=Paper=
{{Paper
|id=Vol-2879/paper00
|storemode=property
|title=8th Workshop on Cloud Technologies in Education: Report
|pdfUrl=https://ceur-ws.org/Vol-2879/paper00.pdf
|volume=Vol-2879
|authors=Serhiy O. Semerikov,Mariya P. Shyshkina,Andrii M. Striuk,Mykola I. Striuk,Iryna S. Mintii,Olga O. Kalinichenko,Larisa S. Kolgatina,Maryna Ye. Karpova
}}
==8th Workshop on Cloud Technologies in Education: Report==
https://ceur-ws.org/Vol-2879/paper00.pdf
8th Workshop on Cloud Technologies in Education:
Report
Serhiy O. Semerikov1,2,3,4 , Mariya P. Shyshkina3 , Andrii M. Striuk2 , Mykola I. Striuk2 ,
Iryna S. Mintii1,3 , Olga O. Kalinichenko1 , Larisa S. Kolgatina5 and
Maryna Ye. Karpova5
1
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
2
Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine
3
Institute of Information Technologies and Learning Tools of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060,
Ukraine
4
University of Educational Management, 52-A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine
5
H. S. Skovoroda Kharkiv National Pedagogical University, 29 Alchevskyh Str., Kharkiv, 61002, Ukraine
5
Alfred Nobel University, 18 Sicheslavska Naberezhna Str., Dnipro, 49000, Ukraine
Abstract
This is an introductory text to a collection of selected papers from the 8th Workshop on Cloud Tech-
nologies in Education (CTE 2020) which was held in Kryvyi Rih, Ukraine, on the December 18, 2020. It
consists of short introduction, papers’ review and some observations about the event and its future.
Keywords
Adaptive Cloud Learning Platforms, Blended Learning, Blockchain in Education, Cloud-based AI Ed-
ucation Applications, Cloud-based E-learning Platforms, Tools and Services, Cloud-based Learning
Environments, Competency-Based Education Platforms, Digital Transformation of Education, Educa-
tional Data Mining, Emotion AI, Immersive Technology Applications in Education, Mobile Learning,
Smart Campus Technologies, Social Analytics in Education
CTE 2020: 8th Workshop on Cloud Technologies in Education, December 18, 2020, Kryvyi Rih, Ukraine
" semerikov@gmail.com (S. O. Semerikov); shyshkina@iitlt.gov.ua (M. P. Shyshkina); andrey.n.stryuk@gmail.com
(A. M. Striuk); stryukm@gmail.com (M. I. Striuk); irina.mintiy@kdpu.edu.ua (I. S. Mintii);
olgakalinichenko6@gmail.com (O. O. Kalinichenko); larakl@ukr.net (L. S. Kolgatina)
~ https://kdpu.edu.ua/semerikov (S. O. Semerikov);
https://iitlt.gov.ua/eng/structure/departments/cloud/detail.php?ID=269 (M. P. Shyshkina);
http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk (A. M. Striuk);
https://kdpu.edu.ua/personal/ismintii.html (I. S. Mintii); https://kdpu.edu.ua/personal/ookalinichenko.html
(O. O. Kalinichenko); http://hnpu.edu.ua/uk/kolgatina-larysa-sergiyivna (L. S. Kolgatina);
http://kardioritm.com.ua/vrachy/42-karpova-marina-evgenevna (M. Ye. Karpova)
0000-0003-0789-0272 (S. O. Semerikov); 0000-0001-5569-2700 (M. P. Shyshkina); 0000-0001-9240-1976
(A. M. Striuk); 0000-0002-7456-3725 (M. I. Striuk); 0000-0003-3586-4311 (I. S. Mintii); 0000-0002-7057-2675
(O. O. Kalinichenko); 0000-0003-2650-8921 (L. S. Kolgatina); 0000-0002-7694-0379 (M. Ye. Karpova)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
1
1. Introduction
1.1. CTE 2020: At a glance
Cloud Technologies in Education (CTE) is a peer-reviewed international Computer Science
workshop focusing on research advances, applications of cloud technology in education.
The Workshop occupies contributions in all aspects of educational technologies and cloud-
based learning tools, platforms, paradigms and models, functioning programmes or papers
relevant to modern engineering and technological decisions in the IT age.
CTE topics of interest since 2017 [1, 2, 3]:
• Adaptive Cloud Learning Platforms
• Blended Learning
• Blockchain in Education
• Cloud-based AI Education Applications
Figure 1: CTE 2020 logo
• Cloud-based E-learning Platforms, Tools and Services
• Cloud-based Learning Environments
• Competency-Based Education Platforms
• Digital Transformation of Education
• Educational Data Mining
• Emotion AI
• Immersive Technology Applications in Education
• Mobile Learning
• Smart Campus Technologies
• Social Analytics in Education
This volume represents the proceedings of the 8th Work-
shop on Cloud Technologies in Education (CTE 2020), held
in Ukraine, Ukraine, on December 18, 2020. It comprises
31 contributed paper that were carefully peer-reviewed
and selected from 52 submissions (https://notso.easyscience.
education/cte/2020/). Each submission was reviewed by at
least 3 program committee members. The accepted paper
present the state-of-the-art overview of successful cases and
provides guidelines for future research.
The volume is structured in seven parts, each presenting
the contributions for a particular workshop session.
1.2. CTE 2020 Program Committee
Assoc. Prof. Leon A. Abdillah, Associate Professor of
Computer Science, Department of Information Systems,
Universitas Bina Darma, Palembang, Indonesia.
Leon was born in West Limau, Prabumulih, South Suma-
tra. He has studied Information Systems, Information Systems Management, and Information
2
Retrieval Systems during his studies. In 2001 he joined as a lecturer at one of the leading
private universities in Palembang City. In 2010 he became an Associate Professor (Assoc. Prof.)
at the Faculty of Computer Science, Information Systems Study Program (Accredited A). He
is currently the coordinator of the enterprise systems research group. Assoc. Prof. Leon A.
Abdillah is active as a speaker, author, editor, reviewer, committee on a number of journals,
conferences/seminars, books/book chapters, etc. He has included 500 Indonesian scientists
(Webometrics, 2015), examiners at Monash University (Group of Eight), Australia, and mentors
at Publons, New Zealand. He also often gets awards for the best undergraduate and post gradu-
ate category, the best computer science lecturer, the best reference article, excellent paper, top
reviewer, selected article, etc.
WWW: https://leonabdillah.wordpress.com/
E-mail: leon.abdillah@yahoo.com
Dr. Fernando Almeida, University of Porto & INESC TEC,
Portugal.
He is an IT Engineer graduated in Information Systems and
Computing at Faculty of Engineering of University of Porto (FEUP)
with a master degree in the fields of Entrepreneurship and Inno-
vation. Besides that, he also have a PhD. degree in the field of
telecommunications management. He also have some relevant
professional experience, within the public and private sectors. In
the public sector, he already worked at FEUP University as asses-
sor of SEF, where he was responsible for the development and
coordination of information systems projects. In the private sector,
he already had the opportunity to work at Critical Software and
Qimonda in the competence department of Database. He also worked at INESC Porto in the
ENTHRONE and VISNET II European Projects. Currently, he work at ISR Porto where he is
responsible for the creation of a transport experton for a company’s consortium leaded by
Airbus.
WWW: https://web.fe.up.pt/~ei98047/biography.htm
E-mail: almd@fe.up.pt
Prof. Dr. Vitalina Babenko is Professor (Full) of Interna-
tional E-commerce and Hotel&Restaurant Business Depart-
ment, V. N. Karazin Kharkiv National University (Ukraine),
Dr. Sci. (habil.) in Economics, PhD in Technical Sciences.
Her sphere of scientific interests includes the manage-
ment of innovation processes, economic-mathematical mod-
elling, information systems and technologies. She has pub-
lished around 300 papers in peer-reviewed journals and in
the proceedings of conferences. She has taken part in more
than 100 conferences and workshops as a Chair, Keynote
Speaker, member of the Scientific Program Committee, an
Organizer and Session Chair. She is Editor-in-Chief of Journal of International Relations,
3
Economics, Country Studies, Tourism; International Journal of Economics and Management
Systems and member of editorial board of some scientific journals. She is the Member of
Doctoral Academic Councils in Economics, Expert of the Ministry of Education of Ukraine
and Expert of Ukrainian Institute Scientific Technical Information. Council many national and
international informatics associations.
WWW: http://international-relations-tourism.karazin.ua/Babenko
E-mail: vitalinababenko@karazin.ua
Dr. Liudmyla Bilousova, Full Professor, Independent
researcher, Kharkiv, Ukraine.
Liudmyla Bilousova got a M.A. in Radio-physics from
Kharkiv State University, USSR (1959), and PhD in physical-
mathematical science from Kharkiv State University, USSR
(1970). Liudmyla Bilousova headed Computer Science De-
partment at H. S. Skovoroda Kharkiv National Pedagogical
University for 27 years (1991–2018). She is a founder and a
head of her scientific school on the problems of development
of Informatics education and the implementation of innova-
tive technologies in educational process. In the framework
of the school a series of PhD and doctoral research has been
completed. Dr. Liudmyla Bilousova is a scientific supervisor
of 23 PhD theses. She is an author of about 400 scientific
and methodical works including 5 collective monograph
and 64 tutorials. Liudmyla Bilousova is a PC member of
International Conference ICTERI-2019, International Workshop CTE, and ICon-MaSTEd.
WWW: http://web.archive.org/web/20201027120942/http://hnpu.edu.ua/uk/bilousova-lyudmyla-ivanivna
E-mail: lib215@gmail.com
Dr. Olga Bondarenko, Candidate of Pedagogical
Sciences, Associate Professor, Department of Economic
and Social Geography and Methods of Teaching, Kryvyi
Rih, Kryvyi Rih State Pedagogical University Kryvyi Rih,
Ukraine.
Olga Bondarenko, born in 1979, in 2001 graduated with
honors from the geographical faculty of Kryvyi Rih State
Pedagogical University, majoring in “Pedagogy and Method-
ology of Secondary Education. Geography and Biology”,
acquired Bachelor Degree. In 2002 she received a Master
Degree with honors in the major “Pedagogy and Method-
ology of Secondary Education. Geography”, qualified as a
teacher of geography. In 2009, she successfully defended
her PhD thesis at the Republican Higher Educational Institu-
tion “Crimean Humanities University” (Yalta) and received
a PhD in Pedagogical Sciences. Since 2005 he has been working at Kryvyi Rih State Pedagogical
4
University. Author of a number of scientific publications on vocational education, training of
future teachers for pedagogical activity. Her research interests include teacher training, the use
of ICTs and GIS technologies in the educational process.
WWW: https://kdpu.edu.ua/personal/ovbondarenko.html
E-mail: bondarenko.olga@kdpu.edu.ua
Dr. Chun-Yen Chang is a science education scholar in
Taiwan. Currently, he serves as National Taiwan Normal
University (NTNU) Chair Professor, Director of Science
Education, Professor of the Graduate Institute of Science
Education and the Department of Earth Sciences.
Over the past few years, he has been a Visiting Professor
at the Taipei Medical University, The Education University
of Hong Kong, and the Paris 8 University. Dr. Chang’s ma-
jor research interests include science education, e-Learning,
interdisciplinary science learning and science communica-
tion. Dr. Chang now is the Editor-in-Chief of the Eurasia
Journal of Mathematics, Science and Technology Education
and European Journal of Mathematics and Science Education,
as well as the Co-editor of International Journal of Educa-
tional Methodology. He is also on the Editorial Board of
three SSCI-level journals: (1) Studies in Science Education
(science education); (2) Learning, Media & Technology (learning technology); (3) Journal of Sci-
ence Education and Technology (science education & technology). In February 2013, Dr. Chang’s
catechol-O-methyltransferase (COMT) study was privileged with a report by the New York
Times Sunday Magazine, as well as in the news featured on Association of Psychological Science
website.
WWW: http://changcy.com/index_eng.html
E-mail: changcy@ntnu.edu.tw
Dr. Roman Danel, researcher at Department of Me-
chanical Engineering, Faculty of Technology, Institute of
Technology and Businesses (VŠTE) in České Budějovice,
Czech Republic; assistant at Department of Applied Infor-
matics, Faculty of Economics, VŠB-Technical university of
Ostrava, Czech Republic; visiting professor at WSG Byd-
goszcz, Poland.
Roman Danel, born in 1967, spent 18 years in commercial
practice in the field of IT / ICT, where he worked as an an-
alyst, senior programmer, database and system administra-
tor, project manager in information systems development,
branch manager and for 4 years ran his own company spe-
cializing in SW supplies for industrial systems. He has been
working at the university since 2009, in 2012-2017 he was
5
the head of the Automation department at the Faculty of Mining and Geology, VŠB-Technical
university of Ostrava. Since 2012, he has also been lecturing databases, information systems,
operating system, MES system in production and www technologies at University of Economy
Bydgoszcz (WSG), Poland. His research interests include information systems and automatic
control in industry, databases, software engineering and business information systems.
E-mail: danel@rdanel.cz
Ing. Helena Fidlerová, Ph.D., a senior researcher at the Slovak University of Technology
in Bratislava, Faculty of Materials Science and Technology in Trnava, Institute of Industrial
Engineering and Management, Slovakia.
Ing. Helena Fidlerová, Ph.D. received her Ph.D. degree in the field of Industrial Management in
2006. Her research aims at issues of education, STEM education, digital competences, Industry
4.0, Education 4.0, industrial engineering, sustainable competences, and the application of
statistical methods. Since her study has extensive experience in domestic research projects
under Slovak Ministry of Education VEGA, KEGA), and international projects e.g. ALTECS
– Knowledge exchange in the framework of alternative economic systems for the promotion
of sustainable regional development; International Visegrad Fund No. -21810100: Academic
Research Consortium integrating databases, robotics, and language technologies. He is a project
leader for Slovakia in Erasmus + KA2 project: Knowledge Alliance for Business Opportunity
Recognition in SDGs. She is a member of the Slovak Statistical and Demographic Society (SDSS),
a member of the International Association of Engineers (IAENG and member of the editorial
board of Acta logistica.
WWW: https://orcid.org/0000-0002-3426-5803
E-mail: helena.fidlerova@stuba.sk
Dr. Irina Georgescu, Lecturer of Computational Intelli-
gence, Department of Informatics and Economic Cybernet-
ics, Bucharest University of Economics, Bucharest, Roma-
nia.
Irina GEORGESCU holds a PhD in Economics from Turku
Centre for Computer Science, Turku, Finland. Currently
she is a lecturer at the Department of Economic Informatics
and Cybernetics, Bucharest Academy of Economic Studies.
Her research interests lie in the areas of fuzzy economics,
computational intelligence and econometrics. She is the
author of about 40 journal papers and 2 books published in
Springer Verlag.
E-mail: irina.georgescu@csie.ase.ro
Dr. Liudmyla Gryzun, Full Professor of Information System Department at Simon Kuznets
Kharkiv National University of Economics, Ukraine.
Liudmyla Gryzun earned a M.A. in Applied Mathematics from the Kharkiv State University,
USSR (1986); PhD and Second Doctoral Degree in Pedagogical science from G.S. Skovoroda
Kharkiv National Pedagogical University (Ukraine).
6
The sphere of her research is focused on the curriculum
and educational content design in higher education, the
process of curriculum disciplines structuring, based on sci-
entific knowledge integration; AI application to pedagogical
problems solution; IT tools for inquiry-based and holistic
learning etc. She is an author of more than 120 scientific
and methodical works including 1 monograph, 2 collec-
tive monographs, and 6 tutorials. Liudmyla Gryzun has
delivered a number of Keynote presentations at the Interna-
tional conferences: 2018 ICTEL (Rome, Italy), 2018 ICRTEL
(Barcelona, Spain), 2019 ICSTR (Rome, Italy), 2020 ICSTR
(Berlin, Germany; Paris, France; London, UK) and others.
She is also a reviewer of the foreign journals (Universal
Journal of Educational Research (USA); Athens Journal of
Education, IJIRES (International Journal of Innovation and
Research in Educational Sciences)). Liudmyla Gryzun is a PC member of International Workshop
CTE and ICon-MaSTEd 2020.
WWW: http://www.is.ksue.edu.ua/?q=node/295, https://www.linkedin.com/in/liudmyla-gryzun-68769280/,
https://www.researchgate.net/profile/Liudmyla_Gryzun
E-mail: Lgr2007@ukr.net
Dr. Vita Hamaniuk, Professor of German, Literature
and Didactics, Department of German, Literature and Di-
dactics, Kryvyi Rih State Pedadogical University, Kryvyi
Rih, Ukraine.
Vita Hamaniuk, born in 1965, 1995 received a Candidate
of Pedagogical Sciences degree (Dr. ped.) from the Kharkiv
State Pedagogical H. Scovoroda University, in 2013 – a Doc-
tor of Pedagogical Sciences degree (Dr. habil.) from the
East-Ukrainian National Volodymyr Dahl University. In
2001 she received his habilitation as the Docent (Assoc.
Prof.) at the Department of Foreign Languages of Kryvyi
Rih State Pedagogical University. In 2015 she received his
habilitation as the Professor (Full Prof.) at the Department
of German, Literature and Didactics of Kryvyi Rih State
Pedagogical University. From September 1995 until now
Vita Hamaniuk worked as a head of Department of Foreign
Languages, as an Associate Professor, Head of Department, Full Professor of Department of
German, Literature and Didactics. From April 2017, she works as vice-rector for research at
Kryvyi Rih State Pedagogical University. Her research interests include foreign languages
teaching and learning, didactics of multilingualism, e-learning, blended learning, comparative
researches in Education. She has published a number of papers in Ukrainian and international
journals, actively participates in international conferences and projects.
WWW: https://kdpu.edu.ua/personal/vagamanuk.html
7
E-mail: vitana65@gmail.com
Dr. Dragos, Daniel IORDACHE is a scientific researcher
2nd degree in the "Systems and Applications for Society"
department of ICI Bucharest and university lecturer at the
Faculty of Psychology and Educational Sciences from Uni-
versity of Bucharest. He received the PhD degree in Science
of Education from the University of Bucharest in 2012. His
research interests include: virtual learning environments,
augmented reality, professional and career counseling, us-
ability and pedagogical evaluation of e-Learning systems,
user testing and heuristic evaluation of interactive systems.
WWW: https://www.researchgate.net/profile/Dragos_
Iordache
E-mail: dragos.iordache@ici.ro
M.-Carmen Juan has a Ph.D. in Computer Science (2000)
from the Universitat Politècnica de València (UPV). She has
been a professor at the UPV since 1996 and a Full Professor
since 2014. Her areas of interest include: computer graphics,
virtual and augmented reality, advanced user interfaces and
their applications to psychology, medicine, and education-
entertainment.
WWW: http://personales.upv.es/mjuanli/, http://www.
upv.es/ficha-personal/mjuanli
E-mail: mcarmen@dsic.upv.es
Arnold Kiv received the D. Sc. (Dr. Hab.) degree in solid
state physics from Tartu Institute of Physics, Tartu, Estonia,
in 1978.
From 1964 to 1982, he was a Senior Researcher and a
Head of the Laboratory of Radiation Effects, Institute of Nu-
clear Physics, Academy of Sciences, Tashkent, Uzbekistan.
From 1983 to 1998, he was a Head of the Department of
Theoretical Physics, South-Ukrainian National Pedagogical
University, Odessa, Ukraine. In 1997, he was an Invited
Professor, Western Ontario University, Canada. From 1999
to the present, he is a Professor-Researcher in the Depart-
ment of Materials Engineering, Ben-Gurion University of
the Negev, Israel. In 1996 and 2011 he was co-Director of
NATO Advanced research Workshops and an Editor of two NATO Series books. He has about
200 publications, three monographs and three Invention Certificates in the field of radiation
effects in solid state electronics. His research interests include mechanisms of formation of
radiation defects in solids, interaction of fast particles with materials, radiation methods in
8
microelectronics, including computer simulation, analytical calculations and experimental
studies.
Dr. Oleksandr Kolgatin, Professor of Informatics, De-
partment of Information Systems, Simon Kuznets Kharkiv
National University of Economics, Kharkiv, Ukraine.
Oleksandr Kolgatin, born in 1966, received a Candidate
of Technical Sciences degree (Dr. phil.) from the Institute
for Low Temperature Physics and Engineering of the Na-
tional Academy of Sciences of Ukraine, in 1995, the field of
scientific interests was computational modeling of the heat
and mass transfer processes. Since 1990, he worked in the
field of teaching informatics and using information tech-
nologies in education and received a Doctor of Pedagogical
Sciences degree (Dr. habil.) from the Institute of Information
technologies and Learning Tools of the National Academy
of Pedagogical Sciences of Ukraine, in 2011. His research
interests include computational modeling, pedagogical diag-
nostics, information systems and technologies in education.
He has published a number of papers in international journals and volumes in book series, is a
member of editorial boards of Journal of Information Technologies in Education and associate
editor of Information Technologies and Learning Tools.
WWW: http://www.is.hneu.edu.ua/?q=node/294
E-mail: kolgatin@ukr.net
Assoc. Prof. Yaroslav Krainyk, Head of Computer En-
gineering Department, Petro Mohyla Black Sea National
University, Mykolaiv, Ukraine.
Yaroslav Krainyk, born in 1990, received a Ph.D. degree
in Computer Systems and Components from Petro Mohyla
Black Sea State University, Ukraine, in 2016. His research
interests include computer systems and their applications,
embedded systems, reconfigurable computing, FPGA. Since
2016, he has been a member of Computer Engineering De-
partment as a senior lecturer, doctoral student, and associate
professor. In 2019, he became a head of Computer Engineer-
ing Department. He has participated in the reviewing of
papers published by Elsevier, IEEE, and Springer. He is a
section editor in Computer Science & Engineering Journal
(https://cse-journal.com/index.php/journal).
WWW: https://www.scopus.com/authid/detail.uri?authorId=
56925498100, https://orcid.org/0000-0002-7924-3878, https:
//scholar.google.com/citations?user=-GCy09MAAAAJ
E-mail: yaroslav.krainyk@chmnu.edu.ua
9
Dr. Hennadiy Kravtsov, Kherson State University,
Ukraine.
WWW: http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/
ChairInformatics/Staff/Kravtsov.aspx
E-mail: kgmkherson@gmail.com
Dr. Volodymyr Kukharenko, Professor of Technical
Cryophisics Department, National Technical University
“Kharkiv Polytechnic Institute”, Kharkiv, Ukraine.
Volodymyr Kukharenko, born in 1947, received a Can-
didate of Technical Sciences degree from Physical Technic
Institute of Low Temperature National Academy of Sciences
of Ukraine. Since 1976, he has been working in the field
of low temperature at the National Technical University
“Kharkiv Polytechnic Institute”, where he is professor of
Technical Cryophisics Department and academician of International Academy of Refrigeration
UD.
His research interests include distance learning. He has
published a number of papers in international journals
and six books from creating distance courses, about tutor,
blended learning.
WWW: https://dl.khpi.edu.ua
E-mail: kukharenkovn@gmail.com
Dr. Andrey Kupin, Professor, Head of the Department
of Computer Systems and Networks, Kryvyi Rih National
University, Kryvyi Rih, Ukraine.
Andrey Kupin was born in Slovianoserbsk, Luhansk re-
gion, Ukraine, in 1972. He received the engineering degree
in robotic systems and complexes from East-Ukrainian State
University, in 1994.
He received the Ph.D. degree in automation from Kryvyi
Rih Technical University, in 2001. From 2006 to 2007, he
worked as an Associated Professor of the Department of
Informatics, Automation and Control Systems. In 2010 he
became a doctor of science in automation, professor (2013).
Dean of the Faculty of Information Technology (2011–2015).
From 2007 he is the Head of the Department of Computer
Systems and Networks. He is the author more than 190
articles and 8 patents. Professor Kupin as a scientific adviser
has prepared 4 PhD and 1 DrSc. His research interests
include artificial intelligence, information and integrated
automation of technological processes.
WWW: http://fit.knu.edu.ua/page/kafedra-komp-yuternykh-sistem-i-setey
10
E-mail: kupin@gmail.com
Oksana Lytvyn, Candidate of Physical and Mathemat-
ical Science, Senior Researcher, Head of the Chair of Com-
puter Science and Mathematics, Faculty of Informational
Technology and Management, Borys Grinchenko Kyiv Uni-
versity, Kyiv, Ukraine.
Educational background: 1993 – graduated from faculty
of physics and mathematics of Precarpathian Stefanyk Uni-
versity, Ivano-Frankivs’k, speciality: mathematics; from
1997 to 2001 – postgraduate student, physics and mathe-
matics sciences, Institute of Semiconductor Physics NAS
Ukraine, Scanning Probe Microscopy Lab, received a Can-
didate of Physical and Mathematical Science in 2001. Re-
searches and expertise: Computer simulation and mathe-
matical methods in the field of scanning probe microscopy;
methodology of teaching higher mathematics and computer
science in higher educational institutions. Published over 200 works, h-index in Scopus – 17.
Participation in international projects: Eurasia “Development of students’ mathematical com-
petencies through Digital Mathematical Modeling (DeDiMaMo)”; Erasmus+K2 “Partnership
for Learning and Teaching in University Mathematics (PLATINUM)”, Tempus “Development
of Embedded System Courses with the implementation of Innovative Virtual approaches for
integration of Research, Education and Production in UA, GE, AM”.
E-mail: o.lytvyn@kubg.kiev.ua
Liliia Midak, Candidate of chemical sciences, Associate
Professor at the Department of Environmental Chemistry
and Chemical Education, Vasyl Stefanyk Precarpathian Na-
tional University, Ivano-Frankivsk, Ukraine.
Liliia Midak graduated from the Vasyl Stefanyk Pre-
carpathian University in 2002 (speciality Chemistry). In
2006 presented the candidate dissertation on subject “Physic-
chemical and antifriction properties of composites on ther-
mal stability polymers in interaction with titanium alloys”.
She is a corresponding member of the Technical sciences
Academy of Ukraine, the chairman of the public organi-
zation “STUDY INNOVATION WORKSPACE LICO”. Her
research interests include technology and characteristics
of antifriction composite polymeric materials; mathemat-
ical methods of planning and experiment analysis; safety of
food (products); toxicology of synthetic washing chemicals;
modern educational learning technologies; digital learning
tools; augmented and virtual reality in education.
WWW: https://chemeducation.pnu.edu.ua/5319-2/
11
E-mail: lilia.midak@gmail.com
Ph. D. Iryna Mintii, associate professor of Computer Sci-
ence, Department of Computer Science and Applied Math-
ematics, vice dean of Faculty of Physics and Mathemat-
ics, Kryvyi Rih State Pedagogical University, Kryvyi Rih,
Ukraine.
Iryna Mintii received a Candidate of Pedagogical Sciences
degree (Ph. D.) from the National Pedagogical Dragomanov
University, Kyiv, Ukraine, in 2013. Her research interests
include ICT in education. She has published a number of
papers in international journals.
WWW: https://kdpu.edu.ua/personal/ismintii.html
E-mail: irina.mintiy@kdpu.edu.ua
Dr. Natalia Moiseienko, Associated professor of Com-
puter Science and Applied Mathematics Department, Kryvyi
Rih State Pedagogical University, Kryvyi Rih, Ukraine.
Natalia Moiseienko, born in 1973, received a Candidate
of Philosophical Sciences degree (Dr. phil.) from the Odessa
National Polytechnic University, Ukraine, in 2004. Since
1995, she has been working in the field of programming
and computer modelling at the Kryvyi Rih State Pedagog-
ical University, where she is currently associated professor.
Her research interests include computer graphics, computer
game programming and educational technologies. She has
published a number of papers in international journals, is a
Member of the Program Committee of many international
conferences.
WWW: https://kdpu.edu.ua/personal/nvmoiseienko.html
E-mail: n.v.moiseenko@gmail.com
Dr. Nataliia Morze, Corresponding Member of National
Academy of Pedagogical Sciences of Ukraine, Professor of
Borys Grinchenko Kyiv University Department of Com-
puter Science and Mathematics, Borys Grinchenko Kyiv
University, Kyiv, Ukraine.
Nataliia Morze, received a Candidate of Pedagogical Sci-
ences degree (Dr. phil.) from the Dragomanov National
Pedagogical University (Kyiv) in 1987, and a Doctor of Peda-
gogical Sciences degree (Dr. habil.) in 2004. Her professional
and scientific interests are in the areas of distance learning technologies, education for adults,
implementation of information and communication technologies into education process of
secondary and higher educational institutions, creation of teaching and scientific e-learning
12
environment and development of teachers information competence. She is the author of more
than 400 scientific papers in the field of computer science, informatics in a primary and sec-
ondary schools, learning methodology, ICT in education, multimedia, teacher training in the
area of ICT and e-learning. She is researcher and coordinator of Ukraine and international
scientific and educational projects.
WWW: http://wiki.kubg.edu.ua/%D0%9C%D0%BE%D1%80%D0%B7%D0%B5_%D0%9D%D0%
B0%D1%82%D0%B0%D0%BB%D1%96%D1%8F_%D0%92%D1%96%D0%BA%D1%82%D0%BE%D1%
80%D1%96%D0%B2%D0%BD%D0%B0
E-mail: n.morze@kubg.edu.ua
Pavlo Nechypurenko, Associate Professor of Depart-
ment of Chemistry and Methods of its Teaching, Kryvyi Rih
State Pedagogical University, Kryvyi Rih, Ukraine.
Pavlo Nechypurenko, born in 1981, received a Magister of
Teaching of Chemistry from Kryvyi Rih State Pedagogical
University, Ukraine, in 2004, and a Candidate of Pedagog-
ical Sciences degree (Dr. phil.) from the Luhansk Taras
Shevchenko National University, Ukraine, in 2017. Since
2004, he has been working in the field of analytical chem-
istry and method of solving chemical problems at the Kryvyi
Rih State Pedagogical University. His research interests
include using of ICT on Chemistry education, Analytical
Chemistry, Technique of chemical experiment. He has pub-
lished a number of papers in Ukrainian and international
journals and developed a series of virtual laboratory work
to teaching chemistry.
E-mail: acinonyxleo@gmail.com, acinonyxleo@kdpu.edu.ua
Yulia Nosenko, Leading Researcher, Department of
Cloud-Oriented Systems of Education Informatization, In-
stitute of Information Technologies and Learning Tools of
NAES of Ukraine, Kyiv, Ukraine.
Yuliia Nosenko, born in 1984, received a Candidate of
Pedagogical Sciences degree (Ph.D.) in 2011. In 2010-2015
worked at Taras Shevchenko National University of Kiev
(part time). Since 2010 has been working at the Institute of
Information Technologies and Learning Tools of National
Academy of Educational Sciences of Ukraine, where she is
currently leading researcher. Her research interests relates
to implementation and use of cloud services in education,
formation and development of educators’ digital compe-
tence, use of ICT as a tool for supporting inclusive learning.
She has published over 80 scientific papers, including ar-
ticles in international journals, is a member of editorial board of peer-reviewed e-journal
13
“Information Technologies and Learning Tools”.
WWW: http://iitlt.gov.ua/structure/departments/cloud/detail.php?ID=48
E-mail: nosenko-y@ukr.net
Vasyl Oleksiuk, PhD (pedagogical sciences), associate
professor of the Department of Computer Science and Teach-
ing Techniques, Ternopil Volodymyr Hnatiuk National Ped-
agogical University, Ternopil, Ukraine.
Vasyl Oleksiuk, born in 1980, received a Candidate of
Pedagogical Sciences degree (Dr. phil.) from the National
Pedagogical University, Kyiv, Ukraine, in 2007. Since 2003,
he has been working Department of Computer Science and
Teaching Techniques at Ternopil Volodymyr Hnatiuk Na-
tional Pedagogical University, where he is currently asso-
ciate professor. His research interests include computer
networks, cloud computing, e-learning, electronic libraries.
He has published a number of papers in Ukrainian and in-
ternational journals, is a member of editorial boards of the
journals Information Technologies and Learning Tools (In-
stitute of Information Technologies and Learning Tools of NAES of Ukraine) and The Scientific
Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University (Series: pedagogy).
WWW: http://tnpu.edu.ua/faculty/fizmat/oleksyuk-vasil-petrovich.php
E-mail: oleksyuk@fizmat.tnpu.edu.ua
DSc Kateryna Osadcha, Associate professor, Depart-
ment of Computer Science and Cybernetics, Bogdan Khmel-
nitsky Melitopol state pedagogical university, Melitopol,
Ukraine.
Kateryna Osadcha, born in 1977, received a Candidate
of Pedagogical Sciences (PhD in Education) from the Vin-
nytsia State Pedagogical University named after Mykhailo
Kotsiubynsky, Ukraine, in 2010 and received a Doctor of
Pedagogical Sciences (PhD in Education) from the Classic
Private University (Zaporizhzhia), Ukraine, in 2020. Since
2011, she has been working as an Associate professor of the
Department of Computer Science and Cybernetics at the
Bogdan Khmelnitsky Melitopol state pedagogical univer-
sity. Her research interests include: computer science, network technology, programming, ICT,
e-learning, engineering education, educational technology, tutoring. She is author of about a
hundred scientific works, including textbooks, monographs, author’s certificates. She is a mem-
ber of editorial boards of “Ukrainian Journal of Educational Studies and Information Technology”
(Ukraine), “International Conference on Higher Education Advances” (Spain), “Transactions of
Kremenchuk Mykhailo Ostrohradskyi National University” (Ukraine), “Professional Education:
Methodology, Theory and Technologies” (Ukraine), “Computing Conference 2021” (United
14
Kingdom).
WWW: http://osadcha.mdpu.org.ua
E-mail: okp@mdpu.org.ua
Dr. Viacheslav Osadchyi, Professor of Department of
Computer Science and Cybernetics, Bogdan Khmelnitsky
Melitopol state pedagogical university, Melitopol, Ukraine.
Viacheslav Osadchyi, born in 1975, received a Candidate
of Pedagogical Sciences (PhD in Education) from the Vin-
nytsia State Pedagogical University named after Mykhailo
Kotsiubynsky, Ukraine, in 2006, and a Doctor of Pedagog-
ical Sciences from the Vinnytsia State Pedagogical Univer-
sity named after Mykhailo Kotsiubynsky, Ukraine, in 2013.
Since 1999, he has been working in the field of informa-
tion technology and vocational education at the Bogdan
Khmelnitsky Melitopol state pedagogical university. Now –
Head of the Department of Computer Science. His research
interests include: computer science, information networks,
ICT, programming, software development, information sys-
tems, data science. He has published a number of papers in international journals. He is a
member of editorial boards of “Ukrainian Journal of Educational Studies and Information Tech-
nology” (Ukraine), “Computing Conference” (formerly called “Science and Information (SAI)
Conference”) (UK), Intelligent Systems Conference (IntelliSys) (The Netherlands), “International
Conference on Higher Education Advances” (Spain), “Transactions of Kremenchuk Mykhailo
Ostrohradskyi National University” (Ukraine), “Information Technologies and Learning Tools”
(Ukraine), “Scientific papers of Berdyansk State Pedagogical University Series: Pedagogical
sciences” (Ukraine).
WWW: http://osadchyi.mdpu.org.ua
E-mail: poliform55@gmail.com
Dr. Liubov Panchenko, Professor at the Department of
Sociology, National Technical University of Ukraine “Igor
Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Liubov Panchenko was awarded a Candidate of Pedagogi-
cal Sciences degree (Dr. phil.) from H. S. Skovoroda Kharkiv
National Pedagogical University, Kharkiv, Ukraine, in 1995,
and a Doctor of Pedagogical Sciences degree (Dr. habil.)
from the Luhansk Taras Shevchenko National University,
in 2012. Since 1993, she has been working in the field of
information and communication technology in education.
Since 2016 she has been a Professor at the Department of
Sociology, National Technical University of Ukraine “Igor
Sikorsky Kyiv Polytechnic Institute”. Her research interests
include information and communication technology in education, university’s educational
15
environment, MOOCs, data analysis and multivariate methods in scientific research, digital
storytelling, adult education. She has published a number of papers and text books (“Computer
data analysis”, “Data analysis practicum”, “Mathematical and statistical methods of sociological
information’s analysis”) and is an editorial board member of the Ukrainian journals “Information
Technologies and Learning Tools” (associated editor), “e-Environment of Modern University”,
and “Humanization of the educational process”.
WWW: http://www.sociology.kpi.ua/en/faculty-2
E-mail: lubov.felixovna@gmail.com
Dr. Stamatios Papadakis, Postdoc researcher, Depart-
ment of Preschool Education, University of Crete, Greece.
Stamatios Papadakis has been a postdoctoral researcher
in Educational Technology, with emphasis on mobile learn-
ing, at the Department of Preschool Education at the Uni-
versity of Crete, Greece since 2016. He has worked as an
adjunct Lecturer in Education teaching Didactics in Pro-
gramming (2017–2018) at the Department of Computer Sci-
ences, School of Sciences and Engineering at the University
of Crete, Greece. Since 2017 he worked as an adjunct Lec-
turer in Education teaching Informatics (2017-2018) at the
Department of Preschool Education, School of Education, University of Crete, Greece. His
scientific and research interests include the study of mobile learning, especially on the use of
smart mobile devices and their accompanying mobile applications (apps) in the use of Preschool
and Primary Education, focusing on the development of Computational Thinking and students’
understanding of numbers. Furthermore, he currently investigates how a STEM learning ap-
proach influences learning achievement through a context-aware mobile learning environment
in the preschool classroom and to explain the effects on preschoolers’ learning outcomes.
WWW: https://www.researchgate.net/profile/Stamatios_Papadakis
E-mail: stpapadakis@uoc.gr
Olga Pinchuk, Deputy Director for Scientific Experimen-
tal Work, Leading Researcher, PhD (in Pedagogics), Senior
Researcher in the field of information and communication
technologies in education. Education: M.P. Drahomanov
Kyiv State Pedagogical Institute in specialties of Mathemat-
ics, Computer Science and Computer Engineering teacher.
Currently the experience in teaching is 25 years. Since 2005
she work in the Institute of Information Technologies and
Learning Tools of the NAES of Ukraine.
She worked on the implementation of the tasks of the
scientific research works “Scientific and methodological
foundations use of computer oriented tools in teaching nat-
ural and mathematical subjects in profile School”, “Scientific
and methodological principles of organization of distance
16
learning environment in secondary schools" ," Methodology of design network resource cen-
ters of distance education of secondary schools". “Formation of information and educational
environment for learning high school students through technology electronic social networks”
(Head of Scientific Research), “System of computer modeling of cognitive tasks for the formation
of competencies of students in natural and mathematical subjects”. She have more than 80
published scientific works, the author of collective monographs, manuals. She also obtain the
post of co-editors-in-chief of “Information Technologies and Learning Tools “, a peer-reviewed
e-journal in educational sphere, publishing full-text articles online with immediate open-access.
WWW: http://iitlt.gov.ua/
E-mail: opinchuk@iitlt.gov.ua
Dr. Oleg Pursky, Professor of Computer Science and
Information Systems, Head of Department of Computer
Science and Information Systems, Kyiv National University
of Trade and Economics, Kyiv, Ukraine.
Oleg Pursky, born in 1967, received a Candidate of Sci-
ences in Physics and Mathematics degree (Dr. phil.) from
the Institute for Low Temperature Physics and Engineering
of the National Academy of Sciences of Ukraine, in 2001,
and a Doctor of Sciences in Physics and Mathematics degree
(Dr. habil.) from the Taras Shevchenko National University
of Kyiv, Ukraine, in 2010. His research interests include
informational systems development, computer simulation
and modeling of socio-economic systems. He has published
a number of papers in international journals, monographs
and volumes in book series, is a member of editorial board of
International Journal of Economic Theory and Application,
reviewer of scientific journals International Journal of Modern Physics (B) and Heat Transfer
and certified Data Science&Machine Learning specialist. He is a member of Scientific Council
section of Ukrainian Ministry of Education and Science on the specialty “Informatics and Cyber-
netics”. Currently, he is working as a Head of Department of Computer Science and Information
Systems, Kyiv National University of Trade and Economics.
WWW: https://knute.edu.ua/blog/read/?pid=12695&uk
E-mail: Pursky_O@ukr.net
Dr. Serhiy Semerikov, Professor of Computer Science
and Educational technology, Kryvyi Rih State Pedagogical
University, Ukraine
Serhiy Semerikov is professor of Department of Com-
puter Science and Applied Mathematics at Kryvyi Rih State
Pedagogical University. He got both PhD and DSc in edu-
cation (informatics) from the National Pedagogical Drago-
manov University in 2001 and 2009, respectively. The main
directions of Dr. Semerikov’ research is methods of learning
17
and educational technology.
WWW: https://kdpu.edu.ua/semerikov/
E-mail: semerikov@gmail.com
Dr. Yevhenii Shapovalov, Chief specialist in Ministry
of Digital Transformation of Ukraine and Researcher in
National Center “Junior Academy of Science of Ukraine”.
Yevhenii Shapovalov was born in 1992, received Ph.D. in
2020 from the National University of Life and Environmen-
tal Sciences of Ukraine in biotechnology. He worked in the
field of digitalization of chemistry education in the National
Center “Junior Academy of Science of Ukraine” from 2014 to
2020 and then start to work in the Ministry of Digital trans-
formation. He has studied the anaerobic digestion of high
nitrogen content in biotechnology and modern approaches
in the digitalization of education, such as using AR, smart
tools, and ontologies to structure education content. He is a
board member of NGO “European Studies’ Platform for Sus-
tainable Development” and has experience in international
educational projects (Erasmus+).
WWW: http://www.nas.gov.ua/UA/PersonalSite/Pages/default.aspx?PersonID=0000026333
E-mail: sjb@man.gov.ua, shapovalov@thedigital.gov.ua
Dr. Andrii Striuk, Ph.D., Head of Simulation and Soft-
ware Engineering department of Kryvyi Rih National Uni-
versity, Kryvyi Rih, Ukraine.
Andrii Striuk, born in 1979. In 2000 he graduated from
the Kryvyi Rih Technical University with a degree in Au-
tomated Systems Software. In 2001, he received a master’s
degree in computer science. Has been working at the De-
partment of Modeling and Software of Kryvyi Rih National
University since 2000. Combines educational activities with
practical, developing and implementing educational soft-
ware products. In 2011 he defended his Ph.D. thesis. From
2014 to 2017 he is studying at the doctoral program in In-
stitute of Information Technologies and Learning Tools of
the NAES of Ukraine (Kyiv, Ukraine). In 2017, he was awarded the Prize of the President of
Ukraine for young scientists. Heads the Simulation and Software Engineering department of
Kryvyi Rih National University since 2018. Field of scientific interest: professional training of
software engineers, mobile learning technologies, the use of augmented reality technologies in
education.
WWW: http://mpz.knu.edu.ua/pro-kafedru/vikladachi/224-andrii-striuk
E-mail: andrii.striuk@knu.edu.ua
18
Dr. Yurii Tryus, Professor of Applied Mathemat-
ics, Department of Computer Science and System Anal-
ysis, Cherkasy State Technological University, Cherkasy,
Ukraine.
Yurii Tryus, born in 1957, received a Candidate of Candi-
date Physics and Mathematics Sciences degree (PhD) from
the Shevchenko Kyiv State University, in 1987, and a Doctor
of Pedagogical Sciences degree (Dr. habil.) from the Na-
tional Pedagogical Dragomanov University, in 2005. Since
2012, he is head of the Department of Computer Science
and System Analysis, Cherkasy State Technological Univer-
sity. His research interests include Theory and Methods of
Optimization and Operations Research, Decision Theory,
Information and Communication Technologies in Higher Education, Theory and methods of
teaching mathematics and computer science. He has published near 230 of papers in Ukrainian
and international journals, 10 monographs and manuals, is a member of editorial boards of
E-journal “Information Technologies and Learning Tools”, Journal “Information Technologies
in Education”, Scientific journal of the National Pedagogical Dragomanov University. Series 2.
Computer-based learning systems.
WWW: https://knsa.chdtu.edu.ua/tryus-yurii-vasylovych
E-mail: tryus@chdtu.edu.ua
Dr. Tetiana Vakaliuk, professor, professor of the depart-
ment of Software Engineering, Zhytomyr Polytechnic State
University, Zhytomyr, Ukraine.
Tetiana Vakaliuk, born in 1983, received a Candidate of
Pedagogical Sciences degree from the National Pedagogical
Dragomanov University, Ukraine, in 2013, and a Doctor
of Pedagogical Sciences degree from the Institute of Infor-
mation Technologies and Learning Tools of the National
Academy of Sciences of Ukraine, in 2019. Since 2019, she
has been working in the field of information technologies at
the Zhytomyr Polytechnic State University. Her research in-
terests include information technologies, ICT in Education,
Cloud technologies. She has published a number of papers
in international journals, is a member of editorial boards of
Information Technologies and Learning Tools, Zhytomyr
Ivan Franko State University Journal: Pedagogical Sciences,
Collection of Scientific Papers of Uman State Pedagogical
University.
WWW: https://sites.google.com/view/neota
E-mail: tetianavakaliuk@gmail.com
19
Dr. Nataliia Valko, PhD of Physics and Mathematic
Sciences, DSc of Educational Sciences, Department of Infor-
matics, Software Engineering and Economic Cybernetics,
Kherson State University, Kherson, Ukraine.
Nataliia Valko, in 2006 earned a PhD degree of Physics
and Mathematic Sciences in specialty “Mathematical model-
ing and numerical methods”. She has extensive experience
in teachers education via modern teaching technologies,
blended learning, STEM-education. Her teaching experi-
ence in University is over 20 years. She is one of the orga-
nizers of the STEM school of KSU. She has management
skills in the field of teacher training, planning educational
activities, creating distance learning courses on the Moodle
platform. She manages students design work to create mod-
els of robotic systems. Effectively applies innovative teach-
ing methods for future teachers of natural-mathematical
disciplines using robotics and their preparation for using
STEM-technologies in teaching. She actively studies innovative teaching methods, methods
of project activity. She has published a number of papers of different kinds (including books,
articles in scientific international journals, conference proceedings etc.), is a member of editorial
boards of Journal of Information Technologies in Education (ITE).
WWW: http://www.kspu.edu/About/Faculty/FPhysMathemInformatics/ChairInformatics/
Staff/NValko.aspx
E-mail: valko@ksu.ks.ua
Dr. Vladyslav Velychko, Associate Professor of Meth-
ods of Teaching Mathematics and Methods of Teaching
Computer Science, Faculty of Physics and Mathematics,
Donbas State Pedagogical University, Sloviansk, Ukraine
Vladyslav Velychko, born in 1973, received a Candidate of
Physical and Mathematical Sciences degree (Dr. phil.) from
the Kyiv Taras Shevchenko National University, Ukraine,
in 2006, and a Doctor of Pedagogical Sciences degree (Dr.
habil.) from the Donbas State Pedagogical University, in
2019. Since 1994, he works in the field of algebra, methods
of teaching computer science, the use of information and
communication technologies in education at Donbas State
Pedagogical University, where he is now head of the de-
partment. Research interests – quasi-ideals of semigroups,
algorithms on algebraic structures, free software, open elec-
tronic educational resources. He has published a number of articles in international journals
and made presentations at international conferences and seminars.
WWW: https://ddpu.edu.ua/cc/velychko
E-mail: vladislavvelichko@gmail.com
20
Nataliia Veretennikova, PhD, candidate of social com-
munication, assistant of the Department of Information Sys-
tems and Networks, Lviv Polytechnic National University,
Lviv, Ukraine.
Nataliia Veretennikova, born in 1990, received PhD de-
gree from Vernadsky National Library of Ukraine in 2017.
She is a winner of the President’s Award for Young Scien-
tists in 2019 and a winner of the Regional Prize for Young
Scientists and Researchers for Scientific Achievements that
Contribute to Social and Economic Transformation in the
Region and Affirm the High Authority of Lviv Region Scholars in Ukraine and in the World.
Her scientific research relates to the field of electronic science, linguistic support, and social
communications. She is an author of a lot of papers in domestic and international journals as
well as volumes. She is a member of editorial boards and joins in Programme and Organizing
committees of international conferences or workshops.
WWW: http://wiki.lp.edu.ua/wiki/%D0%92%D0%B5%D1%80%D0%B5%D1%82%D0%B5%D0%
BD%D0%BD%D1%96%D0%BA%D0%BE%D0%B2%D0%B0_%D0%9D%D0%B0%D1%82%D0%B0%D0%
BB%D1%96%D1%8F_%D0%92%D1%8F%D1%87%D0%B5%D1%81%D0%BB%D0%B0%D0%B2%D1%
96%D0%B2%D0%BD%D0%B0
E-mail: nataver19@gmail.com
Dr. Kateryna Vlasenko, Professor of Maths, Depart-
ment of Mathematics, National University of “Kyiv Mohyla
Academy”, Kyiv, Ukraine.
Kateryna Vlasenko, born in 1966, received a Candidate of
Pedagogical Sciences degree (PhD) from the National Ped-
agogical Dragomanov University, Ukraine, in 2004, and a
Doctor of Pedagogical Sciences degree (D.Sc. in Educational
Science) from the Bohdan Khmelnytsky National University
of Cherkasy, in 2011. Since 2008, she has been working
in the field of mathematical and pedagogical modeling at
Donbas State Engineering Academy. Her research inter-
ests include the issues of mathematics education. She has
published a number of papers in international journals and
volumes in book series, is a member of editorial boards of
Innovative Solutions in Modern Science, Topical Issues of
Natural and Mathematical Education Sumy State Pedagog-
ical University named after A. Makarenko.
WWW: http://formathematics.com/tutors/kateryna-vlasenko/
E-mail: vlasenkokv@ukr.net
21
Dr. Yuliia Yechkalo, Associate professor, Department
of Physics, Kryvyi Rih National University, Kryvyi Rih,
Ukraine.
Yuliia Yechkalo, born in 1981, received a Candidate of
Pedagogical Sciences degree from the Kirovograd State
Vladimira Vinnichenka Pedagogical University, Ukraine,
in 2013. Since 2005, she has been working at the National
Metallurgical Academy of Ukraine. She has been working
at the Kryvyi Rih National University since 2012. Her re-
search interests include theory and methods of education
(physics) and information and communication technologies
in education.
E-mail: uliaechk@gmail.com
2. Articles overview
2.1. Session 1: Digital Transformation of Education and Smart Campus
Technologies
Andrey V. Pikilnyak, Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko
and Halyna V. Tkachuk (figure 2) in the article “Comparative analysis of online dictionaries
in the context of the digital transformation of education” [4] highlights further research by
the authors, begun in [5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17]. This article is devoted to a
comparative analysis of popular online dictionaries and an overview of the main tools of these
resources to study a language. The use of dictionaries in learning a foreign language is an
important step to understanding the language. The effectiveness of this process increases
with the use of online dictionaries, which have a lot of tools for improving the educational
process. Based on the Alexa Internet resource it was found the most popular online dictionaries:
Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary,
Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result
of the deep analysis of these online dictionaries, authors found out they have the next standard
functions like the word explanations, transcription, audio pronounce, semantic connections, and
examples of use. In propose dictionaries, authors also found out the additional tools of learning
foreign languages (mostly English) that can be effective. In general, authors described sixteen
functions of the online platforms for learning that can be useful in learning a foreign language.
Authors have compiled a comparison table based on the next functions: machine translation,
multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the
rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a
definition, registration, lists of words, mobile version, etc. Based on the additional tools of online
dictionaries authors created a diagram that shows the functionality of analyzed platforms.
Roman A. Tarasenko, Viktor B. Shapovalov, Stanislav A. Usenko (figure 3), Yevhenii B.
Shapovalov, Iryna M. Savchenko, Yevhen Yu. Pashchenko and Adrian Paschke in the article
“Comparison of ontology with non-ontology tools for educational research” [18] described the
22
Figure 2: Presentation of paper [4].
usage of cognitive IT-platform Polyhedron to collect both existing informational ontology-based
tools, and specially designed to complement a full-stack of instruments for digital support for
scientific research. This article highlights further research by the authors, begun in [19, 20, 21,
22].
The article “A semantic structuring of educational research using ontologies” [23] by Yevhenii
B. Shapovalov (figure 4), Viktor B. Shapovalov, Roman A. Tarasenko, Stanislav A. Usenko and
Adrian Paschke is devoted to the presentation of the semantic interoperability of research
and scientific results through an ontological taxonomy. To achieve this, the principles of
systematization and structuration of the scientific/research results in scientometrics databases
have been analysed. Authors use the existing cognitive IT platform Polyhedron and extend it
with an ontology-based information model as main contribution. As a proof-of-concept we have
modelled two ontological graphs, “Development of a rational way for utilization of methane
tank waste at LLC Vasylkivska poultry farm” and “Development a method for utilization of
methane tank effluent”. Also, for a demonstration of the perspective of ontological systems for
a systematization of research and scientific results, the “Hypothesis test system” ontological
graph has created.
The article “Applying digital technologies for work management of young scientists’ coun-
cils” [24] by Anna V. Iatsyshyn (figure 5), Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna
V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V.
Iatsyshyn and Arnold E. Kiv explores the features of the digital technologies’ usage to organize
the work of the Young Scientists’ Councils and describes the best practices. The digital trans-
formation of society and the quarantine restrictions caused by the COVID-19 pandemic have
forced the use of various digital technologies for scientific communication, the organization
23
Figure 3: Presentation of paper [18].
Figure 4: Presentation of paper [23].
of work for youth associations, and the training of students and Ph.D. students. An important
role in increasing the prestige of scientific activity and encouraging talented young people to
participate in scientific projects belongs to the Young Scientists’ Councils, which are created at
scientific institutions and higher education institutions. It is determined that the peculiarities of
the work of Young Scientists’ Councils are in providing conditions for further staff development
24
of the institution in which they operate; contribution to the social, psychological and material
support of young scientists and Ph.D. students; creating an environment for teamwork and
collaborative partnership; development of leadership and organizational qualities; contribution
to the development of digital competence. The advantages of using electronic social networks
in higher education and research institutions are analyzed, namely: general popularity and
free of charge; prompt exchange of messages and multimedia data; user-friendly interface;
availability of event planning functions, sending invitations, setting reminders; support of
synchronous and asynchronous communication between network participants; possibility of
access from various devices; a powerful tool for organizing the learning process; possibility
of organization and work of closed and open groups; advertising of various events, etc. Pe-
culiarities of managing the activity of the Young Scientists’ Council with the use of digital
technologies are determined. The Young Scientists’ Council is a social system, and therefore
the management of this system refers to social management. The effectiveness of the digital
technologies’ usage to manage the activities of the Young Scientists’ Council depends on the
intensity and need for their use to implement organizational, presentation functions and to
ensure constant communication. The areas to apply digital technologies for the work managing
of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various
information for young scientists; conducting questionnaires, surveys; organization and holding
of scientific mass events; managing of thematic workgroups, holding of work meetings. It is
generalized and described the experience of electronic social networks usage for organizing
and conducting of scientific mass events. This article highlights further research by the authors,
begun in [25, 26, 27, 28, 29, 30, 31, 32, 33, 34].
Figure 5: Presentation of paper [24].
The article “The use of cloud computing technology in professional training of future pro-
25
grammers” [35] by Kateryna P. Osadcha and Viacheslav V. Osadchyi (figure 6) provides a brief
analysis of the current state of the study of cloud technologies by future software engineers at
foreign and Ukrainian universities. The authors’ experience in the application of cloud tech-
nologies in the training of future software engineers in Ukraine is presented. The application
of cloud business automation systems, online services to monitor the implementation of the
software projects, Google services for collaboration, planning and productivity while studying
professional disciplines and carrying out diploma projects is described. Based on the survey
conducted at Stackoverflow, the state of application of cloud technologies by software engineers
around the world has been analyzed. The cloud technologies that are not studied at the analyzed
universities of Ukraine and those that are not popular with software developers in the world,
but studied at Ukrainian universities by future software engineers are outlined. Conclusions
are made on the modernization of training programs for future software engineers. Topics for
the study of cloud technologies by future software engineers in the content of professional
disciplines are proposed. The article highlights further research by the authors, begun in
[36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58].
Figure 6: Presentation of paper [35].
The article “Some experience in maintenance of an academic cloud” [59] by Vasyl P. Oleksiuk
(figure 7), Olesia R. Oleksiuk, Oleg M. Spirin, Nadiia R. Balyk and Yaroslav P. Vasylenko is
devoted to the systematization of experience in the deployment, maintenance and servicing of
the private academic cloud. The article contains model of the authors’ cloud infrastructure. It
was developed at Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine) on the
basis of the Apache CloudStack platform. The authors identify the main tasks for maintaining a
private academic cloud. Here they are making changes to the cloud infrastructure; maintenance
of virtual machines (VM) to determine the performance and migration of VM instances; work
26
with VMs; backup of all cloud infrastructure. The analysis of productivity and providing students
with computing resources is carried out. The main types of VM used in training are given. The
number and characteristics of VM that can be served by a private academic cloud are calculated.
Approaches and schemes for performing backup are analysed. Some theoretical and practical
experience of using cloud services to perform backup has been studied. Several scripts have
been developed for archiving the platform database and its repositories. They allow you to
upload backups to the Google Drive cloud service. The performance of these scripts for the
author’s deployment of private cloud infrastructure was evaluated. The article highlights further
research by the authors, begun in [60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75].
Figure 7: Presentation of paper [59].
The article “Digitalization of the educational process for the training of the pre-service
teachers” [76] by Oksana V. Strutynska, Grygoriy M. Torbin, Mariia A. Umryk (figure 8) and
Roman M. Vernydub considers the process of transition from informatization to digitalization
in society, implementation of digital support for the educational process in the university,
development of the digital educational environment for the training university teachers, and
proposes the digital tools for such an environment. The authors propose several ways to improve
the development level of digitalization of the educational environment in the university. This
is to take into account the needs of the digital society and the modern generation of students,
provide a high level of the digital literacy formation of university graduates and support the
development of a new digital security system of the modern university. Aiming to design the
digital educational environment for increasing the of educators’ digital literacy level, the authors
propose to develop and implement the following computer, multimedia and computer-based
learning tools and equipment, which includes blended and distance learning classes, cloud
technologies, tools of virtual and augmented reality, tools for gamification of the educational
process, educational robotics, tools for learning 3D technologies, MOOCs. The article highlights
further research by the authors, begun in [77].
27
Figure 8: Presentation of paper [76].
The article “Ways to design a digital educational environment for K-12 education” [78] by
Natalia V. Morze and Viktoriia O. Kucherovska (figure 9) is devoted to the description of the
concept, components and ways of designing the digital educational environment of a K-12
education institution through the transformation of educational activities. The importance of
developing an educational policy of an educational institution in the field of digital technology
is described. Authors present the model and the ways of designing the digital educational
environment of the K-12 education institution. The necessity of self-assessment of digital
technologies usage in the educational process by all its participants is substantiated; the ways of
application of the European tool SELFIE for carrying out such self-analysis are described. Based
on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of
its usage at one of the secondary schools in Kyiv are presented. This article highlights further
research by the authors, begun in [79, 80, 81, 82, 83].
2.2. Session 2: Mobile Learning
The article “Integration of chatbots into the system of professional training of Masters” [84]
by Tetiana V. Shabelnyk, Serhii V. Krivenko, Nataliia Yu. Rotanova, Oksana F. Diachenko (fig-
ure 10), Iryna B. Tymofieieva and Arnold E. Kiv presents and describes innovative technologies
of training in the professional training of Masters. For high-quality training of students of
technical specialties, it becomes necessary to rethink the purpose, results of studying and means
of teaching professional disciplines in modern educational conditions. The experience of imple-
menting the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic
systems” in the educational and professional program 124 System Analysis is described. The
characteristics of the generalized structure of the chatbot information system for investment
28
Figure 9: Presentation of paper [78].
analysis are presented and given: input information, information processing system, output
information, which creates a closed cycle (system) of direct and feedback interaction. The
information processing system is represented by accounting and analytical data management
blocks. The investment analysis chatbot will help masters of the specialty system analysis to
manage the investment process efficiently based on making the right decisions, understanding
investment analysis in the extensive structure of financial management and optimizing risks
in these systems using a working mobile application. Also, the chatbot will allow you to sys-
tematically assess the disadvantages and advantages of investment projects or the direction
of activity of a system analyst, while increasing interest in performing practical tasks. A set
of software for developing a chatbot integrated into training is installed: Kotlin programming,
a library for network interaction Retrofit, receiving and transmitting data, linking processes
using the HTTP API. Based on the results of the study, it is noted that the impact of integrating
a chatbot into the training of Masters ensures the development of their professional activities,
which gives them the opportunity to be competent specialists and contributes to the organiza-
tion of high-quality training. This article highlights further research by the authors, begun in
[85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100].
The article “Features of design of digital aids for training students with autistic disorders”
[101] by Liudmyla I. Bilousova, Liudmyla E. Gryzun (figure 11) and Nataliia P. Volkova highlights
further research by the authors, begun in [102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113,
114]. In accordance with the aims of the paper, it is covered essential peculiarities of the design
of digital aids for ASD-students. They are distinguished coming from the analysis of common
learning and social difficulties inherent to the trainees with autistic disorders; needs for their
speaking habits development; advantages of special digital support in terms of facilitating ASD-
29
Figure 10: Presentation of paper [84].
students’ training. The distinguished features essential in the process of the digital aids design
are demonstrated on the example of the development of an e-simulator for young ASD-students’
speech encouragement. The main stages of its design and functionality are characterised. It is
emphasised in conclusion that the developed digital simulator due to its functionality helps to
overcome a number of problems faced by young ASD-students.
2.3. Session 3: Blended Learning
The article “Implementation of future agricultural engineers’ training technology in the informa-
tional and educational environment” [115] by Aleksandr D. Uchitel, Ilona V. Batsurovska, Nataliia
A. Dotsenko (figure 12), Olena A. Gorbenko and Nataliia I. Kim highlights further research by
the authors, begun in [116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130], and
presents the implementation of future agricultural engineers’ training technology in the infor-
mational and educational environment. To train future agricultural engineers, it is advisable to
form tutorials for the study of each discipline in the conditions of informational and educational
environment. Such tutorials are an assistance in mastering both theoretical material and course
navigation, where interactive electronic learning tools are presented to perform tasks in the
informational and educational environment. Higher education applicants perform such tasks
directly in the classroom with the help of gadgets or personal computers. The final grade is
formed from the scores obtained in the classroom and the rating of higher education applicants
while studying in the informational and educational environment. The outlined approach is
able to help in the quality of learning content. The use of interactive audiovisual online tools
30
Figure 11: Presentation of paper [101].
allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is
important for the training of future agricultural engineers. At the end of the experiment, it can
be argued that the developed technology increases the level of motivation and self-incentive
to work in the informational and educational environment. The application of the presented
technology provides an opportunity to combine the educational process in the classroom with
learning in the informational and educational environment, forms analytical abilities and com-
petencies in professional activity. The reliability of the obtained results was checked using
the 𝜆 Kolmogorov-Smirnov criterion. It is determined that when using this technology in the
educational process, the indicators in the experimental group increased, which displays the
effectiveness of training bachelors in agricultural engineering in the conditions of informational
and educational environment.
The article “Blended learning in the context of digitalization” [131] by Tatyana B. Bykova
(figure 13), Mykola V. Ivashchenko, Darja A. Kassim and Vasyl I. Kovalchuk highlights further
research by the authors, begun in [132, 133, 134, 135, 136]. The realities of digitalization require
changes in strategies for choosing educational technologies. The modern educational process
is not possible without the use of digital technologies. Digital technologies have led to the
arising and development of blended learning. However, its effectiveness is determined not only
by technology. The human factor receives special attention in this direction. Analysis of the
World Development Report 2016: Digital Dividends allows us to identify digital competence as
a necessary condition for the successful use of digital technologies, and hence blended learning.
Learning interactions designing in the process of implementing blended learning requires timely
diagnosis of the level of digital competence. A popular tool for this is the Digital Competence
31
Figure 12: Presentation of paper [115].
Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the
experimental implementation results of blended learning in the industrial training in sewing
for intended masters. During the research, it was revealed that the most important digital
competence areas for the variable learning establishment in the training of future professionals
are Information and data literacy, Communication and collaboration and Problem solving. In
addition, competence for area Problem solving conduce to increase the level of competence for all
other areas. The level of digital competence of the subjects mainly coincide to the characteristics
of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease
motivation and cognitive activity that occur among students using distance courses-resources
learning designed for blended learning. Thus, the use of the Digital Competence Framework
for Citizens at the initial stage of implementing blended learning can make a rational choice of
strategies for combining face-to-face and distance learning technologies.
The article “Strengthening of e-learning at the leading Ukrainian pedagogical universities in
the time of COVID-19 pandemic” [137] by Halina I. Falfushynska (figure 14), Bogdan B. Buyak,
Hryhorii V. Tereshchuk, Grygoriy M. Torbin and Mykhailo M. Kasianchuk highlights further
research by the authors, begun in [138, 139]. Distance education has become the mandatory
component of higher education establishments all over the world including Ukraine regarding
COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide
safe educational experience for students. The present study aimed to explore the student’s and
academic staff’s attitude towards e-learning and the most complicated challenges regarding
online learning and distance education. Authors findings disclosed that the online learning
using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among
the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on
32
Figure 13: Presentation of paper [131].
the Principal Component Analysis data processing we can conclude that students’ satisfaction
and positive e-learning perception are in a good correlation with quality of e-learning resources
and set of apps which are used while e-learning and distance education. Also, education style,
methods, and manner predict willingness of students to self-study. The self-motivation, time-
management, lack of practice, digital alienation, positive attitude towards ICT, and instruction
strategy belong to the most important challenges of COVID-19 lockdown based on the students
and academic staff interviews. Online learning on daily purpose should be used in the favor of
strengthening of classical higher education rather than replacing the former. Blended education
is the best alternative to face-to-face education, because the communication with mentor in a
live environmental even virtual should have ushered the learners to complete online learning
and improve its results.
The article “Operation system features and cloud services for lecturer work” [140] by Lesya
V. Bulatetska (figure 15), Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko,
Tetyana I. Cheprasova and Andrey V. Pikilnyak proposes a conception of setup and use of
teacher’s or lecturer’s workspace using common software and hardware products. The research
object is a system built by using operating system capabilities in conjunction with office suite
and public cloud service, as a foundation for teacher’s digital workspace. Research is made
on how to set up, scale, and operate such a system, by studying the experience of national
and foreign scientists and teachers, and using our own experience in educational processes,
and working with operating systems and cloud services. As a result, we got a system which
is easy to set up, learn, and apply by teachers without significant experience working remote
education systems, and could be used for initial learning of remote education principles. It
could be used as an initial step before migrating to specialized remote education systems. In the
future, the system itself could be improved by adding additional objects into the system and a
33
Figure 14: Presentation of paper [137].
higher integration level between objects and external subjects.
Online Faculty Development Programs/Webinars are the two buzzing words, which have
become viral next to corona among the teaching fraternity during the lockdown period of
pandemic situation caused by COVID-19. The article “Research on efficacy of webinars organized
for faculty during lockdown of COVID-19” [141] by Krishna Chythanya Nagaraju (figure 16),
Karanam Madhavi and Jandhyala N. Murthy intends to throw light on, the reason for the
outbreak of FDPs/Webinars, their efficiency and the attitude of the participating faculty during
the lockdown period from 16th March to 15th June 20. Information is gathered through an online
survey having 31 research questions answered by 683 participants across India. The new found
tool of online teaching has become the accepted norm and the urge to lead the bandwagon
by each and every stakeholder in the education sector resulted in a sudden spurt of webinars
and FDPs in such a short period. Study observed that global reach at no cost plus freedom of
working from home spurred many faculty to experiment this mode and 40% from them have
been found to be juggling with many courses simultaneously for certificate sake only, 45.1%
attended on mandatory instructions and 38% have not even initiated the work. Quizzes and
Polls during sessions besides assignments were found to be suitable active learning mechanisms
to improve the efficacy of the online knowledge transfer methods.
The article “Cloud resources use for students’ project activities” [142] by Nataliia V. Valko
(figure 17) and Viacheslav V. Osadchyi and Vladyslav S. Kruhlyk highlights further research
by the authors, begun in [143, 144, 145, 146]. The modern educational system proclaims
learning aimed at acquiring practical skills and based on the activity approach. Educational
research projects are the necessary component of curricula in physics, computer science,
34
Figure 15: Presentation of paper [140].
biology and chemistry. There is a problem of specialized equipment and facilities using for the
implementation of such projects in distance learning. Therefore, the issue of cloud resources
using for distance learning organization in robotics is relevant. The article presents a brief
overview of the current state of projects development in Ukrainian schools and approaches
used in foreign educational institutions in teaching robotics distantly. The article describes the
stages of robotics projects development such as organizational, communicative, project work,
summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud
technologies in robotics are also considered. The authors’ experience in projects developing in
this environment for students and future teachers is described.
The training of pre-service mathematics teachers is a complex process due to the specifics
of the field. Informatization of education affects all the areas, and pre-service mathematics
teachers can not be left out. The article “The support of the process of training pre-service
mathematics teachers by means of cloud services” [147] by Vladyslav Ye. Velychko and Elena
H. Fedorenko and Nataliia V. Kaidan (figure 18), Vladimir N. Soloviev and Olga V. Bondarenko
is devoted to the problem of supporting the process of professional training of pre-service
mathematics teachers by means of cloud services. Examples of the use of cloud technologies are
given. The analysis of a survey of pre-service mathematics teachers on the use of information
and communication technologies in the training process is done. This article highlights further
research by the authors, begun in [148, 149, 150, 151, 152, 153, 154, 155, 156, 157, 158, 159, 160,
35
Figure 16: Presentation of paper [141].
161, 162, 163, 164, 165].
2.4. Session 4: Competency-Based Education Platforms
The matter of building an optimal model of managing the online platform “Higher School
Mathematics Teacher” is considered in the article “Management of online platform development
and support process” by Kateryna V. Vlasenko, Sergii V. Volkov (figure 19), Iryna V. Lovianova,
Olena O. Chumak, Irina V. Sitak and Dmytro Ye. Bobyliev [166]. This article highlights further
research by the authors, begun in [167, 168, 169, 170, 171, 172, 173, 174, 175, 176, 177, 178]. The
existing researches on the management of online platform development and support process
have been analyzed in this paper. The model developers described the process of building
an online platform according to the Software Development Lifecycle rules. The researchers
described an online course platform creation and functioning process that corresponds to a
five-stage pedagogical ADDIE model (Analysis, Design, Development, Implementation, and
Evaluation) of online course preparation. The research describes the roles and objectives of
online platform team members. These results allowed the authors of the article to model the
organizational structure of online platform management. The method of survey among the team
members of the online platform “Higher School Mathematics Teacher” and its participants was
36
Figure 17: Presentation of paper [142].
Figure 18: Presentation of paper [147].
used to prove the efficiency of the offered model. The results allowed us to confirm the actuality
of the research in the management of educational platforms, the convenience of teamwork in
online platform management, and successful model implementation.
Researches and publications on using Google Classroom web service for lecturers of higher
educational establishments under pandemic conditions are analysed in the article “The potential
of Google Classroom web service for lecturers of higher educational establishments under
pandemic conditions” [179] by Leila Yu. Sultanova, Oksana P. Tsiuniak, Liudmyla O. Milto,
Maryna O. Zheludenko (figure 20), Lyudmyla M. Lyktei, Larisa M. Petrenko and Aleksandr
D. Uchitel. The current state of higher education under pandemic conditions is characterised.
Features of Google Classroom web service have been identified. The methodical development
37
Figure 19: Presentation of paper [166].
for lecturers of higher educational establishments “Potential of using Google Classroom web
service” is described. Criteria and levels of using Google Classroom web service are defined.
Initial diagnostic of the levels of using Google Classroom web service was conducted. During the
diagnostic was revealed that most respondents have insufficient levels of theoretical knowledge
and practical skills. In order to increase the level of using Google Classroom web service, the
methodological development was implemented. As a result, positive dynamics in the levels of
theoretical knowledge and practical skills of using Google Classroom web service was revealed.
The effectiveness of the obtained results was confirmed by Fisher’s criterion. This article
highlights further research by the authors, begun in [180, 181].
Figure 20: Presentation of paper [179].
The article “Formation of informational and digital competence of secondary school students
in laboratory work in physics” [182] by Oleksandr O. Martyniuk (figure 21), Oleksandr S.
Martyniuk and Ivan O. Muzyka deals with the formation of informational and digital competence
38
of high school students. First and foremost, the existing digitalization strategies for society
already approved in the world and in Ukraine, including the implementation of STEM education
and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency
of the level of ownership and frequency of use of digital technologies with the requirements
of these initiatives. The concept of informational and digital competence is analyzed in detail.
Existing publications identify key components, skills and competencies required to achieve
this competence. A survey is conducted to better understand the current situation. One of
the tasks is to determine the level of use of digital information in the classroom by teachers
and in students’ preparation at home. The second task was to show how developing students’
informational and digital competence can be done by active introduction of existing software
and hardware in the educational process in physics, in particular, a laboratory workshop. The
example of laboratory work carried out in educational institutions shows how modern software
can be used to analyze the movement of bodies and determine the physical characteristics of
this movement. The concrete ways of performing laboratory work, analyzing its results and
drawing conclusions are given. It is in the combination of existing teaching practices with
modern gadgets, specialized and general programs that the basic way of forming informational
and digital competence is seen. Further ways of modernization and improvement of described
methods for increasing the level of information and digital competence are proposed. This
article highlights further research by the authors, begun in [183, 184, 185, 186, 187].
Figure 21: Presentation of paper [182].
2.5. Session 5: Adaptive Cloud Learning Platforms
The article “The selection of cloud services for ER-diagrams construction in IT specialists
databases teaching” [188] by Tetiana A. Vakaliuk (figure 22), Olha V. Korotun and Serhiy O.
39
Semerikov highlights further research by the authors, begun in [189, 190, 191, 192, 193, 194,
195, 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 210, 211]. One of the main
aspects of studying databases in higher education institutions by future IT specialists is database
design and software product development. This, in turn, is the most important problem of
the developer’s interaction with the customer. To facilitate the process of database design,
ER-diagrams are used, which are based on the concepts of “Entity” and “Relationship”. An ER
diagram allows you to present a database in the form of visual graphical objects that define
a specific subject area. The article considers the available cloud services for the construction
of ER-diagrams for learning databases of future IT specialists and their selection the method
expert evaluation. For this purpose, the criteria and indicators for the selection of cloud services
for the construction of ER-diagrams of databases by future information technology specialists
have been determined. As a result, it was found that the cloud services Dbdesigner.net and
Lucidchart are the most convenient to learn. It is determined that for a teacher of a higher
education institution the use of cloud services is an opportunity to use licensed software in
education without additional costs.
Figure 22: Presentation of paper [188].
The article “Approaches to the choice of tools for adaptive learning based on highlighted
selection criteria” [212] by Yaroslava B. Sikora (figure 23), Olena Yu. Usata, Oleksandr O.
Mosiiuk, Dmytrii S. Verbivskyi and Ekaterina O. Shmeltser substantiates the relevance of
adaptive learning of students in the modern information society, reveals the essence of such
concepts as “adaptability” and “adaptive learning system”. It is determined that a necessary
condition for adaptive education is the criterion of an adaptive learning environment that
provides opportunities for advanced education, development of key competencies, formation
of a flexible personality that is able to respond to different changes, effectively solve different
40
problems and achieve results. The authors focus on the technical aspect of adaptive learning.
Different classifications of adaptability are analyzed. The approach to the choice of adaptive
learning tools based on the characteristics of the product quality model stated by the standard
ISO / IEC 25010 is described. The following criteria for the selecting adaptive learning tools are
functional compliance, compatibility, practicality, and support. By means of expert assessment
method there were identified and selected the most important tools of adaptive learning, namely:
Acrobatiq, Fishtree, Knewton (now Wiliy), Lumen, Realize it, Smart Sparrow (now Pearson).
Comparative tables for each of the selected tools of adaptive learning according to the indicators
of certain criteria are given. This article highlights further research by the authors, begun in
[213, 214, 215, 216, 217, 218, 219].
Figure 23: Presentation of paper [212].
The article “Computerized adaptive testing in educational electronic environment of maritime
higher education institutions” [220] by Olena S. Diahyleva, Igor V. Gritsuk, Olena Y. Kononova
and Alona Y. Yurzhenko (figure 24) is devoted to the organization of modern learning process,
namely the use of innovative technologies – computerized adaptive testing in educational
electronic environment of maritime higher education institutions. This article highlights further
research by the authors, begun in [221]. The example of educational electronic environment is
presented in the article on LMS Moodle. The provided new technological and methodological
opportunities are a priority in the developed methods of control and testing of knowledge, skills
and abilities of students. Comparative characteristic of using computerized adaptive testing in
educational electronic environment is given in the article according to different criteria: the
role of tests in the learning process; methods of training; equipment; presence of the problems
in educational process; level of its control and learning outcomes. The paper also presents
examples of activities to form communicative competency of future maritime professionals.
Types of adaptive tests are listed in the paper. The research activities were done by second year
cadets of ship engineering department of Maritime College of Kherson State Maritime Academy.
The experiment was devoted to the formation of communicative competence with the help of
41
electronic environment of maritime higher education institution. The results of experiment
proved positive impact of computerized adaptive testing on communicative competence of future
ship engineers. Further investigation of adaptive testing can also be done for learning system
of maritime education establishments using simulation technologies of virtual, augmented and
mixed realities.
Figure 24: Presentation of paper [220].
The ways of providing comprehensive efficiency increase in communication facilities of
the academic space are given by Tetyana V. Neroda, Lidia V. Slipchyshyn (figure 25) and
Ivan O. Muzyka in the article “Adaptive toolkit of branch-oriented workshop environment
for enlargement the cloud-based e-learning media platform” [222] with regard to stipulated
methods of managing distributed network resources. Selected the user interfaces types are
distinguished according to user actions in the studied subject area, which made it possible to
justify and hierarchically organize the categories of adaptive toolkit of the branch-oriented
workshop environment by the classes of components declared in the project, which are closely
related to the scheme of learning experiment and are basic means for simulating transients. The
analytical models of classes of components of the virtual laboratory stand are compiled, the
elements of which represent the properties and methods for visualization and further processing
of interacting instances of the basic locations of the subject area, while ensuring system stability
and controllability by clear distribution of functionality. Finally, the unification of component
set template properties of the subject area is implemented, which greatly extending the targeted
destination of virtual platform and increasing number of educational disciplines of academic
course covered by the designed media resource. The results of the pedagogical verification
showed an increase in the students’ performance in mastering the subject area by means of
presented branch-oriented workshop environment.
2.6. Session 6: Cloud-based AI Education Applications
Rasmus Munk (figure 26), David Marchant and Brian Vinter in the paper “Cloud enabling edu-
cational platforms with corc” [223] is shown how teaching platforms at educational institutions
can utilize cloud platforms to scale a particular service, or gain access to compute instances
42
Figure 25: Presentation of paper [222].
with accelerator capability such as GPUs. Specifically at the University of Copenhagen (UCPH),
it is demonstrated how the internal JupyterHub service, named Data Analysis Gateway (DAG),
could utilize compute resources in the Oracle Cloud Infrastructure (OCI). This is achieved by
utilizing the introduced Cloud Orchestrator (corc) framework, in conjunction with the novel
JupyterHub spawner named MultipleSpawner. Through this combination, we are able to dy-
namically orchestrate, authenticate, configure, and access interactive Jupyter Notebooks in
the OCI with user defined hardware capabilities. These capabilities include settings such as
the minimum amount of CPU cores, memory and GPUs the particular orchestrated resources
must have. This enables teachers and students at educational institutions such as UCPH to gain
easy access to the required capabilities for a particular course. In addition, we lay out how this
groundwork, will enable us to establish a Grid of Clouds between multiple trusted institutions.
This enables the exchange of surplus computational resources that could be employed across
their organisational boundaries.
The article “Methodology of formation of modeling skills based on a constructive approach
(on the example of GeoGebra)” [224] by Marina G. Drushlyak (figure 27), Olena V. Semenikhina,
Volodymyr V. Proshkin, Serhii Ya. Kharchenko and Tetyana D. Lukashova highlights further
research by the authors, begun in [225, 226, 227, 228, 229, 230, 231]. Author’s methodology
of forming modeling skills involves 4 steps: Step 1 – the teacher step by step constructs the
curve by means of cloud based service GeoGebra; Step 2 – the teacher offers a description-
definition of the curve and provides a ready-made algorithm by which students model the curve
independently in GeoGebra; Step 3 – the teacher offers an algorithm for constructing a curve
model, and students need to characterize the properties of the curve or give its definition based
on the results, Step 4 – students are offered definitions of curves that they have to model in
43
Figure 26: Presentation of paper [223].
GeoGebra). An example of realization of the author’s methodology is given, the pedagogical
experiment on proof of its effectiveness is described.
2.7. Session 7: Educational Data Mining and Social Analytics in Education
The article “The learning process simulation based on differential equations of fractional orders”
[232] by Oleksii P. Chornyi, Larysa V. Herasymenko and Victor V. Busher (figure 28) is an
integrated study conducted to develop a learning model which would make it possible to
identify the students’ changes of knowledge, abilities and skills acquisition over time as well
as the formation of special features of their individual background. Authors have justified
the application of the cybernetic model based on fractional equations for the description
and evaluation of the student’s learning process. Learning is dealt as a transformation of
young people’s knowledge, abilities and skills into a complex background, which envisages its
implementation in the future professional activity. The advantage of the suggested model is
better approximation characteristics which allow the consideration of a wide range of factors
affecting the learning process including the youth’s neurodynamic and psychological nature. The
research has employed both mathematical modeling methods and psychodiagnostic techniques
(surveys, questionnaires). As a result of the findings, students who assimilate the content of
teaching information and form personal experience in different ways have compiled different
groups; the learning curve constructed on the basis of the heterogeneous differential equation
of second order with integer powers has been compared with the set of models with equations
of fractional order of aperiodic and fractional power components. The prospect of the issue
to explore is the improvement of the suggested model considering special characteristics of
44
Figure 27: Presentation of paper [224].
cognitive processes aimed at the formation of an individual path of the student’s learning.
author=, title=,
The article “Cloud technologies and learning analytics: web application for PISA results
analysis and visualization” [233] by Mariia S. Mazorchuk (figure 29), Tetyana S. Vakulenko, Anna
O. Bychko, Olena H. Kuzminska and Oleksandr V. Prokhorov analyzes the ways to apply Learning
Analytics, Cloud Technologies, and Big Data in the field of education on the international level.
This paper provides examples of international analytical researches and cloud technologies
used to process the results of those researches. It considers the PISA research methodology and
related tools, including the IDB Analyzer application, free R intsvy environment for processing
statistical data, and cloud-based web application PISA Data Explorer. The paper justifies the
necessity of creating a stand-alone web application that supports Ukrainian localization and
provides Ukrainian researchers with rapid access to well-structured PISA data. In particular,
such an application should provide for data across the factorial features and indicators applied
at the country level and demonstrate the Ukrainian indicators compared to the other countries’
results. This paper includes a description of the application core functionalities, architecture,
and technologies used for development. The proposed solution leverages the shiny package
available with R environment that allows implementing both the UI and server sides of the
application. The technical implementation is a proven solution that allows for simplifying the
access to PISA data for Ukrainian researchers and helping them utilize the calculation results
on the key features without having to apply tools for processing statistical data. This article
highlights further research by the authors, begun in [234, 235, 236].
In order for the learning process to always retain personal value for the learner, it is necessary
that his or her motivation be maintained through an awareness of his or her purpose and goals.
45
Figure 28: Presentation of paper [232].
The article “Computer simulation of processes that influence adolescent learning motivation”
[237] by Larysa O. Kondratenko, Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova
(figure 30), Oleg I. Pursky, Tetyana O. Filimonova and Iryna O. Buchatska presents a local
model (at the individual object level) of enhancing external motivation, which give to determine
students’ efforts to get rewards. The concept of this model based on describing the behavior
of agents (in our case students). The characteristics of the phenomenon in the motivation of
learning at different stages of adolescent development are analyzed. The problem of computer
modeling of educational processes with the help of agent modeling on the example of studying
student motivation is considered. Internal and external factors that may strengthen or weaken
the adolescent’s motivation to study have been studied. The expediency of using information
technologies of agent modeling to study the dynamics of strengthening or weakening student
motivation is substantiated. Using the AnyLogic Cloud computing environment the change of
dynamics of strengthening of motivation of teenagers on an example of model of strengthening
of external motivation is defined. This article highlights further research by the authors, begun
in [238, 239, 240, 241].
The article “Simulation of intellectual system for evaluation of multilevel test tasks on the
basis of fuzzy logic” [242] by Ivan M. Tsidylo (figure 31) and Serhiy O. Semerikov and Tetiana I.
Gargula and Hanna V. Solonetska and Yaroslav P. Zamora and Andrey V. Pikilnyak highlights
further research by the authors, begun in [243, 244, 245, 246, 247, 248, 249, 250, 251, 252, 253,
254, 255, 256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 267, 268]. This article describes the
stages of modeling an intelligent system for evaluating multilevel test tasks based on fuzzy
logic in the MATLAB application package, namely the Fuzzy Logic Toolbox. The analysis of
46
Figure 29: Presentation of paper [233].
existing approaches to fuzzy assessment of test methods, their advantages and disadvantages
is given. The considered methods for assessing students are presented in the general case by
two methods: using fuzzy sets and corresponding membership functions; fuzzy estimation
method and generalized fuzzy estimation method. In the present work, the Sugeno production
model is used as the closest to the natural language. This closeness allows for closer interaction
with a subject area expert and build well-understood, easily interpreted inference systems. The
structure of a fuzzy system, functions and mechanisms of model building are described. The
system is presented in the form of a block diagram of fuzzy logical nodes and consists of four
input variables, corresponding to the levels of knowledge assimilation and one initial one. The
surface of the response of a fuzzy system reflects the dependence of the final grade on the level of
difficulty of the task and the degree of correctness of the task. The structure and functions of the
fuzzy system are indicated. The modeled in this way intelligent system for assessing multilevel
test tasks based on fuzzy logic makes it possible to take into account the fuzzy characteristics of
the test: the level of difficulty of the task, which can be assessed as “easy”, “average", “above
average”, “difficult”; the degree of correctness of the task, which can be assessed as “correct”,
“partially correct”, “rather correct”, “incorrect”; time allotted for the execution of a test task or
test, which can be assessed as “short”, “medium”, “long”, “very long”; the percentage of correctly
completed tasks, which can be assessed as “small”, “medium”, “large”, “very large”; the final
mark for the test, which can be assessed as “poor”, “satisfactory”, “good”, “excellent”, which
47
Figure 30: Presentation of paper [237].
are included in the assessment. This approach ensures the maximum consideration of answers
to questions of all levels of complexity by formulating a base of inference rules and selection
of weighting coefficients when deriving the final estimate. The robustness of the system is
achieved by using Gaussian membership functions. The testing of the controller on the test
sample brings the functional suitability of the developed model.
Figure 31: Presentation of paper [242].
48
The article “Peculiarities of cloud computing use in the process of the first-year students’
adaptive potential development” [269] by Hanna B. Varina (figure 32), Viacheslav V. Osadchyi,
Kateryna P. Osadcha, Svetlana V. Shevchenko and Svitlana H. Lytvynova highlights further
research by the authors, begun in [270, 271, 272, 273, 274, 275, 276, 277, 278, 279, 280, 281].
Technologies based on cloud computing is one of the demanded and actively developing areas of
the modern information world. Cloud computing refers to an innovative technology that allows
you to combine IT resources of various hardware platforms into a single whole and provide
the user with access to them via a local network or the global Internet. Cloud services from
various providers offer users access to their resources via the Internet via free or shareware
cloud applications, the hardware and software requirements of which do not imply that the
user has high-performance and resource-consuming computers. Cloud technologies represent a
new way of organizing the educational process and offers an alternative to traditional methods
of organizing the educational process, creates an opportunity for personal learning, collective
teaching, interactive classes, and the organization of psychological support. The scientific article
is devoted to the problem of integrating cloud technologies not only in the process of training
highly qualified specialists, but also in the formation of professionally important personality
traits. The article describes the experience of introducing cloud technologies into the process
of forming the adaptive potential of students in conditions of social constraints caused by the
COVID-19 pandemic.
Figure 32: Presentation of paper [269].
49
3. Conclusion
8th Workshop on Cloud Technologies in Education (CTE 2020) was organized by Kryvyi Rih
National University (with support of the rector Mykola I. Stupnik) in collaboration with Kryvyi
Rih State Pedagogical University (with support of the rector Yaroslav V. Shramko), Institute
of Information Technologies and Learning Tools of the NAES of Ukraine (with support of the
director Valeriy Yu. Bykov) and University of Educational Management (with support of the
vice-rector for research and digitalization Oleg M. Spirin).
We are thankful to all the authors who submitted papers and the delegates for their participa-
tion and their interest in CTE 2020 as a platform to share their ideas and innovation. Also, we
are also thankful to all the program committee members for providing continuous guidance
and efforts taken by peer reviewers contributed to improve the quality of papers provided
constructive critical comments, improvements and corrections to the authors are gratefully
appreciated for their contribution to the success of the workshop.
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cloud technologies in the training of future computer science teachers, CEUR Workshop
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want?, CEUR Workshop Proceedings 2546 (2019) 224–234.
[74] T. A. Vakaliuk, O. M. Spirin, N. M. Lobanchykova, L. A. Martseva, I. V. Novitska,
V. V. Kontsedailo, Features of distance learning of cloud technologies for the orga-
nization educational process in quarantine, Journal of Physics: Conference Series
1840 (2021) 012051. URL: https://doi.org/10.1088/1742-6596/1840/1/012051. doi:10.1088/
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tional process for the training of the pre-service teachers, CEUR Workshop Proceedings
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[77] N. V. Morze, O. V. Strutynska, Digital transformation in society: key aspects for model
development, Journal of Physics: Conference Series (2021).
[78] N. V. Morze, V. O. Kucherovska, Ways to design a digital educational environment for
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[79] N. Morze, O. Buinytska, O. Glazunova, O. Kuzminska, G. Protsenko, I. Vorotnykova,
E-learning managers training at universities: Projection, design and efficiency indicators,
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[80] N. Morze, L. Varchenko-Trotsenko, T. Terletska, E. Smyrnova-Trybulska, Implementation
of adaptive learning at higher education institutions by means of Moodle LMS, Journal of
Physics: Conference Series 1840 (2021) 012062. URL: https://doi.org/10.1088/1742-6596/
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1840/1/012062. doi:10.1088/1742-6596/1840/1/012062.
[81] O. Kuzminska, M. Mazorchuk, N. Morze, V. Pavlenko, A. Prokhorov, Digital competency
of the students and teachers in Ukraine: Measurement, analysis, development prospects,
CEUR Workshop Proceedings 2104 (2018) 366–379.
[82] O. Kuzminska, M. Mazorchuk, N. Morze, O. Kobylin, Attitude to the digital learning
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[83] O. Glazunova, N. Morze, B. Golub, O. Burov, T. Voloshyna, O. Parhomenko, Learning
style identification system: Design and data analysis, CEUR Workshop Proceedings 2732
(2020) 793–807.
[84] T. V. Shabelnyk, S. V. Krivenko, N. Y. Rotanova, O. F. Diachenko, I. B. Tymofieieva, A. E.
Kiv, Integration of chatbots into the system of professional training of Masters, CEUR
Workshop Proceedings (2020, in press) 212–220.
[85] A. Kiv, S. Semerikov, V. Soloviev, A. Striuk, First student workshop on computer science
& software engineering, CEUR Workshop Proceedings 2292 (2018) 1–10. URL: http:
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[86] A. Kiv, V. Soloviev, Preface, CEUR Workshop Proceedings 2257 (2018).
[87] A. Kiv, O. Merzlykin, Y. Modlo, P. Nechypurenko, I. Topolova, The overview of software
for computer simulations in profile physics learning, CEUR Workshop Proceedings 2433
(2019) 352–362.
[88] A. Kiv, S. Semerikov, V. Soloviev, A. Striuk, Second student workshop on computer
science & software engineering, CEUR Workshop Proceedings 2546 (2019) 1–20. URL:
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[89] A. Kiv, V. Soloviev, S. Semerikov, H. Danylchuk, L. Kibalnyk, A. Matviychuk, Experimental
economics and machine learning for prediction of emergent economy dynamics, CEUR
Workshop Proceedings 2422 (2019) 1–4. URL: http://ceur-ws.org/Vol-2422/paper00.pdf.
[90] A. Kiv, V. Soloviev, E. Tarasova, T. Koycheva, K. Kolesnykova, Semantic knowledge net-
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[91] A. Kiv, P. Hryhoruk, I. Khvostina, V. Solovieva, V. Soloviev, S. Semerikov, Machine
learning of emerging markets in pandemic times, CEUR Workshop Proceedings 2713
(2020) 1–20. URL: http://ceur-ws.org/Vol-2713/paper00.pdf.
[92] S. Semerikov, V. Pototskyi, K. Slovak, S. Hryshchenko, A. Kiv, Automation of the export
data from Open Journal Systems to the Russian Science Citation Index, CEUR Workshop
Proceedings 2257 (2018) 215–226. URL: http://ceur-ws.org/Vol-2257/paper21.pdf.
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environmental competence of future mining engineers: ICT approach, CEUR Workshop
Proceedings 2257 (2018) 198–203. URL: http://ceur-ws.org/Vol-2257/paper19.pdf.
[94] S. Malchenko, D. Mykoliuk, A. Kiv, Using interactive technologies to study the evolution
of stars in astronomy classes, CEUR Workshop Proceedings 2547 (2020) 145–155.
[95] O. Yaroshenko, O. Samborska, A. Kiv, An integrated approach to digital training of
prospective primary school teachers, CEUR Workshop Proceedings 2643 (2020) 94–105.
[96] M. Moiseienko, N. Moiseienko, I. Kohut, A. Kiv, Digital competence of pedagogical
university student: Definition, structure and didactical conditions of ormation, CEUR
Workshop Proceedings 2643 (2020) 60–70.
56
[97] E. Komarova, A. Kiv, Alternatives in biological education as a way to implement an ethical
approach to the formation of subject and professional competence of future teachers,
CEUR Workshop Proceedings 2731 (2020) 47–60.
[98] V. Soloviev, O. Serdiuk, S. Semerikov, A. Kiv, Recurrence plot-based analysis of financial-
economic crashes, CEUR Workshop Proceedings 2713 (2020) 21–40. URL: http://ceur-ws.
org/Vol-2713/paper01.pdf.
[99] A. Vinkovska, A. Kiv, T. Koycheva, L. Bodnar, I. Donchev, Modeling the economic
efficiency of advertising, CEUR Workshop Proceedings 2422 (2019) 274–283.
[100] H. Danylchuk, L. Kibalnyk, O. Kovtun, A. Kiv, O. Pursky, G. Berezhna, Modelling of
cryptocurrency market using fractal and entropy analysis in COVID-19, CEUR Workshop
Proceedings 2713 (2020) 352–371.
[101] L. I. Bilousova, L. E. Gryzun, N. P. Volkova, Features of design of digital aids for training
students with autistic disorders, CEUR Workshop Proceedings (2020, in press) 221–232.
[102] L. Bilousova, O. Kolgatin, L. Kolgatina, Computer simulation as a method of learning
research in computational mathematics, CEUR Workshop Proceedings 2393 (2019) 880–
894.
[103] L. Bilousova, L. Gryzun, D. Sherstiuk, E. Shmeltser, Cloud-based complex of computer
transdisciplinary models in the context of holistic educational approach, CEUR Workshop
Proceedings 2433 (2019) 336–351.
[104] L. Bilousova, L. Gryzun, J. Rakusa, E. Shmeltser, Informatics teacher’s training for design
of innovative learning aids, CEUR Workshop Proceedings 2643 (2020) 563–577.
[105] L. Bilousova, L. Gryzun, I. Sivochka, Petri Nets Android application as a mobile
aid for students’ mastering modelling, Journal of Physics: Conference Series 1840
(2021) 012033. URL: https://doi.org/10.1088/1742-6596/1840/1/012033. doi:10.1088/
1742-6596/1840/1/012033.
[106] M. Petrova, M. Mintii, S. Semerikov, N. Volkova, Development of adaptive educational
software on the topic of “Fractional Numbers” for students in grade 5, CEUR Workshop
Proceedings 2292 (2018) 162–192. URL: http://ceur-ws.org/Vol-2292/paper19.pdf.
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of government officers involved in global trade activities, CEUR Workshop Proceedings
2257 (2018) 173–181.
[108] A. Tokarieva, N. Volkova, I. Harkusha, V. Soloviev, Educational digital games: Models
and implementation, CEUR Workshop Proceedings 2433 (2019) 74–89.
[109] A. V. Tokarieva, N. P. Volkova, Y. V. Degtyariova, O. I. Bobyr, E-learning in the present-
day context: from the experience of foreign languages department, PSACEA, Journal of
Physics: Conference Series 1840 (2021) 012049. URL: https://doi.org/10.1088/1742-6596/
1840/1/012049. doi:10.1088/1742-6596/1840/1/012049.
[110] A. Prykhodko, O. Rezvan, N. Volkova, S. Tolmachev, Use of Web 2.0 technology tool
– educational blog – in the system of foreign language teaching, CEUR Workshop
Proceedings 2433 (2019) 256–265.
[111] N. Volkova, N. Rizun, M. Nehrey, Data science: Opportunities to transform education,
CEUR Workshop Proceedings 2433 (2019) 48–73.
[112] T. Korobeinikova, N. Volkova, S. Kozhushko, D. Holub, N. Zinukova, T. Kozhushkina,
S. Vakarchuk, Google cloud services as a way to enhance learning and teaching at
57
university, CEUR Workshop Proceedings 2643 (2020) 106–118.
[113] K. Vlasenko, O. Chumak, I. Lovianova, D. Kovalenko, N. Volkova, Methodical require-
ments for training materials of on-line courses on the platform "Higher school math-
ematics teacher", E3S Web of Conferences 166 (2020) 10011. doi:10.1051/e3sconf/
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[114] O. Tarnopolsky, N. Volkova, S. Kozhushko, Sustained English lingua-cultural education: A
solution for Ukraine, E3S Web of Conferences 166 (2020) 10004. doi:10.1051/e3sconf/
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[115] A. D. Uchitel, I. V. Batsurovska, N. A. Dotsenko, O. A. Gorbenko, N. I. Kim, Implementation
of future agricultural engineers’ training technology in the informational and educational
environment, CEUR Workshop Proceedings (2020, in press) 233–246.
[116] Y. Shapovalov, Z. Bilyk, A. Atamas, V. Shapovalov, A. Uchitel, The potential of using
Google Expeditions and Google Lens tools under STEM-education in Ukraine, CEUR
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[117] P. Nechypurenko, T. Starova, T. Selivanova, A. Tomilina, A. Uchitel, Use of augmented
reality in chemistry education, CEUR Workshop Proceedings 2257 (2018) 15–23.
[118] O. Chorna, V. Hamaniuk, A. Uchitel, Use of YouTube on lessons of practical course of
german language as the first and second language at the pedagogical university, CEUR
Workshop Proceedings 2433 (2019) 294–307.
[119] I. Lovianova, D. Bobyliev, A. Uchitel, Cloud calculations within the optional course
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[120] O. Lavrentieva, L. Rybalko, O. Tsys, A. Uchitel, Theoretical and methodical aspects of
the organization of students’ independent study activities together with the use of ICT
and tools, CEUR Workshop Proceedings 2433 (2019) 102–125. 6th Workshop on Cloud
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[121] O. Lavrentieva, I. Arkhypov, O. Kuchma, A. Uchitel, Use of simulators together with
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Workshop Proceedings 2731 (2020) 239–250.
[124] A. Kharkivska, L. Shtefan, M. Alsadoon, A. Uchitel, Technology of forming future
journalists- social information competence in Iraq based on the use of a dynamic peda-
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58
[127] O. Klochko, V. Fedorets, A. Uchitel, V. Hnatyuk, Methodological aspects of using aug-
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assisting individuals with autism spectrum disorder, anxiety and cognitive disorders,
CEUR Workshop Proceedings 2731 (2020) 251–262.
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the informational and educational environment for learning general technical disciplines,
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professional training of pre-service teacher of mathematics, physics and computer science,
CEUR Workshop Proceedings 2257 (2018) 93–102.
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preschoolers with autism spectrum disorders, CEUR Workshop Proceedings 2257 (2018)
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enhancement of a foreign language competence: Free online resources, mobile apps, and
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Proceedings 2433 (2019) 429–442.
[136] A. Abdula, H. Baluta, N. Kozachenko, D. Kassim, Peculiarities of using of the Moodle test
tools in philosophy teaching, CEUR Workshop Proceedings 2643 (2020) 306–320.
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Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time
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personality of a pupil in ukrainian primary school during media education implementa-
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59
[143] O. Spivakovskiy, N. Kushnir, N. Valko, M. Vinnyk, ICT advanced training of university
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support of the process of training pre-service mathematics teachers by means of cloud
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Conference Series 1840 (2021) 012063. URL: https://doi.org/10.1088/1742-6596/1840/1/
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P. P. Nechypurenko, O. V. Bondarenko, I. S. Mintii, S. L. Malchenko, XIII International
Conference on Mathematics, Science and Technology Education, Journal of Physics:
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[152] V. Tkachuk, S. Semerikov, Y. Yechkalo, S. Khotskina, V. Soloviev, Selection of mobile ICT
for learning informatics of future professionals in engineering pedagogy, CEUR Workshop
Proceedings 2732 (2020) 1058–1068. URL: http://ceur-ws.org/Vol-2732/20201058.pdf.
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tainable coronavirus future, E3S Web of Conferences 166 (2020) 00001.
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ematics, science and technology education, Journal of Physics: Conference Series
1840 (2021) 011001. URL: https://doi.org/10.1088/1742-6596/1840/1/011001. doi:10.1088/
1742-6596/1840/1/011001.
[155] S. O. Semerikov, I. O. Teplytskyi, V. N. Soloviev, V. A. Hamaniuk, N. S. Ponomareva,
O. H. Kolgatin, L. S. Kolgatina, T. V. Byelyavtseva, S. M. Amelina, R. O. Tarasenko,
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1840 (2021) 012036. URL: https://doi.org/10.1088/1742-6596/1840/1/012036. doi:10.1088/
1742-6596/1840/1/012036.
[156] P. V. Zahorodko, S. O. Semerikov, V. N. Soloviev, A. M. Striuk, M. I. Striuk, H. M. Shalatska,
60
Comparisons of performance between quantum-enhanced and classical machine learning
algorithms on the IBM quantum experience, Journal of Physics: Conference Series
1840 (2021) 012021. URL: https://doi.org/10.1088/1742-6596/1840/1/012021. doi:10.1088/
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[158] I. Mintii, V. Soloviev, Augmented reality: Ukrainian present business and future education,
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[159] I. Mintii, S. Shokaliuk, T. Vakaliuk, M. Mintii, V. Soloviev, Import test questions into
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[160] A. E. Kiv, S. O. Semerikov, V. N. Soloviev, A. M. Striuk, 3rd Workshop for Young Scientists
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[161] P. Nechypurenko, V. Soloviev, Using ICT as the tools of forming the senior pupils’ research
competencies in the profile chemistry learning of elective course “Basics of quantitative
chemical analysis”, CEUR Workshop Proceedings 2257 (2018) 1–14.
[162] A. Tarasenko, Y. Yakimov, V. Soloviev, Convolutional neural networks for image classifi-
cation, CEUR Workshop Proceedings 2546 (2019) 101–114.
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of general secondary education: A case of Ukraine, CEUR Workshop Proceedings 2643
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databases of future IT specialists, CEUR Workshop Proceedings 2643 (2020) 281–292.
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[167] K. V. Vlasenko, O. G. Rovenska, O. O. Chumak, I. V. Lovianova, V. V. Achkan, A Com-
prehensive Program of activities to develop sustainable core skills in novice scientists,
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[169] K. V. Vlasenko, I. V. Lovianova, T. S. Armash, I. V. Sitak, D. A. Kovalenko, A competency-
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[171] L. Panchenko, T. Vakaliuk, K. Vlasenko, Augmented reality books: Concepts, typology,
tools, CEUR Workshop Proceedings 2731 (2020) 283–296.
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61
materials for the on-line course "Project method in teaching higher mathematics", CEUR
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educational courses on the platform "Higher school mathematics teacher", E3S Web of
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of on-line training of master students, majoring in mathematics for internship in technical
universities, Journal of Physics: Conference Series 1840 (2021) 012007. URL: https://doi.
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for developing motivational and value-orientated readiness of math students at teacher
training universities for implementing educational innovations, Journal of Physics:
Conference Series 1840 (2021) 012008. URL: https://doi.org/10.1088/1742-6596/1840/1/
012008. doi:10.1088/1742-6596/1840/1/012008.
[177] S. Shokaliuk, Y. Bohunenko, I. Lovianova, M. Shyshkina, Technologies of distance learning
for programming basics on the principles of integrated development of key competences,
CEUR Workshop Proceedings 2643 (2020) 548–562.
[178] D. Y. Bobyliev, E. V. Vihrova, Problems and prospects of distance learning in teaching
fundamental subjects to future mathematics teachers, Journal of Physics: Conference
Series 1840 (2021) 012002. URL: https://doi.org/10.1088/1742-6596/1840/1/012002. doi:10.
1088/1742-6596/1840/1/012002.
[179] L. Y. Sultanova, O. P. Tsiuniak, L. O. Milto, M. O. Zheludenko, L. M. Lyktei, L. M. Petrenko,
A. D. Uchitel, The potential of Google Classroom web service for lecturers of higher
educational establishments under pandemic conditions, CEUR Workshop Proceedings
(2020, in press) 346–365.
[180] L. Petrenko, S. Kravets, O. Bazeliuk, L. Maiboroda, I. Muzyka, Analysis of the current
state of distance learning in the vocational education and training institutions, E3S Web
of Conferences 166 (2020) 10010. doi:10.1051/e3sconf/202016610010.
[181] L. Sultanova, V. Hordiienko, G. Romanova, K. Tsytsiura, Development of soft skills
of teachers of physics and mathematics, Journal of Physics: Conference Series
1840 (2021) 012038. URL: https://doi.org/10.1088/1742-6596/1840/1/012038. doi:10.1088/
1742-6596/1840/1/012038.
[182] O. O. Martyniuk, O. S. Martyniuk, I. O. Muzyka, Formation of informational and digital
competence of secondary school students in laboratory work in physics, CEUR Workshop
Proceedings (2020, in press) 366–383.
[183] A. Kupin, O. Tarasova, T. Sulyma, S. Sokolova, I. Muzyka, V. Tron, Defining and modeling
of students’ professional thinking development dependence on their training process
organization, CEUR Workshop Proceedings 2433 (2019) 33–47.
[184] V. Shapovalov, Y. Shapovalov, Z. Bilyk, A. Megalinska, I. Muzyka, The Google Lens
analyzing quality: An analysis of the possibility to use in the educational process, CEUR
Workshop Proceedings 2547 (2020) 117–129.
62
[185] L. Panchenko, I. Muzyka, Analytical review of augmented reality MOOCs, CEUR
Workshop Proceedings 2547 (2020) 168–180.
[186] H. Shalatska, O. Zotova-Sadylo, I. Muzyka, Moodle course in teaching English language
for specific purposes for masters in mechanical engineering, CEUR Workshop Proceedings
2643 (2020) 416–434.
[187] T. Kramarenko, O. Pylypenko, I. Muzyka, Application of GeoGebra in Stereometry
teaching, CEUR Workshop Proceedings 2643 (2020) 705–718.
[188] T. A. Vakaliuk, O. V. Korotun, S. O. Semerikov, The selection of cloud services for ER-
diagrams construction in IT specialists databases teaching, CEUR Workshop Proceedings
(2020, in press) 384–397.
[189] D. S. Antoniuk, T. A. Vakaliuk, V. V. Ievdokymov, A. V. Morozov, V. V. Kontsedailo, Inte-
grating business simulations software into learning environment of technical university,
Journal of Physics: Conference Series (2021).
[190] L. A. Martseva, L. H. Movchan, T. A. Vakaliuk, D. S. Antoniuk, Applying CDIO-approach
at technical universities, Journal of Physics: Conference Series (2021).
[191] I. P. Varava, A. P. Bohinska, T. A. Vakaliuk, I. S. Mintii, Soft Skills in Software Engineering
technicians education, Journal of Physics: Conference Series (2021).
[192] T. Vakaliuk, V. Kontsedailo, D. Antoniuk, O. Korotun, S. Semerikov, I. Mintii, Using Game
Dev Tycoon to develop professional soft competencies for future engineers-programmers,
CEUR Workshop Proceedings 2732 (2020) 808–822. URL: http://ceur-ws.org/Vol-2732/
20200808.pdf.
[193] T. Vakaliuk, A. Yefimenko, V. Bolotina, Y. Bailiuk, O. Pokotylo, S. Didkivska, Using
Massive Open Online Courses in teaching the subject "Computer networks" to the future
IT specialists, CEUR Workshop Proceedings 2732 (2020) 665–676.
[194] T. Vakaliuk, D. Antoniuk, A. Morozov, M. Medvedieva, M. Medvediev, Green IT as a tool
for design cloud-oriented sustainable learning environment of a higher education institu-
tion, E3S Web of Conferences 166 (2020) 10013. doi:10.1051/e3sconf/202016610013.
[195] O. Korotun, T. Vakaliuk, V. Oleshko, Development of a web-based system of automatic
content retrieval database, CEUR Workshop Proceedings 2546 (2019) 182–197.
[196] S. Pochtovyuk, V. Chernenko, T. Vakaliuk, Information and communication technologies
in the study of mathematical methods in psychology, CEUR Workshop Proceedings 2732
(2020) 1249–1259.
[197] V. P. Chernenko, S. I. Pochtovyuk, T. A. Vakaliuk, L. D. Shevchuk, Y. V. Slon, Information
system of economic and mathematical modelling of pricing in the residential sector of
ukraine, Journal of Physics: Conference Series 1840 (2021) 012025. URL: https://doi.org/
10.1088/1742-6596/1840/1/012025. doi:10.1088/1742-6596/1840/1/012025.
[198] A. V. Morozov, T. A. Vakaliuk, An electronic environment of higher education institution
(on the example of zhytomyr polytechnic state university), Journal of Physics: Conference
Series 1840 (2021) 012061. URL: https://doi.org/10.1088/1742-6596/1840/1/012061. doi:10.
1088/1742-6596/1840/1/012061.
[199] S. O. Semerikov, A. M. Striuk, T. A. Vakaliuk, A. V. Morozov, Quantum information
technology on the Edge, CEUR Workshop Proceedings 2850 (2021) 1–15. URL: http:
//ceur-ws.org/Vol-2850/paper0.pdf.
[200] A. V. Ryabko, O. V. Zaika, R. P. Kukharchuk, T. A. Vakaliuk, Graph model of Fog
63
Computing system, CEUR Workshop Proceedings 2850 (2021) 28–44. URL: http://ceur-ws.
org/Vol-2850/paper2.pdf.
[201] I. Pilkevych, O. Boychenko, N. Lobanchykova, T. Vakaliuk, S. Semerikov, Method of
assessing the influence of personnel competence on institutional information security,
CEUR Workshop Proceedings 2853 (2021) 266–275. URL: http://ceur-ws.org/Vol-2853/
paper33.pdf.
[202] R. O. Tarasenko, S. M. Amelina, S. O. Semerikov, V. D. Shynkaruk, Using interactive
semantic networks as an augmented reality element in autonomous learning, Journal of
Physics: Conference Series (2021).
[203] S. O. Semerikov, K. I. Slovak, Theory and method using mobile mathematical media in the
process of mathematical education higher mathematics students of economic specialties,
Information Technologies and Learning Tools 21 (2011). URL: https://journal.iitta.gov.ua/
index.php/itlt/article/view/413. doi:10.33407/itlt.v21i1.413.
[204] N. M. Kiianovska, N. V. Rashevska, S. O. Semerikov, Development of theory and methods
of use of information and communication technologies in teaching mathematics of
engineering specialities students in the united states, Information Technologies and
Learning Tools 43 (2014) 68–83. URL: https://journal.iitta.gov.ua/index.php/itlt/article/
view/1128. doi:10.33407/itlt.v43i5.1128.
[205] M. A. Kyslova, S. O. Semerikov, K. I. Slovak, Development of mobile learning environment
as a problem of the theory and methods of use of information and communication
technologies in education, Information Technologies and Learning Tools 42 (2014) 1–19.
URL: https://journal.iitta.gov.ua/index.php/itlt/article/view/1104. doi:10.33407/itlt.
v42i4.1104.
[206] A. M. Striuk, S. O. Semerikov, I. V. Tarasov, Bachelor of informatics competence in pro-
gramming, Information Technologies and Learning Tools 46 (2015) 91–108. URL: https://
journal.iitta.gov.ua/index.php/itlt/article/view/1225. doi:10.33407/itlt.v46i2.1225.
[207] O. M. Markova, S. O. Semerikov, A. M. Striuk, The cloud technologies of learning: origin,
Information Technologies and Learning Tools 46 (2015) 29–44. URL: https://journal.iitta.
gov.ua/index.php/itlt/article/view/1234. doi:10.33407/itlt.v46i2.1234.
[208] M. I. Striuk, S. O. Semerikov, A. M. Striuk, Mobility: a systems approach, Information
Technologies and Learning Tools 49 (2015) 37–70. URL: https://journal.iitta.gov.ua/index.
php/itlt/article/view/1263. doi:10.33407/itlt.v49i5.1263.
[209] P. P. Nechypurenko, S. O. Semerikov, T. V. Selivanova, T. O. Shenayeva, Information
and communication tools for pupils’ research competence formation at chemistry profile
learning, Information Technologies and Learning Tools 56 (2016) 10–29. URL: https://
journal.iitta.gov.ua/index.php/itlt/article/view/1522. doi:10.33407/itlt.v56i6.1522.
[210] V. S. Morkun, S. O. Semerikov, S. M. Hryshchenko, Content and teaching technology of
course "Ecological geoinformatics" in training of future mining engineers, Information
Technologies and Learning Tools 57 (2017) 115–125. URL: https://journal.iitta.gov.ua/
index.php/itlt/article/view/1549. doi:10.33407/itlt.v57i1.1549.
[211] V. Morkun, S. Semerikov, S. Hryshchenko, Environmental competency of future min-
ing engineers, Metallurgical and Mining Industry 6 (2014) 4–7. URL: https://www.
metaljournal.com.ua/assets/Journal/1.2014.pdf.
[212] Y. B. Sikora, O. Y. Usata, O. O. Mosiiuk, D. S. Verbivskyi, E. O. Shmeltser, Approaches to
64
the choice of tools for adaptive learning based on highlighted selection criteria, CEUR
Workshop Proceedings (2020, in press) 398–410.
[213] Y. Modlo, S. Semerikov, E. Shmeltzer, Modernization of professional training of elec-
tromechanics bachelors: ICT-based competence approach, CEUR Workshop Proceedings
2257 (2018) 148–172. URL: http://ceur-ws.org/Vol-2257/paper15.pdf.
[214] O. Kolgatin, L. Kolgatina, N. Ponomareva, E. Shmeltser, Systematicity of students’ inde-
pendent work in cloud learning environment, CEUR Workshop Proceedings 2433 (2019)
184–196.
[215] I. Kholoshyn, O. Bondarenko, O. Hanchuk, E. Shmeltser, Cloud ArcGIS Online as an inno-
vative tool for developing geoinformation competence with future geography teachers,
CEUR Workshop Proceedings 2433 (2019) 403–412.
[216] O. Kanivets, I. Kanivets, N. Kononets, T. Gorda, E. Shmeltser, Development of mobile
applications of augmented reality for projects with projection drawings, CEUR Workshop
Proceedings 2547 (2020) 262–273.
[217] P. Nechypurenko, V. Stoliarenko, T. Starova, T. Selivanova, O. Markova, Y. Modlo,
E. Shmeltser, Development and implementation of educational resources in chemistry
with elements of augmented reality, CEUR Workshop Proceedings 2547 (2020) 156–167.
[218] R. Makhachashvili, S. Kovpik, A. Bakhtina, E. Shmeltser, Technology of poetry pre-
sentation via Emoji Maker platform: Pedagogical function of graphic mimesis, CEUR
Workshop Proceedings 2643 (2020) 264–280.
[219] S. Voloshynov, H. Popova, A. Yurzhenko, E. Shmeltser, The use of digital escape room
in educational electronic environment of maritime higher education institutions, CEUR
Workshop Proceedings 2643 (2020) 347–359.
[220] O. S. Diahyleva, I. V. Gritsuk, O. Y. Kononova, A. Y. Yurzhenko, Computerized adaptive
testing in educational electronic environment of maritime higher education institutions,
CEUR Workshop Proceedings (2020, in press) 411–422.
[221] O. Dyagileva, N. Goridko, H. Popova, S. Voloshynov, A. Yurzhenko, Ensuring sustain-
able development of education of future maritime transport professionals by means of
network interaction, E3S Web of Conferences 166 (2020) 10003. doi:10.1051/e3sconf/
202016610003.
[222] T. V. Neroda, L. V. Slipchyshyn, I. O. Muzyka, Adaptive toolkit of branch-oriented
workshop environment for enlargement the cloud-based e-learning media platform,
CEUR Workshop Proceedings (2020, in press) 423–437.
[223] R. Munk, D. Marchant, B. Vinter, Cloud enabling educational platforms with corc, CEUR
Workshop Proceedings (2020, in press) 438–457.
[224] M. G. Drushlyak, O. V. Semenikhina, V. V. Proshkin, S. Y. Kharchenko, T. D. Lukashova,
Methodology of formation of modeling skills based on a constructive approach (on the
example of GeoGebra), CEUR Workshop Proceedings (2020, in press) 458–472.
[225] M. G. Drushlyak, O. V. Semenikhina, V. V. Proshkin, S. V. Sapozhnykov, Training pre-
service mathematics teacher to use mnemonic techniques, Journal of Physics: Conference
Series 1840 (2021) 012006. URL: https://doi.org/10.1088/1742-6596/1840/1/012006. doi:10.
1088/1742-6596/1840/1/012006.
[226] V. Shamonia, O. Semenikhina, V. Proshkin, O. Lebid, S. Kharchenko, O. Lytvyn, Using the
Proteus virtual environment to train future IT professionals, CEUR Workshop Proceedings
65
2547 (2020) 24–36.
[227] O. Hlushak, V. Proshkin, O. Lytvyn, Using the e-learning course “Analytic Geometry” in
the process of training students majoring in Computer Science and Informatio Technology,
CEUR Workshop Proceedings 2433 (2019) 472–485.
[228] O. Hlushak, S. Semenyaka, V. Proshkin, S. Sapozhnykov, O. Lytvyn, The usage of digital
technologies in the university training of future bachelors (having been based on the
data of mathematical subjects), CEUR Workshop Proceedings 2643 (2020) 210–224.
[229] M. Astafieva, O. Zhyltsov, V. Proshkin, O. Lytvyn, E-learning as a mean of forming
students’ mathematical competence in a research-oriented educational process, CEUR
Workshop Proceedings 2643 (2020) 674–689.
[230] D. Bodnenko, H. Kuchakovska, V. Proshkin, O. Lytvyn, Using a virtual digital board
to organize student’s cooperative learning, CEUR Workshop Proceedings 2731 (2020)
357–368.
[231] V. Bilous, V. Proshkin, O. Lytvyn, Development of AR-applications as a promising area
of research for students, CEUR Workshop Proceedings 2731 (2020) 205–216.
[232] O. P. Chornyi, L. V. Herasymenko, V. V. Busher, The learning process simulation based on
differential equations of fractional orders, CEUR Workshop Proceedings (2020, in press)
473–483.
[233] M. S. Mazorchuk, T. S. Vakulenko, A. O. Bychko, O. H. Kuzminska, O. V. Prokhorov,
Cloud technologies and learning analytics: web application for PISA results analysis and
visualization, CEUR Workshop Proceedings (2020, in press) 484–494.
[234] V. Pavlenko, A. Prokhorov, O. Kuzminska, M. Mazorchuk, Competence approach to
modeling and control of students’ learning pathways in the cloud service, CEUR Workshop
Proceedings 1844 (2017) 257–264.
[235] S. Rakov, M. Mazorchuk, V. Dobriak, Data processing technologies for calculating
prognostic validity of educational achievement tests, CEUR Workshop Proceedings 1844
(2017) 388–395.
[236] O. Prokhorov, V. Lisovichenko, M. Mazorchuk, O. Kuzminska, Developing a 3D quest
game for career guidance to estimate students’ digital competences, CEUR Workshop
Proceedings 2731 (2020) 312–327.
[237] L. O. Kondratenko, H. T. Samoylenko, A. E. Kiv, A. V. Selivanova, O. I. Pursky, T. O.
Filimonova, I. O. Buchatska, Computer simulation of processes that influence adolescent
learning motivation, CEUR Workshop Proceedings (2020, in press) 495–506.
[238] O. Pursky, A. Selivanova, T. Dubovyk, T. Herasymchuk, Software implementation of
e-trade business process management information system, CEUR Workshop Proceedings
2546 (2019) 171–181.
[239] O. Pursky, T. Dubovyk, I. Moroz, I. Buchatska, A. Savchuk, The price competition
simulation at the blended trading market, CEUR Workshop Proceedings 2422 (2019)
15–26.
[240] O. Pursky, T. Dubovyk, I. Gamova, I. Buchatska, Computation algorithm for integral
indicator of socio-economic development, CEUR Workshop Proceedings 2393 (2019)
919–934.
[241] O. I. Pursky, T. V. Dubovyk, V. O. Babenko, V. F. Gamaliy, R. A. Rasulov, R. P. Ro-
manenko, Computational method for studying the thermal conductivity of molecu-
66
lar crystals in the course of condensed matter physics, Journal of Physics: Confer-
ence Series 1840 (2021) 012015. URL: https://doi.org/10.1088/1742-6596/1840/1/012015.
doi:10.1088/1742-6596/1840/1/012015.
[242] I. M. Tsidylo, S. O. Semerikov, T. I. Gargula, H. V. Solonetska, Y. P. Zamora, A. V. Pikilnyak,
Simulation of intellectual system for evaluation of multilevel test tasks on the basis of
fuzzy logic, CEUR Workshop Proceedings (2020, in press) 507–520.
[243] B. Buyak, I. Tsidylo, V. Repskyi, V. Lyalyuk, Stages of conceptualization and formalization
in the design of the model of the neuro-fuzzy expert system of professional selection of
pupils, CEUR Workshop Proceedings 2257 (2018) 112–121.
[244] B. Buyak, I. Tsidylo, S. Kozibroda, V. Repskyi, Ontological model of representation of
university resources, CEUR Workshop Proceedings 2393 (2019) 29–40.
[245] A. Herts, I. Tsidylo, N. Herts, S. Tolmachev, Cloud service thingspeak for monitoring
the surface layer of the atmosphere polluted by particulate matters, CEUR Workshop
Proceedings 2433 (2019) 363–376.
[246] A. Herts, I. Tsidylo, N. Herts, L. Barna, S.-I. Mazur, PhotosynQ - Cloud platform powered
by IoT devices, E3S Web of Conferences 166 (2020) 05001. doi:10.1051/e3sconf/
202016605001.
[247] I. Tsidylo, H. Tereshchuk, S. Kozibroda, S. Kravets, T. Savchyn, I. Naumuk, D. Kassim,
Methodology of designing computer ontology of subject discipline by future teachers-
engineers, CEUR Workshop Proceedings 2433 (2019) 217–231.
[248] I. Tsidylo, S. Samborskiy, S.-I. Mazur, M. Zamoroz, Designing a chatbot for learning a
subject in a telegram messenger, CEUR Workshop Proceedings 2732 (2020) 1329–1340.
[249] A. Stepanyuk, L. Mironets, T. Olendr, I. Tsidylo, O. Stoliar, Methodology of using mobile
internet devices in the process of biology school course studying, CEUR Workshop
Proceedings 2643 (2020) 535–547.
[250] V. Morkun, S. Semerikov, S. Hryshchenko, K. Slovak, Environmental geo-information
technologies as a tool of pre-service mining engineer’s training for sustainable devel-
opment of mining industry, CEUR Workshop Proceedings 1844 (2017) 303–310. URL:
http://ceur-ws.org/Vol-1844/10000303.pdf.
[251] V. Morkun, N. Morkun, A. Pikilnyak, S. Semerikov, O. Serdiuk, I. Gaponenko, The cyber-
physical system for increasing the efficiency of the iron ore desliming process, CEUR
Workshop Proceedings 2853 (2021) 450–459. URL: http://ceur-ws.org/Vol-2853/paper49.
pdf.
[252] Y. Modlo, S. Semerikov, Xcos on Web as a promising learning tool for Bachelor’s of
Electromechanics modeling of technical objects, CEUR Workshop Proceedings 2168
(2017) 34–41. URL: http://ceur-ws.org/Vol-2168/paper6.pdf.
[253] Y. Modlo, S. Semerikov, P. Nechypurenko, S. Bondarevskyi, O. Bondarevska, S. Tolmachev,
The use of mobile Internet devices in the formation of ICT component of bachelors
in electromechanics competency in modeling of technical objects, CEUR Workshop
Proceedings 2433 (2019) 413–428.
[254] Y. Modlo, S. Semerikov, S. Bondarevskyi, S. Tolmachev, O. Markova, P. Nechypurenko,
Methods of using mobile internet devices in the formation of the general scientific
component of bachelor in electromechanics competency in modeling of technical objects,
CEUR Workshop Proceedings 2547 (2020) 217–240. URL: http://ceur-ws.org/Vol-2547/
67
paper16.pdf.
[255] Y. Modlo, S. Semerikov, R. Shajda, S. Tolmachev, O. Markova, P. Nechypurenko, T. Se-
livanova, Methods of using mobile internet devices in the formation of the gen-
eral professional component of bachelor in electromechanics competency in model-
ing of technical objects, CEUR Workshop Proceedings 2643 (2020) 500–534. URL:
http://ceur-ws.org/Vol-2643/paper30.pdf.
[256] P. Nechypurenko, S. Semerikov, VlabEmbed - the new plugin Moodle for the chemistry
education, CEUR Workshop Proceedings 1844 (2017) 319–326. URL: http://ceur-ws.org/
Vol-1844/10000319.pdf.
[257] O. Markova, S. Semerikov, M. Popel, CoCalc as a learning tool for neural network simula-
tion in the special course "Foundations of mathematic informatics", CEUR Workshop
Proceedings 2104 (2018) 388–403. URL: http://ceur-ws.org/Vol-2104/paper_204.pdf.
[258] O. Markova, S. Semerikov, A. Striuk, H. Shalatska, P. Nechypurenko, V. Tron, Implemen-
tation of cloud service models in training of future information technology specialists,
CEUR Workshop Proceedings 2433 (2019) 499–515. URL: http://ceur-ws.org/Vol-2433/
paper34.pdf.
[259] O. Syrovatskyi, S. Semerikov, Y. Modlo, Y. Yechkalo, S. Zelinska, Augmented reality
software design for educational purposes, CEUR Workshop Proceedings 2292 (2018)
193–225. URL: http://ceur-ws.org/Vol-2292/paper20.pdf.
[260] S. Semerikov, I. Teplytskyi, Y. Yechkalo, A. Kiv, Computer simulation of neural networks
using spreadsheets: The dawn of the age of camelot, CEUR Workshop Proceedings 2257
(2018) 122–147. URL: http://ceur-ws.org/Vol-2257/paper14.pdf.
[261] S. Semerikov, I. Teplytskyi, Y. Yechkalo, O. Markova, V. Soloviev, A. Kiv, Computer
simulation of neural networks using spreadsheets: Dr. Anderson, welcome back, CEUR
Workshop Proceedings 2393 (2019) 833–848. URL: http://ceur-ws.org/Vol-2393/paper_
348.pdf.
[262] S. Semerikov, H. Kucherova, V. Los, D. Ocheretin, Neural network analytics and forecast-
ing the country’s business climate in conditions of the coronavirus disease (COVID-19),
CEUR Workshop Proceedings 2845 (2021) 22–32. URL: http://ceur-ws.org/Vol-2845/Paper_
3.pdf.
[263] A. Striuk, S. Semerikov, The dawn of software engineering education, CEUR Workshop
Proceedings 2546 (2019) 35–57. URL: http://ceur-ws.org/Vol-2546/paper02.pdf.
[264] S. Semerikov, A. Striuk, L. Striuk, M. Striuk, H. Shalatska, Sustainability in Software
Engineering Education: A case of general professional competencies, E3S Web of Con-
ferences 166 (2020) 10036. URL: https://www.e3s-conferences.org/articles/e3sconf/abs/
2020/26/e3sconf_icsf2020_10036/e3sconf_icsf2020_10036.html. doi:10.1051/e3sconf/
202016610036.
[265] P. V. Zahorodko, Y. O. Modlo, O. O. Kalinichenko, T. V. Selivanova, S. O. Semerikov,
Quantum enhanced machine learning: An overview, CEUR Workshop Proceedings 2832
(2020) 94–103. URL: http://ceur-ws.org/Vol-2832/paper13.pdf.
[266] V. Tkachuk, Y. Yechkalo, S. Semerikov, M. Kislova, V. Khotskina, Exploring student
uses of mobile technologies in university classrooms: Audience response systems and
development of multimedia, CEUR Workshop Proceedings 2732 (2020) 1217–1232. URL:
http://ceur-ws.org/Vol-2732/20201217.pdf.
68
[267] V. Tkachuk, Y. Yechkalo, S. Semerikov, M. Kislova, Y. Hladyr, Using Mobile ICT for
Online Learning During COVID-19 Lockdown, in: A. Bollin, V. Ermolayev, H. C. Mayr,
M. Nikitchenko, A. Spivakovsky, M. Tkachuk, V. Yakovyna, G. Zholtkevych (Eds.), In-
formation and Communication Technologies in Education, Research, and Industrial
Applications, Springer International Publishing, Cham, 2021, pp. 46–67.
[268] N. Rashevska, S. Semerikov, N. Zinonos, V. Tkachuk, M. Shyshkina, Using augmented
reality tools in the teaching of two-dimensional plane geometry, CEUR Workshop
Proceedings 2731 (2020) 79–90. URL: http://ceur-ws.org/Vol-2731/paper03.pdf.
[269] H. B. Varina, V. V. Osadchyi, K. P. Osadcha, S. V. Shevchenko, S. H. Lytvynova, Peculiarities
of cloud computing use in the process of the first-year students’ adaptive potential
development, CEUR Workshop Proceedings (2020, in press) 521–538.
[270] H. Varina, S. Shevchenko, The peculiarities of using the computer complex HC-
psychotests in the process of psychodiagnosis of the level of development of future
specialists’ mental capacity, E3S Web of Conferences 166 (2020) 10025. doi:10.1051/
e3sconf/202016610025.
[271] S. Proskura, S. Lytvynova, Organization of independent studying of future bachelors
in computer science within higher education institutions of ukraine, CEUR Workshop
Proceedings 2104 (2018) 348–358.
[272] S. Proskura, S. Lytvynova, The approaches to web-based education of computer science
bachelors in higher education institutions, CEUR Workshop Proceedings 2643 (2020)
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