Перегляд за Автор "Zarishniak, Inna"

Зараз показуємо 1 - 2 з 2
  • Ескіз недоступний
    Документ
    Gamification in Non-Formal Adult Educational Practices
    (Romania: Editura LUMEN / LUMEN Publishing, 2022) Samodumska, Olena; Zarishniak, Inna; Tarasenko, Halyna; Buchatska, Svitlana; Budas, Iuliia; Tregubenko, Iryna
    The presented article reveals and generalizes the experience of using gamification in the context of non-formal adult educational practices. From this perspective, the basic understanding of gamification is defined, priorities are set for the use of gamification components, the non-game context as a basis for gamification of training course programs is analysed. An empirical study of extrapolated game mechanics in non-formal adult educational practices of Adult Education Centres has been carried out. Definitions are given regarding consideration of social and psychological types of adult students for application of gamification of non-formal education. In the article the gamified educational non-game context is formulated as non-imitation with apreserved invariable content of educational activity at changingthe way of organization of this activity. Among the most common game mechanics found to meet the priority needs of adult students are those in which reward was offered for the task; balanced competition was stimulated; different types of interaction were envisaged; an opportunity was provided to share results and achievements outside of training; quick feedbackwas provided. Variability of extrapolation of game mechanics into non-formal educational practices of adults concerns the following main didactic categories of educational programs: learning objectives; the forms of training organization; teaching methods; learning motivation; control of learning outcomes.
  • Ескіз недоступний
    Документ
    Psycho-Pedagogical Prevention of Aggressive Behaviours in Athletes
    (LUMEN Publishing House. Romania, 2020-04-09) Zarishniak, Inna; Liashch, Oksana; Boichenko, Artem; Gomonyuk, Elena; etc
    Life activities of students from higher education institutions are largely influenced by certain adverse factors (social, psychological, environmental ones), which in turn negatively affect their physical and mental health and cause particular behavioural deviations such as aggression. The research aims to theoretically justify, develop and experimentally verify the programme on prevention of aggressive behaviours in athletes due to cultivating their humanistic values and capacity for self-actualization. The research sample of the formative experiment comprised 177 athletes (92 respondents in the experimental group and 85 respondents in the control group). The research assumes that, if well-developed, humanistic values of individual self-actualization (developing one’s positive attitude towards the surrounding people, ability to understand them, accept oneself and others and reality, striving for new knowledge, identifying oneself in this world, setting goals) can be considered as a means of prevention of aggressive behaviours in students; the process of developing athletes’ capacity for self-actualization as a means of psychological prevention of aggressive behaviours is determined by an appropriate organization of activities performed by students, their parents, psychologists, teachers based on personality-oriented and humanistic approaches. The level of self-actualization was based on E. Shostrom’s test and the self-actualization scale by A. Jones and R. Crandall; the level of aggression was identified based on the Buss-Durkee Hostility Inventory. The accuracy of changes in the groups was verified using the Mann-Whitney U Test. Results. A quantitative interpretation of the results obtained from the formative experiment proves that the arithmetic mean of self-actualization parameters in respondents in the experimental group has increased significantly (by 22%), whereas they have remained almost unchanged in the control group. Concerning the arithmetic mean of parameters of aggressive behaviours in athletes, they have decreased significantly (by 18%) in the experimental group. This is because athletes' capacity for self-actualization has been developed without direct influence on their aggressive behaviours. Conclusions. In comparison with their peers in the control group, athletes in the experimental group have significantly improved their conflict management skills as a result of developing a more positive attitude towards others, as well as behavioural flexibility, communication skills and capacity for self-development.