Use Of Quest Research Articles

«Живой» квест как способ пополнения словарного запаса на занятиях по русскому языку как иностранному

The paper describes the use of quest technology, specifically a live-action quest, in Russian as a foreign language classes, aimed at expanding students’ vocabulary. The research aims to create guidance materials based on quest technology in teaching new vocabulary with the goal of developing students’ ability to verbalize the names of objects in the surrounding space. The scientific novelty of the work lies in the developed methodology for preparing and conducting a live-action quest aimed at expanding vocabulary among foreign students learning Russian. As a result, it is proved that the use of a live-action quest during language classes increases learner motivation by actively involving students in a game-based activity and strengthening positive emotions from the learning process, influencing their emotional intelligence, creating a favorable atmosphere that promotes overcoming the language barrier, and mitigating negative emotions from the process of memorizing new words.

Webquest technology in foreign language classes

The article investigates webquests as an educational technology and examines its effectiveness in teaching foreign languages.
 Current conditions and the progressive development of society have significantly influenced the organization of education. Creative methods as relevant approaches to teaching, especially foreign languages, were studied in the article. Among the entire list of creative teaching technologies, the use of quests has attracted the attention of researchers and teachers due to its adequacy and adaptability to complex and changing learning environments. The study examines the essence of webquest technology, which meets the requirements of the online educational process. The current types of webquests and their characteristic features were also studied. Designing educational webquests requires careful preparation by the teacher. The possibility of creating webquests on online platforms greatly simplifies the preparatory work of the teacher and promotes the popularization of webquests among students. The process of creating a webquest for the discipline “German language” on the Genial.ly platform was described in detail in the article. The authors outlined the main stages of webquest preparation and design. The feasibility of selecting certain types of tasks within the created webquest while teaching this discipline was also described. The article presents the main results of the experiment with the use of webquests during the “German language” discipline for first-year students majoring in Philology and proves the effectiveness of webquests in teaching foreign languages, in particular.

Formation of motivation of students of higher education to engage in physical culture and sports based on quest programs

One of the essential ways of intensification of motor activity is the involvement of young people in various forms of physical culture, health and sports activities. We consider quest-programs as an increase in motivation for physical culture, sports and health-related activities among applicants.
 Research hypothesis: It is assumed that the process of forming the motivation of students to engage in physical education will be more effective with purposeful and systematic use of quest programs in the content of education.
 The purpose of the research is to find out the specifics of motivation in physical education and sports classes and to determine the role of using quest programs. The results: In our research, quest programs are considered as one of the ways to increase the motivational component of students in physical education classes. Quest programs provide the applicant with opportunities for self-determination, development of creative thinking, emotional perception of the content of education. Using this form of education, students learn to be aware of themselves as individuals and members of society, develop healthy lifestyle skills. We claim that the complex of quest programs implemented in the educational process is one of the effective ways of forming motivation for physical education. It contributes to the development of sports and cognitive interest of students, improves emotional and psychological mood during physical education classes. In this regard, there is an impact on the cognitive activity of the students, promotion of communicative interaction between them, and as a result, we can talk about increasing motivation for sports activities.
 The conclusions:
 
 The use of quests activates the search activity of applicants, encourages the practical application of theoretical knowledge, abilities and skills, the development of intellectual, creative and organizational
 When raising motivation for physical education, various methods of organizing physical education classes are used, but the effect in generating interest is not always significant. In this regard, it is necessary to use active and interactive learning methods, one of which is a quest.
 During the quest, it becomes possible to successfully combine the study of the necessary information with the practical use of sports skills and the formation of the appropriate motivation for physical

КВЕСТ КАК ФОРМА РАБОТЫ С ЧИТАТЕЛЯМИ (НА ПРИМЕРЕ БИБЛИОТЕК ТОМСКА)

Quest is an increasingly popular form of holding events in modern libraries. The quest allows readers to develop general cultural and professional competencies, teamwork skills, creative interaction, and quick decision-making. This form of work is used to acquaint readers with the library, its structure and resources; to help students in mastering academic disciplines; to present information on any topic in an attractive and innovative format. Quests help to develop interest in reading, creativity of local authors, local history research, environmental protection. During the game, participants solve logical problems, search for the necessary information, learn to work with information resources. The quest allows you to master new material in an easy and interesting way, to master any new skill. In addition, the form of the quest corresponds to the way of thinking of the modern young generation. The use of quests in educational activities is due to the fact that this technology provides for a quick switch of attention, efficiency, change of tasks. The purpose of the conducted research: systematization and analysis of the practice of using quests in the libraries of Tomsk, identification of positive experience, determination of the prospects for using this form of work with readers. The experience of the Scientific Library of Tomsk State University, Tomsk Regional Universal Scientific Library named after A.S. Pushkin, Tomsk Regional Children's and Youth Library, Municipal Information Library System of Tomsk was analyzed. The source base was analytical reports of libraries and news information posted on their websites.

Can Gamification Concepts Work With E-Government?

This article predicts the adoption of e-government websites and services by focusing on gamification and enjoyment factors. The sample uses ranked use of points and coupons as the most suitable schemes, while excluding the use of quests and puzzles. In predicting the intention to use e-government, five constructs were used: perceived usefulness, perceived ease of use, enjoyment and innovation, positive influence on government image and negative influence of government images. Results indicated a significant role for enjoyment and innovation based on the gamification context. The influence on government image (positive and negative) were not significant in predicting the intention to use e-government. The coefficient of determination of the regression model was 0.655, which explains 65.5% of the variance in ITU.

Квест як сучасна технологія навчання у вищій школі

The article presents approaches which help to define the concept of "quest" as a modern pedagogical technology. To formulate this definition various views have been considered. It has been determined that "quest" as a technology of training in institutes of higher education provides for research and project activities of students. Within this activity, while performing certain tasks students carry out the search of information, analyze it, and summarize. The classification of educational quests (by I. Sokol) is presented, which summarizes most of the classifications presented in the scientific literature. The various types of quest training tasks that are most appropriate for use in higher education institutions are listed. The atttention is also paid to the requirements for the organization of training using such technology. The performed study shows that the use of quests in student training has a great perspective. Educational quests have a positive influence on preparation for future professional activity; redound to the formation of cultural and professional competences; form responsibility for the decisions made; prepare for the possible risks in life and the profession. The introduction of the practice of the use of quest technologies in the educational process of institutions of higher education makes it possible to build a new design of the educational space of the institutes of higher education, which meets the needs of students of generation Z.

QuEst for High Quality Machine Translation

Abstract In this paper we describe the use of QuEst, a framework that aims to obtain predictions on the quality of translations, to improve the performance of machine translation (MT) systems without changing their internal functioning. We apply QuEst to experiments with: i. multiple system translation ranking, where translations produced by different MT systems are ranked according to their estimated quality, leading to gains of up to 2:72 BLEU, 3:66 BLEUs, and 2:17 F1 points; ii. n-best list re-ranking, where n-best list translations produced by an MT system are reranked based on predicted quality scores to get the best translation ranked top, which lead to improvements on sentence NIST score by 0:41 points; iii. n-best list combination, where segments from an n-best list are combined using a latticebased re-scoring approach that minimize word error, obtaining gains of 0:28 BLEU points; and iv. the ITERPE strategy, which attempts to identify translation errors regardless of prediction errors (ITERPE) and build sentence-specific SMT systems (SSSS) on the ITERPE sorted instances identified as having more potential for improvement, achieving gains of up to 1:43 BLEU, 0:54 F1, 2:9 NIST, 0:64 sentence BLEU, and 4:7 sentence NIST points in English to German over the top 100 ITERPE sorted instances.