=Paper=
{{Paper
|id=Vol-3156/paper14
|storemode=property
|title=Information technology of adolescents` professional self-identification
|pdfUrl=https://ceur-ws.org/Vol-3156/paper14.pdf
|volume=Vol-3156
|authors=Svitlana Terenchuk,Yuliia Riabchun,Mykyta Poliakov,Nataliia Poltorachenko,Vitaly Levashenko
|dblpUrl=https://dblp.org/rec/conf/intelitsis/TerenchukRPPL22
}}
==Information technology of adolescents` professional self-identification==
https://ceur-ws.org/Vol-3156/paper14.pdf
Information Technology of Adolescents` Professional Self-
Identification
Svitlana Terenchuka, Yuliia Riabchuna, Mykyta Poliakova, Nataliia Poltorachenkoa and
Vitaly Levashenkob
a
Kyiv National University of Construction and Architecture, Povitroflotsky Avenue, 31, Kyiv, 03037, Ukraine
b
University of Zilina, Slovakia
Abstract
The main task of the study is to increase the effectiveness of career guidance activities in
colleges. It is proposed to solve this problem by gamerization the professional self-
identification of adolescents. The conclusion on the timeliness and appropriateness of the
computer gaming technology introduction in the career guidance activities of colleges is
based on the analysis of information and communication systems developed for self-
identification of people of all ages. The focus of the study was based on freely available tests
and information systems for diagnosing an individual's psychological qualities and special
abilities. A structural model of an intelligent information and communication system has
been developed to support the adolescent's decision to choose a specialty, the implementation
of which will allow to automate the process of professional self-identification. It is shown
that all decision support systems for choosing a future specialty, designed for career guidance
work of different colleges, will differ only in the knowledge base. The principle of forming
the knowledge base of the system is described. Examples of computer game tasks that
simulate different situations when performing professional activities in different conditions
are given. A set of clear criteria is substantiated, which will provide an adequate estimation
of the adolescent's professional abilities by the fuzzy artificial neural network Takagi-
Sugeno-Kanga.
Keywords 1
career guidance diagnostic; gamerization; interest; personal qualities; self-identification;
special abilities
1. Introduction
Adolescents' belonging to a certain social group, community, category and awareness is the most
important component of personality development and definition of life strategies [1, 2]. At the same
time, the choice of profession is one of the most important person’s strategic decisions, which
determines the decisive factors in choosing ways to solve certain life problems [3, 4]. However,
choosing a future profession being an adolescent is a difficult and fuzzy task.
To solve this problem adolescents, need:
• Orientation in the world of professions;
• Understanding the suitability of their abilities for certain professions.
An important precondition for successful professional identification is the formation in the
individual of certain physiological, mental and psychological qualities that meet the requirements and
IntelITSIS’2022: 3nd International Workshop on Intelligent Information Technologies and Systems of Information Security, March 23–25,
2022, Khmelnytskyi, Ukraine
EMAIL: terenchuksa@ukr.net (S. Terenchuk); super.etsy@ukr.net (Y. Riabchun); polyakovnikita2497@gmail.com (M. Poliakov);
poltorachenko@gmail.com (N. Poltorachenko); vitaly.levashenko@fri.uniza.sk (V. Levashenko)
ORCID: 0000-0001-6527-4123 (S. Terenchuk); 0000-0002-8320-4038 (Y. Riabchun); 0000-0002-5061-4866 (M. Poliakov); 0000-0002-
2238-6130 (N. Poltorachenko); 0000-0003-1932-3603 (V. Levashenko)
©️ 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
contribute to the successful mastery of a profession. However, adolescents usually lack an
understanding of the suitability of their abilities for different professions, which is necessary for
further self-determination, because at this age they do not yet have sufficiently formed psychological
inclinations. This characteristic of adolescence significantly complicates the process of professional
self-identification.
2. Information technology in education and adolescents’ professional
identification
At present, such a promising subject area as "Information Technology in Education" has been
formed and is rapidly developing in society.
This area includes such issues:
• Open education;
• Remote education;
• Informational educational environments;
• Intellectual educational systems.
The active introduction of computer and Internet technologies in the educational process
contributes to the rapid development of such a phenomenon as virtual testing.
This area is developing on the border of pedagogy and psychology and involves the usage of
intelligent and info-communication systems and technologies to:
• Control of the knowledge level, skills and abilities;
• Estimation of special abilities of people of all ages.
In Ukraine’s education system, the priority is the introduction of information and communication
technologies that improve the educational process, accessibility and effectiveness of education and the
preparation of the younger generation for life in modern society. That is why this article examines
information systems and technologies for diagnosing psychological qualities and special abilities of
the individual, which are designed to support the decision to choose a specialty [5].
2.1. Psychological qualities and special abilities testing
There are a large number of tests in the Internet environment aimed at estimating the compliance
of physiological, mental and psychological qualities of the individual to the qualification requirements
of specific professions. However, these tests are mostly designed for school graduates who are
purposefully looking for work and are sufficiently aware of their interests, aspirations and
professional plans [3]. In adolescence, these personal qualities are usually not sufficiently formed, so
the test results are likely to be unreliable.
It should also be noted that tests of psychological qualities and special abilities of the individual
are implemented in free access and:
• On the one hand, allow to define professional qualities and to receive recommendations on
expediency of a choice of a profession;
• On the other hand, do not take into account employment prospects and the needs of society in
the future.
To estimate the adolescents’ psychological qualities, career guidance techniques are developed
based on testing special abilities of the individual.
But there are also nuances associated with the requirements for the tests themselves, namely:
• Modernity;
• Adaptability to a specific region;
• Ability to take into account future demand for existing professions;
• Ability to take into account the perspectives of new professions.
The leader in the market of professional guidance for young people in Europe is the complex
"Magello" [6], which does not require software installation and covers a wide range of specialties.
The methodology that is the basis of "Magello" takes into account the requirements of modernity and
focuses on the future. But the "Magello" complex is adapted to the requirements of European
universities.
SAT Reasoning Test is a standardized test for admission to colleges in the United States [7]. The
purpose of testing is to estimate a student's readiness for college. SAT Reasoning Test consists of
three sections: text analysis, mathematics and writing.
In Ukraine, UkrSAT ability tests are used to identify specific abilities of an individual to master a
certain specialty. This test is based on the American and Swedish SAT and adapted for usage in
Ukraine. As a way of selection for higher education institutions, UkrSAT complements the subject
competencies of entrants in the direction of the development of subject tests. But UkrSAT is focused
on entrants to higher education institutions, and this is another target audience.
In [7, 8] the test of general educational competence is considered. The concept of creating these
tests is based on the system of key competencies of higher education institutions in Ukraine.
At the same time:
• Acquisition of key competencies is defined as the main goal of general secondary education
and a prerequisite for self-development and self-realization of the individual to learn successfully;
• The methodology on which the test of general educational competence was developed does
not take into account the interest in the profession, does not reflect the relevance of the specialty
and employment prospects.
In [9, 10] the information system of identification of abilities of entrants "Applicant" is
investigated. This system allows you to predict the success of professional activities of individuals in
various fields based on a map of recommended professions. However, the results of diagnostics
according to the method that is the basis of the system, only roughly outline the scope of professional
activity, which does not solve the problem of uncertainty at the level of specialty choice.
Thus, studies of testing psychological qualities, professional and special abilities systems, have
shown that providing reasonable support to the decision of the adolescent to choose a future specialty
requires analysis of test results. However, test results based on different theoretical approaches are
usually heterogeneous and not always consistent. Adolescents' attempts to summarize such results on
their own cannot only further complicate the choice of specialty, but also lead to an increase in
internal contradictions caused by the need to make decisions in conditions of uncertainty.
As follows: if an adolescent cannot decide on his / her choice of future profession, it is advisable to
rely on experts to support the decision.
Experts make recommendations for choosing a specialty based on [11, 12]:
• Adolescent models by profession;
• Forecasting future indicators of the quality of education by the specialty.
The adolescent model by profession includes the main characteristics of students which may
include:
• Psychological characteristics;
• Interest in the activity;
• Level of initial knowledge;
• Outcomes from education in individual disciplines;
• Self-estimation of educational outcomes in certain disciplines and other characteristics.
Based on the model of an adolescent, experts form a model of a specialist in a particular field and
provide recommendations on the appropriateness of choosing a particular specialty. But the provision
of expert support significantly complicates the organization of decision support in conditions of
limited offline communication, as it requires individual communication. At the same time, the
estimation of interest in activities that have never been performed is a particularly difficult task.
The solution to the set of problems described above is seen in the introduction of computer game
technology in the process of professional self-identification of adolescents.
2.2. Education and professional self-identification gamerization
The game is one of the ways of self-actualization and search for a model of self-affirmation, which
is defined in the conditional construction of reality. In the course of the game the peculiarities of the
adolescent's thinking and imagination, his emotionality, activity and need for communication are
clearly manifested. Analysis of the phenomenon of the game showed that in the game it is possible to
reproduce a certain experience through the simulation of relevant situations and, so, to realize the
interest in different activities.
In recent years, the active search for new methods of organizing educational activities, which are
aimed at ensuring effective learning and harmonious development of personality, has led to growing
interest in the game in the field of education. The game is considered a special kind of human activity.
Game technology is built as a holistic education, covering part of the learning process and united
by a common content. It consistently includes games and tasks that form the ability to identify the
main, characteristic features of objects, compare, contrast them.
Under the concept of "gamerization" in this work we understand the use of typical elements of the
game process (definition of the game rules, competition and results evaluation) in different fields of
activity to encourage interaction.
Demand for cognitive enhancement and the development of computer technology has prompted
the gaming industry to develop educational programs aimed at developing and improving skills. The
main purpose of educational games is to form in future professionals the ability to combine theoretical
knowledge with practical activities, as the game is a certain type of activity in situations aimed at
reproduction and assimilation of social experience [13, 14]. At the same time, the use of the game at
each stage of personality development has its tasks and consequences [12, 15].
Studies [13, 16] have identified a motivational effect and cognitive potential of computer games,
which anticipate their orientation on stimulating cognitive and developmental functions. Computer
games have an impact on learning ability and social adaptation of the individual.
An analysis of recent research and publications has shown that modern computer technology
allows not only to evaluate the results of educational games, but also to:
• Record the characteristics of the personality that are appeared during the game;
• Reflect the degree of interest in the profession;
• Reflect the ability to study in the relevant field.
Therewith, the potential of gaming is not sufficiently used in the process of estimating the personal
qualities and special abilities of adolescents. However, the diagnosis of these characteristics on the
basis of professional computer game tasks not only gives adolescents the opportunity to actively test
themselves in various fields of work, but also helps to determine their preferences. That is why the
task of professional self-identification of adolescents with the use of computer game technologies is
relevant and timely.
3. The purpose and objectives of the work
The purpose of the work is to form information technology of professional self-identification of
adolescents based on the results of computerized game tasks of professional orientation.
For the successful implementation of computer game technologies in the process of professional self-
identification of adolescents, first of all it is necessary to:
• Ensure the correctness of the tasks selection and the reliability of the results evaluation after
their completion;
• Develop an infocommunication system that is able to automatically capture not only the
psychological qualities and special abilities of the individual, but also to reflect the degree of
interest in the profession.
4. Professional self-identification computer game technologies
Earlier, in work [17] the model of intelligent infocommunication system for identification of
entrant’s abilities (IISIEA) of higher education institutions and the scheme of user interaction with the
system were described. In this study, the IISIEA model is proposed to be adapted to the structure and
requirements of institutions that provide educational services to junior professionals.
The model of the intelligent infocommunication decision support system of the adolescent to
choose a specialty is shown in Fig.1.
Ministry of Education and Science
Employers
Methodical Department
Graduates
Career Guidance Department Experts
Adolescent
Communication Subsystem with Communication Subsystem with Career
Adolescents Guidance Department
Subsystem for Estimation the
Adolescent`s Professional Abilities Knowledge Base
Intelligent Infocommunication Adolescent`s
Subsystem for Recommendatory Decision Support System to
Conclusion Formation Choose a Specialty
Figure 1: The scheme of adolescent’s professional self-identification
At this stage of research, the organization and testing of special abilities, which are required to
varying degrees to acquire knowledge, skills and abilities that best meet the requirements of the
specialists’ profile in various specialties, it is proposed to put on career guidance departments of
colleges.
Intellectual support of the adolescent's decision to choose a specialty is provided by a system based
on educational and professional programs - a single set of educational components, planned and
organized by the educational institution to achieve successful educational outcomes.
Decision support is provided according to the scheme shown in Fig.2.
Employer College Adolescent Professional self-identification
R P Z
G B S R
Coordination of Individual Professional Abilities with the Requirements of Employers
Figure 2: The scheme of implementation of adolescent's intellectual decision support on a choice of
a specialty
In Fig.2 the following markings are accepted:
• R – set of popular professions;
• P – list of specialties offered by the college;
• Z – a set of professional preferences and personal qualities of an adolescent, such as: interest,
special abilities, character and temperament;
• B – a set of adolescent’s interests ( B Z ) ;
• S – a set that reflects the knowledge, skills, and special abilities of the adolescent (S Z )
• G = ( B, S , R) – the recommendation conclusion formed by the system;
• ( B, S , R) = B S R – the function of matching the interests, abilities, knowledge and
skills of the adolescent with the employers’ requirements.
To implement the professional self-identification of a college entrant from the knowledge base of
the decision support system in the subsystem for estimating the professional abilities of adolescents,
professional orientation tasks of different complexity levels are loaded.
It is suggested to leave the choice of a game task from a set of alternatives to the adolescent. At the
same time, fixing the time an adolescent spends choosing a task provides an opportunity to form a
criterion for estimating the degree of interest in the profession.
It is proposed to determine a clear estimation of the expression of interest in the specialty degree
according to (1):
(1)
Where t choice – time in seconds that an adolescent spends choosing a computer game task; 60 – time in
seconds, that is given to select a task; N is the ordinal number of the selected task (N = 1,2,3).
It is proposed to use these values as a binding heuristic and adaptation before adjusting the
parameters of the fuzzy artificial neural network Takagi-Sugeno-Kanga, which is proposed to be used
in IISIEA for automatic evaluation of game results [11].
Special abilities of adolescent are offered to be estimated with the help of such accurate parameters
which directly depend on performance time of various level game tasks i (i=2, 3, 4) – time spent by
the user to complete the task of the k-th game level.
At the same time:
• The first level is considered passed if the task is completed in the appropriate time;
• The second level is considered passed if the task is completed with two minor errors or one
significant error;
• The third level is considered passed with two, and the fourth – with one minor error.
Because the error results in a return to the beginning of the task, this increases the time that the
adolescent spends on the task and allows you to automatically take errors into account when
estimating professional abilities.
The clear evaluation value of adolescent's professional abilities, formed in the Subsystem for
Estimation the Professional Abilities of Adolescent based on the results of the professional orientation
game task, reflecting special abilities to meet the requirements of the j-th specialization, is calculated
according to (2):
(2)
Where – estimation of the first level of the task; i – the time of passing the i-th (i = 2, 3, 4) level of
the computer game task; C i – a constant determined by the time of execution of the i-th level of the
task by a qualified specialist.
This set of criteria provides an adequate estimation of the adolescent's characteristics, as it reflects
all the characteristics of the individual in the space of requirements for the specialist's profile in
various specialties, provided the adequacy of professional tasks selection.
Selection of computer game tasks to predict future education outcomes is performed by experts
based on:
• Qualification requirements of the employer, which determine the ability of the specialist to
perform the relevant professional duties;
• A set of competencies in the relevant educational and professional program of the educational
institution, reflecting the ability to apply knowledge in practical situations.
Examples of computer game tasks that simulate different practical situations in different areas are
given in Table 1.
In the game "Surgeon simulator" the adolescent is offered tasks of different levels, during which
he can feel like a surgeon. The game reflects the interest in mastering the specialization of a surgeon.
Table 1
Fragments of the support system database for choosing a future profession
Game Level 1 Level 2 Level 3 Level 4
simulator
Surgeon
constructor
Subway
Zero Threat
Microsoft
simulator
flight
Successful completion of tasks requires some knowledge of anatomy, chemistry and biology, as
well as the presence of such traits as the ability to [17]:
• Choose justified decisions in standard clinical situations, based on acquired competencies;
• Maintain attention and endurance when working out standard clinical situations;
• Focus on one object for a long time;
• Control emotions;
• The use of information space and modern digital technologies in professional activities.
In addition, many of the necessary criteria for estimating the ability to master the medical
profession should include an estimation of the emotional state, which reflects the attitude to life and
health of patients.
The game "Subway constructor" offers adolescents game tasks related to the design and
construction of the subway in different conditions. Tasks of different levels differ in the number of
individual networks, their size and increase in the number of common peaks, as well as time
constraints and additional geological conditions.
Successful completion of the tasks of "Subway constructor" implies the absence of claustrophobia,
a sufficient level of dimensional imagination and the availability of certain knowledge in such
disciplines as geography, geology, geometry and physics.
This game also reflects an interest in mastering specializations such as logisticians and technicians
to examine the status of systems and networks for various purposes.
All professions related to networks and systems provide the ability to:
• Make the best decision from a variety of alternatives;
• Solve the problems of decomposition and composition of spatially developed networks;
• The use of information space and modern digital technologies in professional activities.
As follows, all decision support systems on the choice of future specialty, intended for career
guidance work of different colleges, will differ only in the knowledge base, which consists of a
database and a rule base.
In the "Zero Threat" turn-based learning game, the playing field is seen as a set of interconnected
nodes that are moving parts of an organization's real network that includes cell phones, laptops,
servers, cloud storage, and employees themselves. The strength and frequency of threats and attacks
on browsers are gradually increasing and spreading through the network. This leads to data theft,
destruction or alteration. Thus, different types of cyber-attack situations are simulated for corporate
"employees". The purpose of the game tasks is to choose precautionary measures or countermeasures
that will protect network data.
Successful completion of "Zero Threat" tasks requires a sufficient level of knowledge of a foreign
language, a certain level of knowledge of programming languages, the ability to use the information
space, which reflects the ability to perform professional duties in specialties [18, 19]:
• Secure Network Administration Specialist;
• Specialist in counteracting hacker attacks;
• Specialist in information protection in information and communication systems;
• Information security risk analysis specialist
• 2529 Security specialist (International Standard Classification of Occupations
2008 (ISCO-08)).
All professions in the specialty "Cybersecurity" provide the ability to quickly:
• Respond to information security incidents;
• Estimate information security risks;
• Make the best decision from a variety of alternatives.
The "Microsoft flight simulator" offers adolescent tasks that are directly related to piloting an
airplane. The complexity of the tasks is set by the weather conditions and situations that arise when
piloting in the air, takeoff and landing, and allow the adolescent to understand the consequences of
wrong decisions and inappropriate actions.
The task of "Microsoft flight simulator" not only requires some knowledge of: physics, geometry
and reflects interest in mastering the specialization "Flight Operations", but also allows the system to
estimate such physiological, mental and psychological qualities as the ability to [20, 21]:
• Rapid practical application of the modern aircraft operations rules;
• Quick understanding of the reasons for changes in the aircraft flight characteristics.
In addition, the successful completion of tasks involves the ability to use the latest information
technology in the aircraft operations, taking into account the peculiarities of practical situations and
the presence of such character traits and natural abilities as the ability to:
• Quickly navigate in different coordinate systems;
• Keep a large number of dynamic objects in sight for a long time;
• Respond quickly to unexpected changes in external conditions and intuitively make the right
decisions in conditions of uncertainty and risks of various kinds.
The database contains game tasks that simulate practical situations that are typical for the
professional activities of specialists who have received special education according to the college
profile. The attributes of the database are the codes of the specialties of the institution, and the entities
are set by the names of games that reflect the ability of the individual to study in these specialties.
The rule base consists of a rules system according to which:
• Different specialties of the institution that provide educational services are matched to a
certain set of professional game tasks and evaluation criteria are determined;
• Based on the results of professionally oriented tasks of different levels, a recommendatory
conclusion is formed.
The process of forming a recommendatory conclusion based on the performance of professional
game tasks is described in detail in [11, 22].
5. Results analysis
Currently, the Department of Information Technology of Design and Applied Mathematics in Kyiv
National University of Construction and Architecture, with the participation of teachers from the
Université Cadi Ayyad are working on:
• Development of an adolescent model by profession;
• Formation of standards for estimating the degree of compliance of adolescents’ personal
qualities with the qualification requirements for the profile of the specialist.
The research involves students of different specialties who have different levels of success and to
varying degrees are satisfied with their choice of specialty to study.
According to a survey of students who were involved in the study of the individual’s special
abilities based on computer game tasks of professional orientation, it was found that the professional
self-identification of adolescents using computer game technology:
• Will reduce the number of students who are dissatisfied with the choice of specialty;
• Will significantly affect the quality of education, will contribute to high success and full
realization of personal potential, due to the presence of interest in the future profession.
However, the implementation of the proposed model requires an automatic estimation of the
adolescent's professional abilities in accordance with (2). This, in turn, implies the presence of a
trained fuzzy artificial neural network Takagi-Sugeno-Kanga, which is proposed to use in the
intelligent infocommunication system to support the decision of the adolescent to choose a specialty
to automatically estimate the game results.
Accumulation of a sufficient number of test results by performing game tasks of professional
orientation by persons who have variously realized their special abilities in professional activities
provide an opportunity to form a sample for learning artificial neural networks and so ensure the
adequacy of models underlying the ontology of intelligent infocommunication decision support
system for the adolescents to choose a specialty. Therefore, further research will focus on the
implementation of this artificial neural network.
6. Conclusion
1. Studies of the implementing information technology process in the field of education and
adolescents’ professional identification have shown that currently intellectual support at the
educational level is actively used and developed. At the same time, intelligent infocommunication
technologies and systems are not sufficiently used in the process of estimating the special abilities of
adolescents.
2. Analysis of modern methods and tools for diagnosing psychological qualities and special
abilities of the individual showed that the development and implementation of specialized intelligent
decision support systems in career guidance colleges to choose a future specialty is a timely and
socially justified task.
3. The proposed clear criteria for estimating the level of interest and professional abilities of an
adolescent based on the computer game task results are unified, which makes it possible to use them
to solve similar problems of socio-economic nature.
7. Acknowledgments
Finally, we are very grateful the Slovak Research and Development Agency (Agentúra na Podporu
Výskumu a Vývoja) partially supported this work under contract no. APVV-18-0027 titled “New
methods development for reliability analysis of complex system”.
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