=Paper=
{{Paper
|id=Vol-2732/20201058
|storemode=property
|title=Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy
|pdfUrl=https://ceur-ws.org/Vol-2732/20201058.pdf
|volume=Vol-2732
|authors=Viktoriia Tkachuk,Serhiy Semerikov,Yuliia Yechkalo,Svitlana Khotskina,Vladimir Soloviev
|dblpUrl=https://dblp.org/rec/conf/icteri/TkachukSYKS20
}}
==Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy==
https://ceur-ws.org/Vol-2732/20201058.pdf
Selection of Mobile ICT for Learning Informatics
of Future Professionals in Engineering Pedagogy
Viktoriia Tkachuk1[0000-0002-5879-5147], Serhiy Semerikov2,3[0000-0003-0789-0272],
Yuliia Yechkalo1[0000-0002-0164-8365], Svitlana Khotskina1[0000-0002-0297-930X] and
Vladimir Soloviev2[0000-0002-4945-202X]
1 Kryvyi Rih National University, 11 Vitalii Matusevуch Str., Kryvyi Rih, 50027, Ukraine
viktoriya.tkachuk@gmail.com,uliaechk@gmail.com,
khotskinasv@ukr.net
2 Kryvyi Rih State Pedagogical University, 54 Gagarina Ave., Kryvyi Rih, 50086, Ukraine
semerikov@gmail.com, vnsoloviev2016@gmail.com
3 Institute of Information Technologies and Learning Tools of NAES of Ukraine,
9, M. Berlynskoho Str., Kyiv, 04060, Ukraine
Abstract. The research aims to theoretically justify and experimentally verify
selection of mobile ICT for learning informatics to future professionals in
engineering pedagogy. The research tasks include selecting groups of informatics
subjects and mobile ICT tools for learning future professionals in engineering
pedagogy. The research object involves selection of mobile ICT for the training
process. The re-search subject is selection of mobile ICT for learning informatics
to future professionals in engineering pedagogy. The research results imply
analysis of the national and foreign researches into mobile ICT for learning
informatics. The latest publications concerning selection of mobile ICT for
teaching Informatics subjects (Mobile Learning Management Systems, Mobile
Modeling and Programming Environments, Mobile Database Management
Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are
analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into
five groups. The experimental research is conducted according to the syllabuses
for Speciality 015.10 “Professional Education (Computer Technologies)”. The
expert assessment results for each of the content blocks of informatics subjects
allow determining leading and auxiliary mobile ICT teaching tools.
Keywords: Mobile ICT, Mobile Learning Management System, Mobile
Modeling and Programming Environments, Mobile Database Management
Systems, Mobile Multimedia Authoring Tools, Audience Response Systems,
Learning Informatics, Engineering Pedagogy.
1 Introduction
Pedagogical practice has accumulated sufficient experience of arranging the training
process through distance learning technologies, mobile ICT being one of them.
Application of mobile ICT provides students with access to educational resources
anytime anyplace, enhances efficient organization of students’ in- and out-of-classroom
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
activities through making training continuous and mobile, increasing the part of out-of-
classroom work controlled by the teacher and creating conditions for integrating
various forms of training [13, 15, 18]. Mobile ICT are aimed at supporting personality-
oriented training. So, mobile ICT applied to teaching Higher Mathematics at technical
universities provides students with an opportunity to watch training materials before
doing a module or examination paper, look through lecture materials before practical
classes, get responses to one’s answers in class, maintain feedback with the teacher and
other students, consult with the teacher and do assignment in mobile middleware [13].
Unlike distance learning, mobile learning is more accessible for most students, while
mobile learning ICT are quite flexible to be used for supporting traditional
learning [21].
Steffen Kersten analyzes approaches to further education in the field of engineering
pedagogy for the development of qualifications for the design of teaching and learning
processes in engineering education. He line, that quality management systems at
German universities have increasingly focused their attention on the further
pedagogical training programs for engineer-pedagogy [9].
In paper [11] described mobile ICT-enabled and collaborative learning opportunities
for students. The research component of the project was designed to explore the
adoption of video-conferencing technology and other collaborative Information and
Communication Technologies (ICT) amongst educators. Authors develop purpose
needs of in-service teachers necessary to enable them to organize video-conferencing
based learning events.
Nina Tvenge and Kristian Martinsen in the research on selection of ICT-tools for
manufacturing education, described that administration has had great influence on what
tools were selected for teaching processes organization, and that this has led to both
increased use and non-use of ICT in their teaching practice. However, authors noted
that ICT for teaching is an enabling technology with a possibility for increased learning
outcome in engineering education [19].
Cristopher J. Devers and Stefanie Panke, showed up an overview of learning with
mobile ICT. The author provides a condensed overview of learning with mobile devices
in higher education, and offer summaries of the relevant research for e-books, podcasts,
audience response systems, and augmented reality, as related to mobile devices. The
author suggest that technology is simply a medium or tool, and that future research
should explore how mobile devices can support learning with evidence-based practices
and Mayer’s 13 principles of multimedia learning [4].
By selection of mobile ICT for learning informatics we have analyzed the latest
publications on the following tools:
─ Mobile Learning Management Systems in learning process researched by Luisa
Sanz-Martínez, Erkan Er, Alejandra Martínez-Monés, Yannis Dimitriadis and
Miguel L. Bote-Lorenzo [14], Valerii Yu. Bykov [2], Insook Han and Won Sug Shin
[8];
─ Mobile Modeling and Programming Environments are described by Badreldin
Altayeb and Kostadin Damevski [1], Francesc-Josep Lordan Gomis [10];
─ Mobile Database Management Systems researched by Deniz Mertkan Gezgin [6],
Minzhe Guo, Kai Qian and Li Yang [7], Milan Eric, Slobodan Mitrovic, Miladin Z.
Stefanovic and Aleksandar Djordjevic [5];
─ Mobile Multimedia Authoring Tools have been reviewed by Yuliia V. Yechkalo,
Viktoriia V. Tkachuk, Tetiana V. Hruntova et al. [20], Dian Tjondronegoro [17],
Andrii M. Striuk, Maryna V. Rassovytska, Svitlana V. Shokaliuk [16];
─ Audience Response Systems have been researched by Tan Fung Ivan Chan,
Marianne Borja, Brett Welch and Mary Ellen Batiuk [3], Dylan M. Moorleghen,
Naresh Oli, Alison J. Crowe, Justine S. Liepkalns, Casey J. Self and Jennifer H.
Doherty [12].
2 Purpose
The research is aimed to theoretically ground and justify the selection of mobile ICT
for learning informatics to future professionals in engineering pedagogy.
3 Results
To determine significance of mobile ICT application to teaching Informatics subjects,
the survey Significance of application of mobile ICT to teaching Informatics to future
professionals in engineering pedagogy of Speciality 015.10 “Professional Education
(Computer Technologies)” was conducted (Fig. 1, available at http://goo.gl/CVsXcl).
Eleven respondents from the University teaching staff were asked to assess efficiency
of using mobile ICT by the 5-point quality scale (from 1 – inadvisable to use to 5 –
advisable to use):
─ Mobile Learning Management Systems (Moodle, Claroline, eFront, etc.);
─ Mobile Modeling And Programming Environments (Web-environments to model
and conduct researches like CoCalc, HPCCloud; online-IDE like Cloud9 IDE,
PythonAnywhere, Eclipse Che, Pascal/C++/PHP Online, etc.);
─ Mobile Database Management Systems (InterBase, SQL Anywhere, Microsoft SQL
Server, IBM DB2 Everyplace, Oracle Database Lite, SQLite, etc.);
─ Mobile Multimedia Authoring Tools (audio- and video-services like YouTube,
Vimeo, etc.; online presentation editors like Prezi, Google Slides, etc.; animation
editors like VideoScribe, etc.; graphical editors and augmented reality tools like
Paint 3D, SketchUp, etc.);
─ Mobile Audience Response Systems (Google Forms, EasyTestMaker, Online Test
Creator, etc.) [18].
Informatics subjects using mobile ICT were united into 5 content blocks:
1. Theoretical principle of Informatics:
1) Discrete Programming, Operation Research, Computer Logic, Theory of
Automatic Control;
2) Computer Cryptography;
2. Architecture of modern computing machines:
3) Architecture of Computer Systems and Networks, Microprocessor Systems;
3. Basics of algorithmization and programming:
4) Basics of Algorithmization and Elements of Programming;
5) Visual Programming;
6) Low-Level and Systems Programming;
7) High-Level Programming Language;
8) Web Programming;
9) Software Design Technologies;
10) Database Programming;
Fig. 1. Significance of application of mobile ICT to teaching Informatics to future professionals
in engineering pedagogy of Speciality 015.10 “Professional Education (Computer
Technologies)”
4. Software of computing systems:
11) Project Management;
12) Application Software;
13) Systems Software;
14) Basics of Information Security;
15) Computer Design and Multimedia;
16) Engineering and Computer Graphics;
17) Computer Aided Design;
5. Computer technologies in professional activity of professionals in engineering
pedagogy:
18) Automation Systems for Document Management;
19) Computer Pedagogical Technologies, Computer Ergonomics.
Table 1 presents assessment of efficiency of applying each of five tools for the 19
groups of Informatics subjects grouped into five basic content blocks.
Table 1. Assessment of efficiency of applying mobile ICT to teaching Informatics subjects to
future professionals in engineering pedagogy, Speciality 015.10 Professional Education
(Computer Technologies)
Mobile ICT tools
mobile audience res-
mobile database ma-
mobile learning ma-
mobile multimedia
nagement systems
nagement systems
and programming
mobile modelling
authoring tools
ponse systems
Average
environments
Group of Infor- efficiency
Content block
matics subjects estimate for
subject group
Discrete Program-
ming, Operations
Research, Com-
Theoretical 4.09 4.36 3.27 4.18 4.45 4.07
puter Logic,
principle of Theory of Auto-
Informatics matic Controll
Computer Crypto-
4.00 4.00 3.36 4.00 4.18 3.91
logy
Architecture of
Architecture of Computer Sys-
modern compu- tems and Net- 4.09 3.55 3.00 4.09 4.27 3.80
ting machines works, Micropro-
cessor Systems
Basics of Algo-
Basics of algo- rithmization and
4.27 4.45 3.27 4.36 4.36 4.15
rithmization Elements of Prog-
and ramming
programming Visual Program-
4.09 3.91 2.73 4.36 4.18 3.85
ming
Mobile ICT tools
mobile audience res-
mobile database ma-
mobile learning ma-
mobile multimedia
nagement systems
nagement systems
and programming
mobile modelling
authoring tools
ponse systems
Average
environments
Group of Infor- efficiency
Content block
matics subjects estimate for
subject group
Low-Level and
Systems Program- 4.00 3.91 3.00 3.91 4.09 3.78
ming
High-Level Prog-
ramming Langua- 4.09 4.45 3.55 4.27 4.18 4.11
ge
Web Program-
4.27 4.36 3.55 4.18 4.36 4.15
ming
Software Design
4.09 4.45 3.64 4.18 4.27 4.13
Technologies
Database Prog-
4.09 4.27 4.82 4.09 4.27 4.31
ramming
Project Manage-
4.09 2,82 2.82 4.09 4.27 3.62
ment
Application Soft-
4.36 2.91 3.09 4.27 4.45 3.82
ware
Systems Software 4.09 3.45 3.18 3.91 4.27 3.78
Basics of Infor-
Software of 4.09 3.00 3.09 4.00 4.27 3.69
mation Security
computing sys-
tems Computer Design
4.18 3.64 2.64 4.73 4.36 3.91
and Multimedia
Engineering and
Computer 4.09 3.00 2.55 4.91 4.55 3.82
Graphics
Computer Aided
4.18 3.45 3.09 4.18 4.36 3.85
Design
Automation Sys-
Computer tech- tems for Docu- 4.27 3.36 3.45 4.09 4.36 3.91
nologies in pro- ment Manage-
fessional activi- ment
ty of professio- Computer Peda-
nals in enginee- gogical Technolo-
ring pedagogy gies, Computer 4.36 2.91 2.91 4.64 4.82 3.93
Ergonomics
Average effi-
ciency estimate 4.15 3.70 3.21 4.23 4.33
of the tool
After averaging, the obtained results ranged from 2.55 (application of mobile data-base
management systems while studying the subject Engineering and Computer Graphics)
to 4.91 (application of mobile multimedia authoring tools while studying the subject
Engineering and Computer Graphics).
Numeric values were transformed into qualitative ones in the following way: the
values from 4.00 to 5.00 correspond to the highest efficiency level; from 3.00 to 3.99 –
to the medium level; below 3.00 – the low efficiency level of the tool application.
Assessment of efficiency of applying mobile ICT tools to studying each Informatics
subject is visualized in Table 1 in the following way: white represents estimates
corresponding to the highest efficiency level; pink – the medium efficiency level; dark
grey – the low efficiency level.
Fig. 2, 3, 4, 5, 6 shows an example of distributing estimates of efficiency of applying
mobile ICT to teaching 1 group of Informatics subjects.
the number of respondents
estimates of efficiency of applying mobile ICT
Fig. 2. Distribution of estimates of efficiency of applying Mobile Learning Management
Systems
the number of respondents
estimates of efficiency of applying mobile ICT
Fig. 3. Distribution of estimates of efficiency of applying Mobile Modeling and Programming
Environments
the number of respondents
estimates of efficiency of applying mobile ICT
Fig. 4. Distribution of estimates of efficiency of applying Mobile Database Management
Systems
the number of respondents
estimates of efficiency of applying mobile ICT
Fig. 5. Distribution of estimates of efficiency of applying Mobile Multimedia Authoring Tools
the number of respondents
estimates of efficiency of applying mobile ICT
Fig. 6. Distribution of estimates of efficiency of applying Mobile Audience Response systems
To determine the average estimate of efficiency for the subject group, the value A is
calculated:
〈 〉= ∑ , (1)
where A is the average estimate of efficiency for each of the 19 subject groups.
To determine the average estimate of efficiency for each mobile ICT tool, the value
B is calculated:
〈 〉= ∑ , (2)
where B is the average estimate of efficiency for each of the five mobile ICT.
Analysis of the expert assessment results has revealed that:
─ the most efficient mobile ICT tools for teaching Informatics subjects are mobile
audience response systems and mobile learning management systems as for all the
subjects they are noted for the highest efficiency level and can be considered
universal mobile ICT tools of teaching Informatics subjects;
─ mobile multimedia authoring tools have a high efficiency level of application for all
Informatics subjects except for Low-Level and Systems Programming (for both
subjects, the efficiency estimates equals 3.91) that also enables considering them
universal;
─ mobile modeling and programming environments have a high efficiency level for
teaching the subject block of theoretical principles of Informatics and most subjects
of the algorithmization and programming block (except for Visual Programming and
Low-Level and Systems Programming);
─ mobile database management systems have a high efficiency level of application
(4.82) only for Database Programming.
Mobile ICT tools with a high efficiency level for a certain Informatics subject will be
called leading mobile ICT tools for a given subject and those with a medium efficiency
level – auxiliary mobile ICT tools for teaching a given subject.
Analysis of the averaged efficiency estimates for different classes of mobile ICT
learning tools confirms the first and the second conclusions on universality of mobile
audience response systems, mobile learning management systems and mobile
multimedia authoring systems as their average efficiency estimates equal 4.33, 4.15 and
4.23. Mobile modelling and programming tools and mobile database management
systems have a medium efficiency level (3.70 and 3.21 respectively).
Besides, the Informatics subjects with the highest efficiency level of applying mobile
ICT tools were singled out, namely: Database Programming (4.31), Basics of
Algorithmization and Elements of Programming (4.15), Web Programming (4.15),
Software Design Technologies (4.13), High-Level Programming Language (4.11),
Discrete Programming, Operations Research, Computer Logic, Theory of Automatic
Control (4.07 for them all).
4 Conclusions
1. According to the expert assessment results for each content block of Informatics
subjects, there are determined leading and auxiliary mobile ICT learning tools. It is
revealed that mobile audience response systems and mobile learning management
systems are universal tools for teaching Informatics subjects; mobile multimedia
authoring tools have a high efficiency level for all Informatics subjects, except for
Low-Level and System Programming and System Software, this fact also enabling
us to consider them universal. Mobile modelling and programming environments are
leading tools for teaching Theoretical Basics of Informatics and Basics of
Algorithmization and Programming (except for Visual Programming and Low-level
and System Programming); mobile database management systems are leading
mobile tools only for Database Programming.
2. The cooperative use of mobile multimedia authoring tools and mobile audience
response systems to support the professional training of future professionals in
engineering pedagogy is the driver for changing the Informatics’ learning
environment from virtual based to augmented.
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