Informatics Education Research Articles

Exploration of Informatization Teaching Mode of College Music Courses in the Context of Traditional Music Culture

Abstract This paper discusses the implementation of informatization strategies in music teaching in colleges and universities, mainly through constructing an online teaching platform, using Bayesian nonparametric models and extreme gradient boosting algorithms to optimize the teaching process by classifying music and recommender systems. The study collected students’ specific information and learning styles, and found that most students solved problems by searching for tutorial books and consulting their classmates, and less often used online resources. The online teaching platform generated feedback reports based on the number of interactions, engagement and attendance. Classroom activities focused mainly on interaction and discussion in the first 15 minutes, while whole-class quizzes were conducted in the 18 to 30 and 40 to 50 minute segments. Finally, the teaching practice was evaluated through a questionnaire, and the results showed that the p-values of the five dimensions of aesthetic perception, artistic performance, cultural understanding, interactive learning and interest inquiry were significantly less than 0.001, indicating that the implementation of informative teaching strategies enormously helped to enhance students’ learning outcomes.

INFORMATION SUPPLY OF US EDUCATIONAL INSTITUTIONS REGARDING THE EDUCATION OF STUDENTS’ PHYSICAL CULTURE

The article reveals the peculiarities of the implementation of information and communication technologies in the disciplines of physical education in the USA. The purpose of the article is to substantiate the information provision of educational institutions in the USA regarding the education of students' physical culture. The use of new information technologies in the teaching of physical education disciplines is one of the directions of informatization of education and, at the same time, contributes to the formation of information culture as a component of the professional culture of a specialist, the formation of such professionally significant qualities as professional competence, mobility, flexibility, independence. Information technologies open access to information, that is, they provide completely new opportunities for finding professional knowledge and creativity. The use of information and communication technologies in the educational process contributes to its intensification. The creative use of information technologies in the teaching of academic disciplines is based on the integration of pedagogical and information technologies. Informatization of professional physical education raises new requirements for professional qualities and the level of training of specialists. Mastering modern information technologies becomes one of the main components of the professional training of any specialist, including in the field of physical culture and sports, which requires the development and implementation of professionally oriented programs and courses aimed at mastering the basics of the necessary knowledge and accumulation of personal experience of their use in professional activities. Computer technologies, as a part of information technologies, make it possible to form a fundamentally new style of work, which makes it possible to more effectively reveal the creative possibilities and intellectual potential of a person.

The transformation of the training of preschool educators in the digital age

Nowadays, the informatization of education, the purpose of which is the use of new information technologies in the global rationalization of intellectual activity, is considered as a mandatory and absolute condition for the creation of a new information society. Therefore, we have singled out the main ways of high-quality professional training of future teachers of preschool education institutions in the modern information society. The professional training of future teachers of preschool education institutions is considered as a multifactorial structure in the modern information society and its tasks and educational components are distinguished. Four stages are distinguished and two methods of integration of professional training of future educators are characterized (horizontal and vertical). The application of the personally oriented, competence-based, integrative, activity approaches discussed in the article will provide, by the requirements of employers, a high level of training of a creative, competitive personality of the future specialist. The main technologies and factors that are effective in the modern information society are highlighted for high-quality professional training of future specialists. The importance of distance education, cloud technologies, and educational blogs is proven and the advantages of using them for the professional training of specialists are shown.

The Information and Computer Technologies in Special and Inclusive Higher Education in Uzbekistan

One of the leading trends in the process of informatization of higher education is the active introduction of new tools and teaching methods focused on the use of information technologies. Modern information technologies have a powerful educational potential, have a wide range of capabilities, allow the implementation of fundamentally new forms and methods of teaching, and intensify the educational process at all levels. Computer technologies act as a means of forming (organizing and managing) educational activities, setting and solving educational problems, and performing professional actions in the full range of their components. A computer can be considered as a specific means of modeling educational activities, which is capable of performing several fundamental functions–as a means of modeling the subject content of learning objects.

INTERDISCIPLINARY APPROACH TO TEACHING GRAPHIC DESIGN FOR FUTURE TEACHERS OF LABOR EDUCATION IN THE CONTEXT OF IT EDUCATION

This article examines the importance of effectively integrating graphic design into computer science education, emphasizing the need for integrative curricula. It is emphasized that such an approach requires taking into account the specifics of both disciplines and contributes to the formation of a comprehensive understanding of the subject, the development of professional competencies, and the training of specialists capable of meeting the requirements of modern society. In the context of the rapid development of digital technologies, the article emphasizes the relevance of the integration of graphic design into IT education. The practical aspects of such integration are considered, including the usage of innovative technical tools, programs, and teaching methods aimed at improving the quality of education.
 Special attention is paid to project-oriented learning, which allows students to implement practical tasks, developing both graphic and computer skills. Examples are given of how students can be involved in the development of websites, mobile applications, and multimedia projects, using knowledge from both fields. Emphasis is also placed on the importance of software tools such as Adobe Photoshop, and Illustrator for graphic design and programming languages and environments for web development, enabling students to acquire the necessary technical skills for their future careers.
 Special attention is paid to the role of integration in qualified teacher training capable of working effectively in a high-tech, information-oriented society. Specific examples of courses and projects that demonstrate the implementation of an interdisciplinary approach in education are provided, as well as recommendations for further improvement of educational programs are developed. The analysis emphasizes the potential and importance of integrated teaching of graphic design and informatics for the training of future teachers, aimed at their professional development and improvement of the educational process in general.

The path of deep integration of information technology and courses under TPACK model

This article aims to explore the role and value of the TPACK (Technological Pedagogical Content Knowledge) model in promoting the deep integration of information technology and curriculum in the context of educational informatization. By analyzing the Action Plan for Information Technology in Education 2.0, the gap between the popularization of hardware equipment and teachers' insufficient understanding of the integration of information technology and curriculum is revealed. Research has found that the TPACK model provides a new perspective on education and teaching, which is one of the keys to promoting educational modernization, and can also optimize the functions of smart teaching products. The research on deep integration paths based on the TPACK model involves the current status of deep integration of information technology and disciplines, TPACK evaluation model, teacher training and technology platform function development, etc., aiming to provide effective guidance for teacher training and technology development.

Evaluation of the Usability of the Education Informatics Network Platform in the Coronavirus Disease 2019 Period: Perspectives of Middle School Students

Evaluation of the Usability of the Education Informatics Network Platform in the Coronavirus Disease 2019 Period: Perspectives of Middle School Students

Science Teachers' Attitudes toward Education Informatics Network (EIN)

Bu araştırmanın amacı, fen bilimleri öğretmenlerinin Eğitim Bilişim Ağı’na (EBA) yönelik tutumlarını cinsiyet, yaş, eğitim durumu ve hizmet yılı değişkenlerine göre incelenmesidir. Araştırmada nicel araştırma yönteminden tarama yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılında Güneydoğu Anadolu Bölgesinde Millî Eğitim Bakanlığına bağlı ortaokullarda görev yapan 172 fen bilimleri öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu ve “Eğitim Bilişim Ağı Tutum Ölçeği” kullanılmıştır. Araştırmanın elde edilen verilerin analizinde verilerin normal dağılım göstermemesi sebebiyle parametrik olmayan testler kullanılmıştır. Araştırmada elde edilen verilerin değerlendirilmesinde Mann-Whitney U testi ve Kruskal - Wallis testi kullanılmıştır. Araştırma sonucunda, fen bilimleri öğretmenlerinin EBA’ya yönelik olumlu bir tutuma sahip oldukları belirlenmiştir. Fen bilimleri öğretmenlerinin EBA’ya yönelik tutumlarının cinsiyet, yaş, eğitim durumu ve hizmet yılı değişkenliklerine göre EBA tutum ölçeği genel puanında ve alt gruplar arasında istatiksel olarak anlamlı bir farklılık olmadığı belirlenmiştir. Araştırmada elde edilen sonuçlar doğrultusunda, daha büyük çalışma grupları ile farklı değişkenlere göre ve nitel araştırma yöntemleri ile desteklenerek daha kapsamlı çalışmalar yapılması düşünülebilir.

Educational software environment for the study of abstract Turing and Post computing machines

The Federal Work Program of Secondary General Education in Informatics at an in-depth level involves familiarization of schoolchildren with Turing and Post machines as universal models of computing. The use of Turing and Post machines interpreters in the educational process makes it possible to overcome the difficulties associated with learning based on abstract logical thinking. The article describes the possibilities of the educational software environment developed by the authors, which contains three sections for each computer. In the "Theory" section, students can get acquainted with the features of the Post and Turing machines. The "Simulator" section allows the user to create their own examples or analyze ready-made ones, in this section it is possible to run the program step by step, with each step accompanied by comments. In addition, in this section, you can perform laboratory work, the tasks of which are randomly generated according to a template. With the help of the "Control" section, the teacher can test students' knowledge on this theme by solving a series of tasks. Each task is randomly selected from the prepared database of tasks. The principle of gradualness and sequence of tasks is observed. The educational software environment described in the article allows you to organize both front-end and individual work of students.

Pengembangan Media Pembelajaran Interaktif Berbasis Mobile Bermuatan Problem Based Learning Mata Pelajaran Informatika Pada Kelas X Fase E Di SMA N 1 Koto Balingka

Researchers conducted research at SMA N 1 Koto Balingka which was motivated by the decline in the quality of student learning outcomes. This is due to the lack of learning media facilities in Informatics subjects, such as the lack of development of interesting and effective mobile-based interactive learning media with the Problem Based Learning model in class X phase E at SMA N 1 Koto Balingka, thus making students experience difficulties in understanding the material. lesson . This research aims to design and build Android-based interactive learning media with the theme Problem Based Learning in informatics subjects. This research is field research (field research) which is descriptive qualitative in nature. The key informants in this case are class X students and Informatics teachers at SMA N 1 Koto Balingka. To analyze the data, researchers grouped it based on existing problems.

Enhancing decision-making framework for talent cultivation quality evaluation using dual Hamy mean and prioritized aggregation operators

At present, the solidification of disciplines and majors in higher education, unclear training objectives, and the need to strengthen teacher information literacy are practical problems that constrain the optimization of the “artificial intelligence+” talent training model. Scientifically adjusting training objectives, upgrading the “artificial intelligence+” talent training model in higher education by integrating multi-disciplinary curriculum systems, strengthening school enterprise cooperation, industry education integration, establishing credit recognition mechanisms and diversified evaluation mechanisms. The quality evaluation of “Artificial Intelligence+” talent cultivation in higher education in the era of education informatization 2.0 is looked as the multiple-attribute decision-making (MADM) issue. In this paper, we extended the dual Hamy mean (DHM) operator and prioritized aggregation (PA) operator to 2-tuple linguistic neutrosophic sets (2TLNSs) to propose the 2-tuple linguistic neutrosophic prioritized DHM (2TLNPDHM) operator. Finally, a decision example for quality evaluation of “Artificial Intelligence+” talent cultivation in higher education in the era of education informatization 2.0 is employed to show the 2TLNPDHM operator. The main contributions of this study are summarized: (1) the 2TLNPDHM operator is built; (2) the 2TLNPDHM operator is designed to cope with the MADM with 2TLNNs; (3) an empirical real-life example for quality evaluation of “Artificial Intelligence+” talent cultivation in higher education in the era of education informatization 2.0 is supplied to proof the designed method; (4) some comparative decision studies are used to show the rationality of the 2TLNPDHM.

A personalized recommendation algorithm for online teaching resources of vocal music based on graph neural network

Abstract In the development process of education informatization, realizing personalized learning is the urgent demand of learners. In this paper, we construct an online teaching resources recommendation algorithm (VGNN) based on a graph neural network (GNN). The project-based collaborative filtering algorithm is used to find highly similar teaching resource materials using Pearson’s correlation coefficient in order to personalize the recommendation of online teaching resources. The personalized recommendation algorithm for online teaching resources was tested and analyzed using the online teaching course Fundamentals of Vocal Music Theory as a case study. The results show that the course “Fundamentals of Vocal Music Theory” is divided into 4 clusters with clear boundary contours under the graph neural network algorithm, and the number of knowledge points in the 4 clusters is 2308, 655, 513, and 97, respectively. After learning the personalized recommended content from the 4 clusters of knowledge points, the average rate of loss of points for each of them decreases by about 0.3. The algorithm effectively solves the accurate classification of vocal knowledge and implements personalized recommendations for educational resources.

How can college teachers’ information literacy empower their innovative teaching behaviors under the background of informatization?

The innovative teaching behaviors of college teacher are of positive significance for promoting the construction of educational informatization in China and realizing the high-quality development of higher education. Based on the theory of social cognition and theory of behavioral change, the paper explores the influential mechanism and its boundary conditions of college teachers’ information literacy on their innovative teaching behaviors during the new era of educational informatization. Through the investigation of 280 college teachers, it is found that: (1) information literacy and its dimensions of information knowledge and information capability have a significant positive effect on innovative teaching behavior; (2) Creative self-efficacy plays a mediating role between information literacy (information knowledge and information capability) and innovative teaching behavior; (3) College innovation climate significantly moderates the positive relationship between information literacy (information awareness and information knowledge) and creative self-efficacy; (4) College innovation climate significantly moderates the mediating effect of creative self-efficacy between information literacy (information awareness and information knowledge) and innovative teaching behavior. Therefore, colleges and universities should focus on enhancing teachers’ information literacy level and their creative self-efficacy, creating an excellent atmosphere for innovation, and encouraging college teachers to actively carry out their innovative teaching practice in the new stage of educational informatization.

Exploring the Impact of Educational Informatization on Sustainable Development in Global Education Systems

Education informatization uses intelligent algorithms and information technology to develop educational resources, optimize the educational process, and establish a modern education concept. The global education system is the general term for the education system of different countries and regions. There are internal connections but also significant differences. Education informatization can reuse the educational resources of developed countries, improve the education level of developing countries, and realize the undifferentiated development of global education. The research on education informatization mainly stays at the theoretical level and lacks the optimization technology of the educational process, which limits the sustainable development of the global education system. Therefore, this paper proposes a global education system optimization method based on information technology, which classifies educational resources, concepts and processes in different regions and countries. Then, the system education is built through the B/S framework, and the educational resources of different B/S layers are transmitted through the wireless transmission protocol to complete the construction of the global education system. Finally, the global education system is evaluated. The results show that the global education system optimization method proposed in this paper can improve the sustainability of educational resources, the optimization rate of educational resources is greater than 80%, the optimization accuracy of the educational process is greater than 90%, and the improvement rate of educational philosophy is greater than 80%., significantly higher than the previous network information platform. Therefore, this paper proposes that the wireless transmission protocol can support education informatization, promote the sustainable development of the global education system, promote the balance of educational resources in different countries and regions, and enhance the modern education concept.

Using the opportunities of spreadsheets for computer simulation

The article examines the effectiveness of using table processors in computer modeling. The authors consider the possibilities provided by modern spreadsheet processors, particularly their power and flexibility, as a tool for creating and using various models. The article examines specific cases of using spreadsheets in educational activities, particularly during the study of mathematics and informatics in secondary education. It is noted how this approach can facilitate the process of modeling and working with data, making them more accessible and understandable for a wide range of users. The advantages and limitations of using spreadsheet processors for computer simulations are analyzed to provide a comprehensive overview of their potential in this context.

The Performance of Educational Informatization and Influence on Educational Equity in China

Within the context of the Internet + era, innovative teaching platforms are continuously improved and optimized, and information technology assists schools in improving the quality and efficiency of education, achieving a harmonious development of science and education. This article adopts literature review to gain an in-depth understanding of the current situation of educational informatization in promoting educational equity. Starting from the perspective of educational informatization, the article first explains the concepts of educational informatization and educational equity, then traces their development process to gain a comprehensive understanding of the progress and current situation. Finally, the article discusses the impact of educational informatization on promoting educational equity, analyzing the existing problems to grasp the historical context and recognize the current situation, which is of significant importance for further leveraging the advantages of educational informatization to promote the development of educational equity. Through the study of educational informatization, it can be seen that in the era of comprehensively building a well-off society, educational informatization is like a blazing torch, igniting the transformation of education and schools, where educational equity is brought into reality in terms of opportunities, conditions, processes, and results, just like the sun shining.

Analysis of Strategies for Enhancing Informatization Teaching Ability of College Teachers Combined with Mathematical Statistics Multiple Regression Models

Abstract In this paper, from the perspective of education informatization, for the problem of teachers’ informatization teaching ability in colleges and universities, the loss function of the analysis of teachers’ informatization teaching ability in colleges and universities can be calculated by using a Logistic regression algorithm. In order to prevent the overfitting problem of multiple regression analysis, it is necessary to optimize the multiple regression analysis by regular transformation, and then construct the model of teachers’ informatization teaching ability based on multiple linear regression, and determine the research variables and regression equations in the model. Starting from the research objectives, the research objects and problems are determined, and two analysis methods, simulation analysis and statistical analysis, are used to empirically analyze the informatization teaching ability of college teachers. The results show that on the analysis of model instances, the correlation coefficients between the factors and the overall teacher educators’ informatization teaching ability range from 0.671 to 0.829, and there is a certain correlation between each factor and teacher educators’ informatization teaching ability. On the analysis of differences in teachers’ informatized teaching competence, the five competence constructs of Guangzhou college teachers’ education in technological literacy (P=0.653>0.05), instructional design (P=0.133>0.05), instructional implementation (P=0.584>0.05), evaluation development (P=0.287>0.05), and informatized teaching competence (P=0.413>0.05) do not significant differences exist. This study comprehensively analyzes the strategies for improving teachers’ informatization teaching ability in order to play some role in promoting the development of education informatization.

Research on the Construction of Smart Teaching Mode with Artificial Intelligence Technology Facilitating Education Informatization in Colleges and Universities

Abstract Based on subject knowledge mapping, this paper dynamically collects learning data, portrays learners’ learning situations, and accurately regulates the learning process. Personalized learning path recommendations and learning communities are constructed through learner profiling and learning services. Secondly, structural equation modeling was used to hypothesize the three-level elements of the E-GPPE-C model. Finally, 103 college students in smart teaching classes were taken as research subjects, and the utility of the smart teaching model was analyzed separately through the steps of precondition validation and cross-lag model with random intercepts. The results show that the smart teaching model has β =0.286 for deep learning strategy, β =0.211 for the smart classroom, and β =0.20 for classroom participation, and they accurately indicate that smart teaching has a positive facilitating mechanism on the learning ability of college students. This study also provides a useful reference for the practice of smart teaching in various disciplines in colleges and universities.

Students’ Decisions in the Context of Social Network Learning Interaction

In the context of globalization and technology-driven advancements in the 21st century, learning methods have undergone significant changes. The development of informatization education and social networking technology has facilitated the integration of learning into every aspect of daily life, extending beyond the confines of traditional classrooms. Students interact and cooperate with other learners on social media platforms, which provide them with rich learning resources. However, making the best choice from them has become a core issue. Although the evaluation and selection of learning resources on social networks have been extensively studied in the academic community, most of the studies have focused on the observable attributes of resources while neglecting the subjective perception and experiential attributes of students. This study aimed to investigate how students make learning decisions based on their expectations of learning energy efficiency in social network learning environments. The study also considered observable and experiential attributes of learning resources to provide more comprehensive and accurate references for learning decisions.

Influence of AI-driven Inquiry Teaching on Learning Outcomes

In the field of educational informatization, the integration of information technology with education and teaching is deepening. Rich information technologies, such as artificial intelligence (AI), have provided efficient support for optimizing the teaching process and improving teaching quality. Inquiry teaching aims to cultivate students’ learning abilities in all aspects. AI can assist teachers in organizing effective inquiry activities, formulating scientific explanations, highlighting the relationship between problems and assumptions, and utilizing empirical evidence to solve related problems, thereby enhancing the teaching effectiveness of the course. In this study, we comprehensively examined the teaching process of inquirybased teaching. We analyzed the impact of four components of AI-driven inquiry teaching (questioning, evidence acquisition, explanation focus, and evaluation summary) on learning outcomes. Additionally, we investigated the variations in learning outcomes resulting from college students’ familiarity with artificial intelligence. Results show that the Cronbach’s α coefficient of the questionnaire is 0.863 and the KMO value is 0.865. The four components of inquiry-based teaching, namely questioning, evidence acquisition, explanation focusing, and evaluation summary, have been found to enhance learners’ learning outcomes by 10%, 5%, 1%, and 10%, respectively. The level of familiarity of college students with AI displays a significance level of 0.05 (F = 2.682, p = 0.032). The study results have significant reference value for analyzing the appeal of AI-driven education and teaching reform, summarizing the process of AI-driven inquiry teaching, and assisting teachers in using AI technology to enhance classroom teaching and improve teaching effectiveness.