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

Keywords:

Information Technologies, Educational Resources, Web 2.0 Technologies, LearningApps.org, Interactive

Exercises, Professional Training, Motivation.

Abstract:

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.

1 INTRODUCTION

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-

https://orcid.org/0000-0002-0087-4264

https://orcid.org/0000-0001-5659-4774

https://orcid.org/0000-0002-5140-0018

https://orcid.org/0000-0003-0280-0848

https://orcid.org/0000-0001-9117-5727

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

competitiveness.

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-

416

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

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-

tem.

2 LITERATURE REVIEW

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 LearningApps.org), 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.,

2021).

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

417

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

simulators.

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-

chologists).

3 METHODS

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 RESULTS

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

LearningApps.org 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

418

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

blanks”.

In the service LearningApps.org 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

board;

• 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

introspection;

• 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

activities;

• 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

419

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-

rial;

• 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

420

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-

nesis”.

Table 1: Determining the dominant motive of Higher Education.

Motives for studying at the

HEI

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

421

Table 2: Determining the dominant motive of Higher Education.

Motives for studying at the

HEI

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-

cant

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.

contr



38(p ⩽ 0, 05)

35(p ⩽ 0, 01)

emp

– a number of untypical shifts, so

emp

= 13, G

emp

< G

contr

. 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.

contr



29(p ⩽ 0, 05)

26(p ⩽ 0, 01)

emp

– a number of untypical shifts, so

emp

= 17, G

emp

< G

contr

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.

5 CONCLUSIONS

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

422

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

LearningApps.org 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.

ACKNOWLEDGEMENTS

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:

“Adaptive system for individualization and personal-

ization of professional training of future specialists

in a blended learning environment” state registration

No. 0120U101970.

REFERENCES

Bell, G. (2018). Why countries need to work together on AI.

https://www.weforum.org/agenda/2018/09/learning-

from-one-another-a-look-at-national-ai-policy-

frameworks/.

Cavanagh, T., Chen, B., Lahcen, R. A. M., and Paradiso, J.

(2020). Constructing a design framework and peda-

gogical approach for adaptive learning in higher edu-

cation: A practitioner’s perspective. The International

Review of Research in Open and Distributed Learn-

ing, 21(1):173–197. http://www.irrodl.org/index.php/

irrodl/article/view/4557.

Fern

andez Cruz, M.,

Alvarez Rodr

ıguez, J.,

Avalos

Ruiz, I., Cuevas L

opez, M., de Barros Ca-

margo, C., D

ıaz Rosas, F., Gonz

alez Castell

on, E.,

Gonz

alez Gonz

alez, D., Hern

andez Fern

andez, A.,

nez Cubillas, P., and Lizarte Sim

on, E. J. (2020).

Evaluation of the emotional and cognitive regula-

tion of young people in a lockdown situation due

to the Covid-19 pandemic. Frontiers in Psychology,

11:2933. https://www.frontiersin.org/article/10.3389/

fpsyg.2020.565503.

Foster, A. and Shah, M. (2021). Framing and studying

learning and identity in virtual learning environments:

Introduction to the special issue. Journal of Experi-

mental Education, 89(3):445–449.

Harmandao

glu Baz, E., Cephe, P., and Balc¸ıkanlı, C.

(2019). Understanding eﬂ pre-service teachers’ be-

havioral intentions to use cloud applications. E-

Learning and Digital Media, 16(3):221–238.

Hern

andez-Lara, A. B., Serradell-L

opez, E., and Fit

Bertran,

A. (2019). Students’ perception of the im-

pact of competences on learning: An analysis with

business simulations. Computers in Human behavior,

101:311–319.

Liu, J., Loh, L., Ng, E., Chen, Y., Wood, K. L., and Lim,

K. H. (2020). Self-evolving adaptive learning for per-

sonalized education. In Conference Companion Pub-

lication of the 2020 on Computer Supported Coopera-

tive Work and Social Computing, CSCW ’20 Compan-

ion, page 317–321, New York, NY, USA. Association

for Computing Machinery.

Malchenko, S. L., Tsarynnyk, M. S., Poliarenko, V. S.,

Berezovska-Savchuk, N. A., and Liu, S. (2021). Mo-

bile technologies providing educational activity dur-

ing classes. Journal of Physics: Conference Series,

1946(1):012010.

Nazarenko, L., Palamar, S., Vaskivska, H., and Nezhyva, L.

(2020). Didactic potential of new generation ICT in

forming information and communication competence

of upper secondary school pupils. CEUR Workshop

Proceedings, 2740:248–261.

Osadchyi, V., Krasheninnik, I., Spirin, O., Koniukhov, S.,

and Diuzhykova, T. (2020a). Personalized and adap-

tive ICT-enhanced learning: A brief review of re-

search from 2010 to 2019. CEUR Workshop Proceed-

ings, 2732:559–571.

Osadchyi, V., Varina, H., Prokoﬁev, E., Serdiuk, I., and

Shevchenko, S. (2020b). Use of AR/VR technolo-

gies in the development of future specialists’ stress

resistance: Experience of STEAM-laboratory and lab-

oratory of psychophysiological research cooperation.

CEUR Workshop Proceedings, 2732:634–649.

Roodt, S. and Ryklief, Y. (2019). Using digital game-based

learning to improve the academic efﬁciency of voca-

Peculiarities of using LearningApps Service in the Process of Developing a Motivational Component of Professional Training of Future

Professionals in Terms of Adaptive Learning

423

tional education students. International Journal of

Game-Based Learning (IJGBL), 9(4):45–69.

Semerikov, S., Striuk, A., Striuk, L., Striuk, M., and Sha-

latska, H. (2020). Sustainability in Software Engineer-

ing Education: A case of general professional compe-

tencies. E3S Web of Conferences, 166:10036.

Semerikov, S., Teplytskyi, I., Yechkalo, Y., Markova, O.,

Soloviev, V., and Kiv, A. (2019). Computer simula-

tion of neural networks using spreadsheets: Dr. An-

derson, welcome back. CEUR Workshop Proceedings,

2393:833–848.

Shea, P., Sau Li, C., and Pickett, A. (2006). A study

of teaching presence and student sense of learning

community in fully online and web-enhanced college

courses. Internet and Higher Education, 9(3):175–

190.

Singpant, P., Wongwatkit, C., Nobnop, R., Boonsuk,

W., Wan, S. S., and Klaison, A. (2020). A

hybrid diagnostics-based learning system for pro-

moting college students’ digital security: A chal-

lenge to digital STEM in college. In Pro-

ceedings of the 28th International Conference on

Computers in Education. Asia-Paciﬁc Society for

Computers in Education, volume 2, pages 400–

410. https://apsce.net/icce/icce2020/proceedings/

W1-13/W9/ICCE2020-Proceedings-Vol2-W9-3.pdf.

Smit, S., Tacke, T., Lund, S., Manyika, J., and Thiel, L.

(2020). The future of work in Europe: Automa-

tion, workforce transitions, and the shifting geogra-

phy of employment. https://www.mckinsey.com/ /me-

dia/mckinsey/featured

Tkachuk, V., Yechkalo, Y., Semerikov, S., Kislova, M.,

and Khotskina, V. (2020). Exploring student uses of

mobile technologies in university classrooms: Audi-

ence response systems and development of multime-

dia. CEUR Workshop Proceedings, 2732:1217–1232.

Tomashevskiy, V., Pohrebniuk, I., Kunanets, N., Pasichnyk,

V., and Veretennikova, N. (2021). Construction of in-

dividual learning scenarios. Advances in Intelligent

Systems and Computing, 1247 AISC:609–620.

Ullrich, C., Borau, K., Luo, H., Tan, X., Shen, L., and Shen,

R. (2008). Why web 2.0 is good for learning and for

research: principles and prototypes. In Proceeding of

the 17th International Conference on World Wide Web

2008, WWW’08, pages 705–714.

Vakaliuk, T., Kontsedailo, V., Antoniuk, D., Korotun, O.,

Semerikov, S., and Mintii, I. (2020a). Using Game

Dev Tycoon to develop professional soft competen-

cies for future engineers-programmers. CEUR Work-

shop Proceedings, 2732:808–822.

Vakaliuk, T. A., Kontsedailo, V. V., Antoniuk, D. S., Koro-

tun, O. V., Mintii, I. S., and Pikilnyak, A. V. (2020b).

Using game simulator Software Inc in the Software

Engineering education. CEUR Workshop Proceed-

ings, 2547:66–80.

Valko, N. and Osadchyi, V. (2020). Education individual-

ization by means of artiﬁcial neural networks. E3S

Web of Conferences, 166:10021.

AET 2020 - Symposium on Advances in Educational Technology

424