АНАЛІЗ ВПЛИВУ МЕТОДІВ НАВЧАННЯ НА АКАДЕМІЧНІ ЕМОЦІЇ СТУДЕНТІВ ПІД ЧАС СИНХРОННОЇ ВЗАЄМОДІЇ ЗАСОБАМИ АІ

Olena  Hlazunova; Inna  Savytska; Volodymyr  Kravchenko; Valentyna  Korolchuk; Tetyana  Voloshyna; Таїсія Саяпіна

doi:10.14308/ite000793

Authors

Olena Hlazunova National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0002-0136-4936
Inna Savytska National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0002-3795-0427
Volodymyr Kravchenko National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0002-8033-3985
Valentyna Korolchuk National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0002-3145-8802
Tetyana Voloshyna National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0001-6020-5233
Таїсія Саяпіна Національний університет біоресурсів і природокористування України

DOI:

https://doi.org/10.14308/ite000793

Keywords:

academic emotions, attention, engagement, emotional state

Abstract

In modern education, an important factor in the quality of specialist training at different levels of training and educational programs is the determination of students' academic emotions. Taking this factor into account by teachers of educational institutions can significantly affect the level of organization of the educational process, student's academic performance, their ability to learn different types of educational content depending on the method of teaching, as well as affect motivation and satisfaction by controlling their level of attention and engagement during synchronous interaction. The paper analyses students' academic emotions during lectures using different teaching methods and investigates their impact on attention and engagement. The pedagogical experiment was conducted among the 2nd year Bachelor's degree students majoring in 121 ‘Software Engineering’ at the Faculty of Information Technology of the National University of Life and Environmental Sciences of Ukraine (NULES). The study used three teaching methods during online lectures in synchronous mode, namely: visual (demonstration of presentation slides); brainstorming method (discussion of key issues of the lecture); case method (demonstration of a practice-oriented task), as well as a AI tool (MorphCast Emotion AI) for recognizing students' academic emotions in real-time. MorphCast Emotion AI allows the teacher to track the level of student engagement during a synchronous lecture, offering recommendations based on the data obtained, when to take breaks, how to adapt and adjust teaching methods, forms of educational content delivery, or adapt the sequence of topics within the discipline. After the class, detailed statistics on the level of engagement and attention help to plan further synchronous courses, ensuring that each online lecture is as effective and efficient as possible for students in today's environment.

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