrast to the first experiment, we employed flipped classroom approaches for one study group and a traditional teaching method for the other.</p> 2022-06-14T00:00:00+03:00 Copyright (c) 2022 Zarema S. Seidametova Design methodology for immersive educational resources 2022-06-17T16:04:59+03:00 Serhiy O. Semerikov Tetiana A. Vakaliuk Iryna S. Mintii Vita A. Hamaniuk Vladimir N. Soloviev Olga V. Bondarenko Pavlo P. Nechypurenko Svitlana V. Shokaliuk Natalia V. Moiseienko Dmytro S. Shepiliev <p>Based on the analysis of sources on the problem of research, the article defines types of electronic educational resources (EER), general requirements for them, focuses on didactic and methodological requirements and existing holistic systems of psychological and pedagogical requirements for EER, presents the main types of parameters that can be used to evaluate the quality of EER, analyzes the typical structure of EER and characterizes its components. The analysis of approaches to defining the concepts of ``immersiveness'', ``immersive educational environment'', ``immersive approach in education'', ``immersive educational resources'' (IER) was carried out, on the basis of which the relationship between the virtual environment and immersive learning environment was determined, the pedagogical aspects of learning in immersive environments were considered, the classification of IER was made. The main components of IER design and implementation are analyzed, and the essence of IER design and IER design methodology is determined.<br />In the main part of the proposed general model of the methodology of IOR design and analyzed the goals, subjects of methods, stages, and content of training, forms of organization of the educational process, methods, teaching tools, and predicted results of the methodology.<br />In the conclusion the elements of the methodology of IЕR design are presented, in particular, a complex IЕR in the form of a distance learning course, examples of designing prototypes of immersive teaching materials, etc. are considered.</p> 2022-04-16T00:00:00+03:00 Copyright (c) 2022 Serhiy O. Semerikov, Tetiana A. Vakaliuk, Iryna S. Mintii, Vita A. Hamaniuk, Vladimir N. Soloviev, Olga V. Bondarenko, Pavlo P. Nechypurenko, Svitlana V. Shokaliuk, Natalia V. Moiseienko, Dmytro S. Shepiliev The importance of computational thinking training for primary school teachers 2022-06-17T16:04:55+03:00 Nataliia Morze Olha Barna Mariia Boiko <p>The importance of modern schools in developing students' problem-solving skills, including through digital tools, is described in the article, which includes the development of basic coding skills and digital literacy, as well as the ability to solve problems and make decisions based on planning and analysis of situations. Computational thinking (CT) is built on the foundation of these abilities. The authors contend that the employment of specialized digital tools promotes the development of computational thinking and that purposeful creation of computational thinking improves teachers' and students' digital competence. The concept of CT, as well as existing definitions and components, are examined in this article. <br>A list of courses from various countries' curriculum on which CT is studied in primary school is provided. The importance of CT as a fundamental talent for everyone is underlined, and it should be developed through the integration of several disciplines to solve problems. The link between the CT components and the key competencies that should be instilled in kids as part of the primary education curriculum. <br>The findings of a survey of more than 60 primary school teachers from various regions of Ukraine about their understanding of the concept of computational thinking and their experience in the development of skills related to all components of computational thinking in primary school students are presented. A review of open educational resources from around the world is offered to assist teachers in enhancing students' CT skills. The strategy for putting the CT development concept into practice for future teachers and primary school teachers is offered, taking into account the ability to employ specific digital tools.</p> 2022-06-11T00:00:00+03:00 Copyright (c) 2022 Nataliia V. Morze, Olha V. Barna, Mariia A. Boiko The Rusch model-based knowledge assessment algorithm 2022-06-17T16:04:27+03:00 Alexander Kostikov Kateryna Vlasenko Iryna Lovianova Sergii Volkov Evgeny Avramov <p>In this paper, an algorithm for adaptive testing of students' knowledge in distance learning is proposed, along with an assessment of its effectiveness in the educational process. The paper provides an overview of the results of modern test theory application, a description and block diagram of the proposed algorithm, and the results of its application in the real educational process. The effectiveness of using this algorithm for objectively assessing students' knowledge has been demonstrated experimentally.</p> 2022-06-15T00:00:00+03:00 Copyright (c) 2022 Alexander A. Kostikov, Kateryna V. Vlasenko, Iryna V. Lovianova, Sergii V. Volkov, Evgeny O. Avramov A simulation of synchronized curriculum for IT-specialist training based on Petri nets 2022-06-17T16:04:43+03:00 Lyudmyla Bilousova Liudmyla Gryzun <p>In this study, the issues of contemporary IT specialists training in terms of constant innovation and rapid expansion of computing are examined in the context of synchronized curriculum shaping. The authors' curriculum simulation technique, which uses Petri nets, is shown. Some didactical foundations of curriculum design and academic discipline structure, as well as the theoretical basics of Petri nets in terms of their considerable facilities for multiple processes synchronization, formed the theoretical framework that allowed us to develop the technique. The technique of academic disciplines structuring based on the frame model of knowledge representation is described as a series of processes that culminate in a net of disciplines modules (frames) that include the appropriate learning materials while preserving and propagating links between them. The practical-driven approach to curriculum modeling based on Petri nets simulation is offered to tackle the problem of synchronization of learning elements mastery across academic disciplines with regard to the established links in the frames. The many types of precedence relations for the learning elements (frame inputs and outputs) were identified. Using these precedence relations, we were able to model a learning element and the process of mastering it using Petri nets. We were able to create a model of a curriculum discipline module and, eventually, a curriculum discipline model using Petri nets modifications and learning element connections of various types. All of the evolution of the learning elements mastering by students in the curriculum courses is represented by built Petri nets models. The rules of Petri net execution and alterations ensure that their mastering is synchronized. The advantages and disadvantages of the proposed technique are discussed. The advantages of using such a simulation to create a synchronized curriculum for IT-specialist training are outlined. The research's potential are presented in terms of applying the findings to the development of specialized software.</p> 2022-06-14T00:00:00+03:00 Copyright (c) 2022 Lyudmyla I. Bilousova, Liudmyla E. Gryzun Stochastic process computational modeling for learning research 2022-06-17T16:04:37+03:00 Oleksandr Kolgatin Larisa Kolgatina Nadiia Ponomareva <p>The goal of our research was to compare and systematize several approaches to non-parametric null hypothesis significance testing using computer-based statistical modeling. For teaching purposes, a statistical model for simulation of null hypothesis significance testing was created. The results were analyzed using Fisher's angular transformation, Chi-square, Mann-Whitney, and Fisher's exact tests. Appropriate software was created, allowing us to recommend new illustrative materials for expressing the limitations of the tests that were examined. Learning investigations as a technique of comprehending inductive statistics has been proposed, based on the fact that modern personal computers can run simulations in a reasonable amount of time with great precision. The collected results revealed that the most often used non-parametric tests for small samples have low power. Traditional null hypothesis significance testing does not allow students to analyze test power because the true differences between samples are unknown. As a result, in Ukrainian statistical education, including PhD studies, the emphasis must shift away from null hypothesis significance testing and toward statistical modeling as a modern and practical approach of establishing scientific hypotheses. This finding is supported by scientific papers and the American Statistical Association's recommendation.</p> 2022-06-14T00:00:00+03:00 Copyright (c) 2022 Oleksandr H. Kolgatin, Larisa S. Kolgatina, Nadiia S. Ponomareva Features of gamification component introduction during the development of constructive strategies for overcoming youth life crises 2022-06-17T16:04:30+03:00 Hanna Varina Viacheslav Osadchyi Olga Goncharova Serhii Sankov <p>Information technology is becoming an increasingly important part of the lives of today's youth, opening up numerous opportunities for its application in various fields of public practice. The statistics presented in the article on the increasing demand for gaming IT industry products update the search for ways to incorporate gamification components in the educational space in order to optimize the process of professional development of a competitive specialist. The article considers the incorporation of gamification into the educational process of higher education institutions in order to develop stress resistance in individuals as a factor in selecting constructive strategies for overcoming life crises in young people. The concept of gamification is investigated using scientific research analysis. The benefits of gamification in the educational and psychocorrectional processes are established. The use of simulator games with augmented and virtual reality elements in the process of developing constructive coping strategies of individual behavior in uncertain situations and overcoming life crises is supported. The article describes the experience of interdisciplinary research at Bogdan Khmelnytsky Melitopol State Pedagogical University's STEAM-laboratory, Laboratory of Psychophysiological Research, and Laboratory of Health Psychology. The paper describes in detail the step-by-step empirical study on the incorporation of gamification components as well as augmented and virtual reality technologies into a comprehensive training program aimed at developing resilience, emotional stability, and as a predictor of constructive strategies for overcoming life crises in young people. The implementation of the experience is described in the stages of ascertaining and shaping the study. According to the findings, implementing a psycho-correctional program with gamification elements aided in increasing the individual's emotional stability and stress resistance. Representatives of the experimental group, who received active training using gamification elements and AR/VR technologies, demonstrated significant differences in the choice of constructive strategies for overcoming life crises when compared to the control group, which did not receive training.</p> 2022-06-15T00:00:00+03:00 Copyright (c) 2022 Hanna B. Varina, Viacheslav V. Osadchyi, Olga A. Goncharova, Serhii M. Sankov Methodology of studying the value-semantic readiness for learning 2022-06-17T16:04:53+03:00 Olha Horbachova Zoia Miroshnyk Yuliia Soshyna <p>The article represents methodological substantiation and results of approbation of the diagnostic tool for studying of<br>psychological readiness of preschool age children to training at school. The presented work is a continuation of scientific research in the direction of expanding the structure of psychological readiness for school through addition of its value-semantic component, as well as creation of a tool for its measurement. In the process of developing the methodology for diagnosing the value-semantic component of the psychological readiness for learning, the author relies on the age-related psychological characteristics of a preschool age child, which are oriented toward the choice of projective technology. In addition to this, the theoretical basis for the methodology creation was the author's vision of the content of value-semantic component of psychological readiness for learning, which constitutes an activity dynamic conceptual system of ``study``, containing a set of such values: health, active and productive life, cognition, politeness, education, tenacity. The article provides a thorough description of all the stages of the methodology development, accompanied by the results of an empirical study of its accuracy, reliability, and validity. Author's methodology of studying the value-semantic readiness for learning contains two sets of twenty-four pictures in each according to the gender of the testee with the instruction to them. Based on the results of the methodology standardization, the forms for fixing the results of the study, as well as the decil norms for each component of the value-semantic readiness for learning (affective and cognitive), and its general index are presented.</p> 2022-06-11T00:00:00+03:00 Copyright (c) 2022 Olha Iu. Horbachova, Zoia M. Miroshnyk, Yuliia M. Soshyna Modeling of an internal educational resource certification system 2022-06-17T16:04:46+03:00 Oksana Buinytska Svitlana Vasylenko <p>The paper examines the results of a multi-year study to develop an internal certification system for blended and e-learning educational resources in higher education. The authors outline the requirements for internal certification system modeling as well as the characteristics of recent developments in the process of internal certification of educational resources, as permitted by university rules, which is related to the COVID-19 standards. The current model of the internal certification system for educational materials is described in this article, which is based on the approval of the pilot model of e-learning courses (hence — ELC) certification. Three mandatory expertise are the key components of the internal certification method (professional, resource and technical). The methodological commission decides on the quality of the ENC's educational resources and certification based on the findings. The benefits of using the current system of internal certification of ELC implementation are numerous, including the creation of high-quality educational resources, expanding access to educational content to various categories of participants in the educational process, ensuring individualization of the educational process based on the needs, characteristics, and capabilities of learners, and improving the quality of the educational process.</p> 2022-06-14T00:00:00+03:00 Copyright (c) 2022 Oksana P. Buinytska, Svitlana V. Vasylenko