Peculiarities of using LearningApps Service in the Process of Developing
a Motivational Component of Professional Training of Future
Professionals in Terms of Adaptive Learning
Hanna B. Varina
1 a
, Viacheslav V. Osadchyi
1 b
, Svetlana V. Shevchenko
1 c
Kateryna S. Averina
1 d
and Evgeniy A. Lavrov
2 e
Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine
Sumy State University, 2 Rimsky-Korsakov Str., Sumy, 40007, Ukraine
Information Technologies, Educational Resources, Web 2.0 Technologies,, Interactive
Exercises, Professional Training, Motivation.
The article considers the adaptive learning system as a system that can help each student to achieve the optimal
level of intellectual development in accordance with his natural abilities and inclinations. The main advantages
of using interactive exercises in the process of organizing educational activities using the technical capabilities
of the LearningApps service are considered. The paper demonstrates the ways of using the appropriate service
in the process of implementing a personalized approach to educational activities, presents the results of an em-
pirical study focused on the implementation of the LearningApps service in the process of studying first-year
students of psychological disciplines. Statistic data show the feasibility of using the service LearningApps in
the development of the motivational component of professional training of future professionals in the condi-
tions of adaptive learning.
At the present time, information and communica-
tion technologies are becoming an integral part of the
process in various subject areas and social practice.
The development of modern education is inextricably
linked with the informatization of society, and infor-
mation and communication competence is considered
as a priority. Education is one of the basic elements
of the ecosystem of (digital) innovation and the dig-
ital economy in general. Creating, attracting and re-
taining a sufficient number of professionals with new
technologies is needed to achieve a competitive ad-
vantage in the digital world. With the advent of new
technologies there is a demand for new competencies
(Semerikov et al., 2020).
There is a growing shortage of skilled workers,
and the acquisition of digital skills is becoming a ba-
sic need. For example, the shortage of staff is cur-
rently one of the main obstacles to the development of
AI: according to Bell (Bell, 2018), there are no more
than 22,000 PhD professionals in this field worldwide
today, and only in the United States there are more
than 10,000 vacancies. According to Smit et al. (Smit
et al., 2020), by the year 2030 in Europe, working
time will increase by 20% with the use of innovative
technological skills in any industry or social practice
and by 65% with the use of basic technological com-
petencies. According to the same study, over the next
10 years, 90% of jobs will require digital skills in pro-
fessional self-realization of specialists in various in-
dustries. Demand will also increase for workers with
social, emotional and motivational skills by about
22% across all industries in Europe by the year 2030.
Accordingly, the cognitive, emotional-volitional and
motivational component of the implementation of in-
formation competence of a specialist in the changing
conditions of professional practice development will
become a key standard of professional suitability and
The modern process of professional training of a
specialist in the context of the transformation of edu-
cation and the spread of blended learning technolo-
Varina, H., Osadchyi, V., Shevchenko, S., Averina, K. and Lavrov, E.
Peculiarities of using LearningApps Service in the Process of Developing a Motivational Component of Professional Training of Future Professionals in Terms of Adaptive Learning.
DOI: 10.5220/0010932300003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 416-424
ISBN: 978-989-758-558-6
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
gies is already unthinkable without the widespread
use of innovative technologies that are at the stages of
revolutionary development. Their development cre-
ates the basis for the implementation of the latest ed-
ucational programs at a qualitatively new level, initi-
ates and develops the emergence of new educational
practices, which, in turn, contributes to the transfor-
mation of education as a whole. The priority of higher
education development is the implementation of mod-
ern computer technologies that provide access to a
network of high-quality databases, expand the ability
to perceive complex information, focus on individual
psychological characteristics of students and rely on
the principles of personification of blended learning.
This is done by creating individual training programs
of various levels of complexity, depending on the spe-
cific needs and features of using the Internet’s capa-
bilities. Thanks to information and communication
technologies, today we have more opportunities to use
the latest services in the educational process and more
effectively organize individual and group work of stu-
dents. Accordingly, the issue of implementing mod-
ern information technologies in the process of profes-
sional and personal development of a future specialist
is important.
The use of modern information training systems
contributes to the individualization of the educa-
tional process and creates conditions for differenti-
ated learning depending on the level of training, psy-
chological characteristics and needs of students. This
makes it possible to carry out automated control of
knowledge and formation of certain professionally
important competencies and adapt the learning pro-
cess to specific educational tasks and individual char-
acteristics of the student. In this regard, it is important
to study systems and services focused on the imple-
mentation of components of adaptive learning as one
of the promising areas in the modern information sys-
The realities of modern times that world civiliza-
tion has encountered in connection with the pandemic
have been particularly acute in the field of education.
In a fairly short period of time, teachers and students
were forced to radically change the forms, means,
methods, techniques and ways of teaching. In the con-
text of pandemic restrictions, the priority direction of
the reformation of the higher education system has
become an urgent transition to a blended form of edu-
cation, that is, a structural-logical and holistic combi-
nation of classroom classes and distance learning us-
ing modern services, interactive and cloud technolo-
gies (Fern
andez Cruz et al., 2020).
Current issues of using Web 2.0 mobile applica-
tions (in particular, the integra-
tion of information and communication technologies
in the process of teaching students were considered
in (Harmandao
glu Baz et al., 2019; Malchenko et al.,
2021; Shea et al., 2006; Ullrich et al., 2008). At the
same time, the issue of optimizing the training process
of future specialists, taking into account their individ-
ual psychological and typological characteristics, and
introducing an adaptive learning system remained im-
portant. Thus, an important direction of education ref-
ormation in the context of the introduction of adaptive
learning is the development of a constructive model
for building individual learning scenarios based on the
student model and maps of user knowledge gaps. The
student’s model shows the main parameters of their
level of training and individual cognitive features. It
allows to implement a number of new technologies
for the formation of individual calendar plans of rep-
etition of themes, construction of individual trajec-
tories of forgetting processes by the student of the
received knowledge, and development of individual
scenarios of adaptive testing (Tomashevskiy et al.,
As part of the analysis of empirical, practice-
oriented research, it is quite interesting to research
aims to develop an adaptive learning system using
Hybrid Learning Diagnostic Approach (HLDA) to di-
agnose and detect learners’ learning styles according
to the criteria in the Index of Learning Style (ILS) into
3 dimensions (1) active-reflective, (2) visual-verbal,
and (3) sequential-global (Singpant et al., 2020). Em-
pirically, researchers prove that the Self-Evolving
Adaptive Learning (SEAL) system for personalized
education at scale is quite effective in the process of
personalizing the educational environment (Liu et al.,
2020) and highlight the key structural peculiarities of
the practical implementation of the adaptive learning
system, taking into account the individual character-
istics of dyadic interaction between teachers and stu-
dents in order to effectively organize the formation of
the future specialists’ professional competencies (Ca-
vanagh et al., 2020).
As part of the practical implementation of the
concept of personalized learning Valko and Osadchyi
(Valko and Osadchyi, 2020) propose the introduction
of elements of the theory of artificial neural networks
into the educational process. Based on the network,
according to the Semerikov et al. (Semerikov et al.,
2019), it is possible to build a model of the educa-
tional process, which will significantly increase the
teacher’s control over the learning process. More-
Peculiarities of using LearningApps Service in the Process of Developing a Motivational Component of Professional Training of Future
Professionals in Terms of Adaptive Learning
over, Valko and Osadchyi (Valko and Osadchyi, 2020)
believe that the network can adapt to a specific edu-
cational task, individual characteristics of the student
and teacher. The authors constructed a mathematical
model of the educational process using modern infor-
mation technologies and neural networks. Their use
is based on the developed criteria for successful com-
pletion of various stages of the educational process.
Such criteria are intended for both the student and the
teacher (Osadchyi et al., 2020a).
According to Tkachuk et al. (Tkachuk et al.,
2020), the active transition of modern higher edu-
cation to the digital plane encourages the processes
of adapting the audience response system and mo-
bile multimedia development tools for use in the edu-
cational environment of universities. Tkachuk et al.
(Tkachuk et al., 2020) developed, tested, and con-
firmed the effectiveness of methods for applying audi-
ence response systems using the example of Plickers
and mobile multimedia development tools using aug-
mented reality tools.
As part of optimizing the implementation of the
competence approach in the process of professional
training of the future specialists in the context of dig-
italization of education, Vakaliuk et al. (Vakaliuk
et al., 2020b) propose the implementation of game
simulators in order to develop soft skills competen-
cies. Vakaliuk et al. (Vakaliuk et al., 2020a) present
the possibilities of using the Game Dev Tycoon simu-
lator for the development of professional soft skills in
future software engineers in higher educational insti-
tutions, describe in detail how students develop pro-
fessional soft skills in the process of passing game
Thus, the actualization of the need of the modern
educational space in the development and implemen-
tation of a comprehensive system of adaptive learn-
ing in the context of digitalization and active devel-
opment of information and communication technolo-
gies, augmented reality technologies encourages fur-
ther scientific research on the development of prin-
ciples, methods, means of reorganizing distance and
blended learning systems, taking into account the in-
dividual psychological characteristics of participants
in the educational process.
In the context of actualizing the problem of in-
troducing adaptive systems in the process of train-
ing future professionals, the issue of developing inter-
nal positive motivation and focus on professional self-
realization is important, which is a key component of
the future specialist’s competitiveness in transforming
social processes. As part of a multi-vector interdisci-
plinary study, the purpose of this article is to compre-
hensively analyze the features and effectiveness of the
service LearningApps in the teaching of disciplines in
adaptive learning, to develop the motivational compo-
nent of professional development of future specialists
in socionomic professions (for example, future psy-
A comprehensive interdisciplinary study was con-
ducted within the framework of scientific cooperation
between the STEAM-laboratory and the Laboratory
of psychophysiological research of Bogdan Khmel-
nitsky Melitopol State Pedagogical University (Os-
adchyi et al., 2020b). The methods used in the re-
search process are: the method of analysis of the-
oretical sources, the study of advanced psycholog-
ical and pedagogical experience of foreign and do-
mestic scientists on the problem of implementing a
competency-based and personality-oriented approach
in the context of implementing a system of adaptive
learning of students, empirical analysis of the impact
of the LearningApps service on the development of
the motivational component of professional training
of future specialists in the context of adaptive learn-
ing; generalization and conceptualization to formu-
late the main provisions of the study; generalization
and evaluation of the results of an empirical study.
4.1 Analysis of the Peculiarities of the
Implementation of the System
LearningApps in the Process of
Training Future Professionals in the
Conditions of Adaptive Start it is a Web 2.0 application to sup-
port learning and the teaching process through inter-
active modules. Existing modules can be directly in-
tegrated into the training content, and they can also be
modified or created in the foreground mode. The goal
is also to collect interactive blocks and make them
publicly available. For this reason, such blocks (so-
called applications or exercises) are not included in
any programs or specific scenarios. They have their
own value, namely interactivity. These modules can
be used directly as learning resources or for inde-
pendent work and self-assessment of students. The
LearningApps service has a fairly user-friendly inter-
face that allows you to easily create tasks based on
AET 2020 - Symposium on Advances in Educational Technology
templates. A large number of templates are available
on this service, which contributes to a variety of task
development. It is worth noting that this service is free
of charge. The LearningApps service provides the
ability to get code so that interactive tasks are placed
on the pages of websites or blogs of teachers and stu-
dents. The advantages of using the corresponding
service are a large number of languages (including
Ukrainian), a large range of tasks in complexity, tasks
on almost any topic, a convenient search engine, the
ability to intuitively use the service, user-friendliness
of the interface, free of charge, frequent updating of
task templates, the ability to combine students into
classes and students into groups (Nazarenko et al.,
2020). One of the advantages of the LearningApps
environment is the ability to download created exer-
cises to your own computer: in SCORM format – up-
load them to a distance learning system or use them
on a computer without the Internet, iBook Author
for using exercises on an iPad without the Internet,
Developer Source – for changing exercises at the pro-
gramming language level. To date, the service of-
fers about 30 different templates, which is enough
to implement many methodological ideas. All tem-
plates are divided into 5 groups: selection, division,
sequence, completion, and online games (Foster and
Shah, 2021). All exercises in this service are di-
vided into categories: “Find a pair”, “Classification”,
“Numerical straight line”, “Simple ordering”, “Free
text answer”, “Image fragments”, “Quiz”, “Fill in the
In the service there are such
tools that allow teachers to prepare high-quality elec-
tronic visual aids, audio / video materials, as well as
remotely communicate with students and colleagues:
Notebook – the simplest text editor;
Pinboard an application for placing multimedia
content (text notes, pictures, audio, video) with
imitation of attaching stationery buttons to a cork
QikPad – is an online editor where multiple Inter-
net users can work together;
Mindmap – an easy-to-use and visual graphic edi-
tor of mental maps. It can be used both to demon-
strate pre-compiled maps, and to create a mental
map in a training session;
Audio / video content – an application that allows
you not only to download audio / video files, but
also to build into applications. For example, on
LearningApps, you can create applications where
you need to guess a certain property based on
sound or graphic features. It is also possible to
add questions to the video that students must an-
swer after watching it;
Calendar – for scheduling in the form of a table;
App grid – is an app to create a collection of mul-
tiple exercises to share with other users;
Chat – for online communication.
In the process of filling the educational space with
interactive learning components the teacher can use a
particular module to solve specific problems in their
subject area (Hern
andez-Lara et al., 2019):
to consolidate theoretical and practical knowl-
edge, interiorize theoretical knowledge into prac-
tical skills by solving practice-oriented and
competence-oriented tasks, their verification and
can serve as a convenient shell for organizing var-
ious competitive and project events;
to activate the cognitive activity of students, in-
crease the motivational component of the profes-
sional development of a future specialist;
tasks can be created and edited online using vari-
ous templates;
application of various types of intellectual interac-
tive tasks, taking into account the individual psy-
chological characteristics of students, by building
a psychological portrait based on the results of a
psychodiagnostic examination;
create an account for students the teacher can
create a group for which he will collect “exer-
cises” and invite students to individual or group
ready-made exercises are easily integrated into
blogs and websites, and can also be used when
working off-line;
Comparing the LearningApps website with other
services, it becomes obvious that it is the best choice
if there is a need to develop interactive, personal-
ized tasks for students. The analysis of existing In-
ternet services allowed us to define LearningApps as
a convenient tool for creating an interactive course
from a large number of templates of various cate-
gories and complexity, which can be used for free
to present, consolidate, verify and summarize the ac-
quired professionally oriented competencies of fu-
ture specialists. Considering the advantages of us-
ing the LearningApps service in the process of pro-
fessional training of future specialists and in the con-
text of the implementation of the scientific develop-
ment “Adaptive system for individualization and per-
sonalization of professional training of future spe-
cialists in blended learning” by leading specialists of
Peculiarities of using LearningApps Service in the Process of Developing a Motivational Component of Professional Training of Future
Professionals in Terms of Adaptive Learning
the Department of Informatics and cybernetics, the
Laboratory of health psychology and the Department
of the Psychology of Bogdan Khmelnitsky Melitopol
State Pedagogical University during 2019–2020 a set
of interactive exercises, tests, and tasks was devel-
oped to increase the motivation for learning among
first-year students and future psychologists. The cor-
responding interactive exercises were implemented
from September to December 2020 as part of the
teaching of the courses “Introduction to the specialty
of psychology” and Age psychology with a prac-
tical course”. In this service, a “Portfolio” of the
teacher was created for individual modules, filled with
professionally oriented exercises, tests, games, cross-
words, competence-oriented tasks, access to which
the teacher provided students according to a spe-
cific lesson. Students performed tasks both individ-
ually and in a group form of work. In the context
of quarantine restrictions from October to December
2020, the learning process using the LearningApps
service fnd Moodle has become extremely important.
In the context of increasing the role of independent
work in the educational process with the help of the
LearningApps service, the teacher could stimulate the
development of positive motivation and interest in
learning, which directly affects the formation of a
positive “I concept” and professional orientation of
the future specialist, the development of critical and
creative thinking, media literacy, the formation of IT
competence, social and communication skills, in par-
ticular the following skills:
analysis of material, facts, comparing, compari-
son of facts, phenomena;
selection of information from various sources;
establishing associations with known facts, phe-
nomena, establishing associations with new qual-
ities of objects, phenomena, etc.;
ability to use the logic of the sequence of actions
performed to solve the problem, to build the logic
of the decision being made, the internal logic of
the problem being solved, and so on;
ability to view the object under study, the problem
in its entirety;
systematization and generalization of the mate-
working in a team in the process of solving project
tasks, mutual evaluation.
Especially popular among students in the process
of completing tasks were such types of exercises as:
“Find a couple”, “Classification”, “Simple ordering”,
“Free text answer”, “Quiz”, “Fill in the blanks”, “First
million”, “Puzzle”, “Crossword”, “Guess the word”,
“Horse racing”, “Couples”, etc. (figure 1)
As part of the corresponding service, an interac-
tive game “The smartest” was organized and held at
the final lesson in the disciplines Age psychology
with a practical course” and “Mental development of
the individual with a practical course”. The main goal
is to integrate the acquired knowledge, update the
mental potential, motivate applicants to study the ma-
terial, involve them in the implementation of scientific
and search activities. During the lesson, applicants
participated in an exciting game. When opening tasks
(problem-search, analytical-synthetic, problem situa-
tions, tests), they had to mobilize the knowledge and
skills gained during training on the topic in order to
successfully solve extraordinary, creative tasks, rely-
ing on the interiorization of the acquired knowledge,
cohesion and creativity. Such an interactive form of
conducting the lesson allowed to consolidate knowl-
edge of the discipline, develop internal motivation for
self-education, self-improvement, as important com-
ponents of professional maturity, contributed to the
development of cognitive interest, logical thinking,
attention, sociability, activity, interest and emotional
experiences of applicants.
The service also provided an opportunity for the
teacher to keep statistics of exercises performed by
students, to contact each student online via SMS, to
assess the correctness of tasks of different levels of
complexity, taking into account individual psycholog-
ical characteristics of the individual.
4.2 Results of the Implementation of the
Service LearningApps in the Process
of Developing a Motivational
Component of Professional Training
of Future Professionals
In order to analyze empirical and statistical data of
the study of the effectiveness of implementing the
LearningApps service in the process of training fu-
ture specialists and the impact of the correspond-
ing service on the motivational component of profes-
sional training of future specialists in adaptive learn-
ing, a psychodiagnostic survey of first-year students
was conducted. 40 first-year students took part in
the study. In September, a psychodiagnostic study
was conducted on the basis of the Laboratory of
psychophysiological research in the process of im-
plementing the Adaptive” program of psychological
support for first-year students . The second stage of
the psychodiagnostic study was conducted in Decem-
ber using Google Forms after completing the study
AET 2020 - Symposium on Advances in Educational Technology
Figure 1: Examples of practice-oriented tasks that are implemented in the learning process using the LearningApps service:
a) Exercise “Determination of nonverbal markers of human emotional states”; b) Exercise-QUIZ “Theories of altruism in
psychological practice”; c) Exercise-crossword “Features of the development of cognitive processes of personality in ontoge-
Table 1: Determining the dominant motive of Higher Education.
Motives for studying at the
Number of students at the beginning
of studying training courses using
the LearningApps service (%)
Number of students at the end of
studying training courses using the
LearningApps service (%)
Gaining knowledge 20.4 32.4
Mastering the profession 29.8 41.6
Getting a diploma 49.8 26
of disciplines using the LearningApps service. In or-
der to analyze changes in the structure of the moti-
vational component of professional training of future
specialists in the context of adaptive learning, the fol-
lowing psychodiagnostic methods were used: “Moti-
vation of studying at a HEI” (author T. I. Ilina) and the
method “Motives for choosing a profession”. To de-
termine the significance of the changes that occurred
after the introduction of the LearningApps service in
the training system for future specialists, we used the
G-criterion. Based on the results of statistical pro-
cessing of empirical data, significant changes in the
dominance of learning motives in higher education
were revealed (table 1).
The table shows that at the beginning of studying
training courses, the dominant motive among students
is “obtaining a diploma” (49.8%), that is, the desire to
get a diploma with formal assimilation of knowledge,
which is directly related to the socio-economic situa-
tion of modern Ukrainian society and acute problems
of employment in the specialty. Only a small num-
ber of respondents showed a desire to acquire knowl-
edge (20.4%) and master the profession and form pro-
fessionally important qualities (29.8%), which is due
to the desire for professional self-realization and self-
actualization of future specialists in the field of prac-
tical psychology. The dominant motive for studying
in higher education for the majority of respondents
(41.6%) after completing the training course using
the LearningApps service is the desire to master the
profession and form professionally important quali-
ties, which is due to the desire for professional self-
realization and self-actualization. Also, according to
the results of correlation analysis, it was revealed:
Peculiarities of using LearningApps Service in the Process of Developing a Motivational Component of Professional Training of Future
Professionals in Terms of Adaptive Learning
Table 2: Determining the dominant motive of Higher Education.
Motives for studying at the
Number of students at the beginning
of studying training courses using
the LearningApps service (%)
Number of students at the end of
studying training courses using the
LearningApps service (%)
Internal individually signifi-
19 34.5
Internal socially significant 18 37.5
External positive 27.5 19
External negative 35.5 9
typical shift – positive, negative shifts – 13, n = 94.
38(p 0, 05)
35(p 0, 01)
a number of untypical shifts, so
= 13, G
< G
. It means that H
is not
proved, but H
is accepted.
According to the empirical data presented in ta-
ble 2, it was revealed that at the beginning of training,
there is a tendency for students to dominate the ex-
ternal negative motive (35.5%) (uncertainty, lack of
internal personally significant meaning in choosing a
profession). For 27.5% of the subjects studied, the
main one was an external positive motive, that is, ori-
entation to the growing social significance, and along
with it attractiveness, of the profession of a practi-
cal psychologist. Only 19% of students showed a fo-
cus on self-realization of internal potential, on getting
pleasure from the process of professional activity; and
18% the desire to grow professionally, to benefit
people, in order to gain social significance. After im-
plementing interactive tasks using the LearningApps
service, the dominant motive for choosing a profes-
sion was the desire to grow professionally, benefit
people, in order to gain social significance (37,5%),
that is, an internal socially significant motive. Using
the G-criterion, we found that when n = 74. A typical
shift is positive. Negative shifts 17.
29(p 0, 05)
26(p 0, 01)
a number of untypical shifts, so
= 17, G
< G
It means that H
is not
proved, but H
is accepted.
Accordingly, it can be concluded that the organi-
zation of educational activities with the help of in-
teractive technologies and information systems stim-
ulates the development of cognitive motivation, the
desire for professional growth and self-development.
Currently, the problem of enhancing the educational
activities of students is urgent, therefore, an impor-
tant role in the learning process is assigned to inter-
active learning technologies. At the present stage of
development of society and the higher education sys-
tem, when the goal of education is to create conditions
for the maximum development of the personal poten-
tial of a future specialist, social services Web 2.0, the
main features of which are interactivity and social-
ization, can help optimize the teaching process and
stimulate the development of a positive motivational
construct. In relation to the process of professional
training, LearningApps represents a qualitatively new
approach to building the educational process.
The advantage of LearningApps lies in the abil-
ity to attract all students to participate in the educa-
tional process, not only as consumers of educational
content, but also as its active creators. LearningApps
technologies contribute to the implementation of the
student-centered principle of building the educational
process, when the student is at the center of the ped-
agogical process, who becomes more autonomous in
terms of managing the educational process and more
active in creating educational information and inter-
acting with other participants in the learning process.
LearningApps is an easy-to-use online service that
can be used to perform and create interactive exer-
cises in the process of higher education. The teacher’s
use of interactive tasks makes it possible to signifi-
cantly increase the activation of students’ mental ac-
tivity during the perception and assimilation of edu-
cational material. This is achieved by increasing the
degree of clarity, problematic presentation of the most
important provisions of theory and practice, the active
position of students and their high motivation and in-
terest in the process of completing tasks. The use of
modern innovative technologies, in particular interac-
tive learning technology, opens up broad prospects for
deepening the theoretical knowledge base, strength-
ens the motivational orientation to the study of aca-
AET 2020 - Symposium on Advances in Educational Technology
demic disciplines and, in particular, psychology, pro-
vides mastery of personal self-development skills, the
ability to think, develop creatively, and design new
things (Roodt and Ryklief, 2019). The results of
the empiric study proved the expediency of using the
LearningApps service in the process of developing
the motivational component of professional training
of future specialists in the context of adaptive train-
ing. As a result of systematic work on the use of the website in the process of assimilat-
ing educational material within the framework of pro-
fessionally oriented courses, students develop their
own style of using them, constructing, which gives the
educational process a creative character, contributes
to the development of the personality of its individ-
uality and uniqueness, interiorization of the theoreti-
cal basis and practical skills, which stimulates inter-
est and internal involvement in the educational pro-
cess. Based on the results of the implementation of
the components of LearningApps in the process of
professional training in the minds of the adaptive de-
velopment, the development of the motivational com-
ponent of the professional development of the poten-
tial faults in the empirical indicators. In the process
of analyzing the middle of the respondents, a posi-
tive directness and involvement in the initial process
was revealed, the readiness and preparation of the pro-
fessional competence to obtain professionally impor-
tant competences and active learning from the virgin
problem-specific and practical training of the employ-
ees. Accordingly, the use of the LearningApps service
in the context of adaptive learning makes it possible to
overcome the intellectual passivity of students, makes
it possible to increase the efficiency of educational ac-
tivities and the positive motivational orientation of fu-
ture specialists.
The interdisciplinary research was conducted as part
of the implementation of research work carried out at
the expense of the general fund of the state budget:
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