The Role of Digital Technologies in Increasing the Students’

Involvement in the Educational Process

OKSANA KARABIN1, VIKTORIIA BIELOVA2, TETIANA HLADUN3, LESIA MAKARENKO4,

ANDRII BOZHKOV5

1Department of Informatics and Methods of its Teaching, Faculty of Physics and Mathematics,

Volodymyr Hnatiuk National Pedagogical University of Ternopil,

2, Maxyma Kryvonosa Str., 46027, Ternopil,

UKRAINE

2Department of Modern European Languages, Faculty of International Trade and Law,

State University of Trade and Economics,

19, Kioto Str., 02156, Kyiv,

UKRAINE

3Department of General and Medical Psychology,

Bogomolets National Medical University,

13, T. Shevchenko Blvd., 01601, Kyiv,

UKRAINE

4Department of Information Systems and Technologies,

Dragomanov Ukrainian State University,

9, Pyrohova Str., 01601, Kyiv,

UKRAINE

5Interregional Academy of Personnel Management

2, Frometivska Str., 03039, Kyiv

UKRAINE

Abstract: - The level of students’ professional education can be increased through motivation. This study aims

to determine the role of digital technologies in increasing students’ involvement in the educational process. The

aim of the work was achieved by conducting a pedagogical experiment before and after training, a general

theoretical method of observation, and a sociological survey. The efficiency ratio, the comparison coefficient,

and the standard deviation coefficient were also calculated. The results showed that the highest level of

motivation was achieved due to the perception of the general learning process (29%), and the development of

creative skills (25%). It was established that digital technologies had a greater influence on knowledge of laws

and methods of practical application of theoretical information (0.96). High results are associated with a variety

of interactive technologies that were used during training. It was found that motivation in training influenced

the in-depth study of the topic (1.6), and the search for new digital technologies for training (1.2). The use of

non-standard approaches in education (1.5), structuring of material when doing homework (1.1), and

participation in university knowledge contests (1.8) also had an impact. The academic novelty of the work

consists in increasing the interest of future teachers in the educational process due to the combination of various

digital technologies, which are aimed at the development of theoretical and practical skills, as well as creative

thinking. The practical significance is the creation of new learning mechanisms (development of creative

thinking using Emaze, and Storyjumper applications) for the development of student motivation using digital

technologies. The prospects for further research may be related to the comparison of the achieved level of

motivation among students and schoolchildren because of using the developed approaches to learning.

Key-Words: - Digital Twin, student motivation, digital systems, differentiation of educational material, Twiddla,

Storyjumper, Emaze.

Received: April 29, 2023. Revised: November 28, 2023. Accepted: December 27, 2023. Published: February 19, 2024.

WSEAS TRANSACTIONS on INFORMATION SCIENCE and APPLICATIONS

DOI: 10.37394/23209.2024.21.8

Oksana Karabin, Viktoriia Bielova,

Tetiana Hladun, Lesia Makarenko,

Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024

1 Introduction

The search for approaches to the development of the

educational process is related to setting goals to

increase the effectiveness of education, the

development of state programs, and the expansion

of professional knowledge. The improvement of

new approaches can relate to the use of digital

technologies, which ensure the improvement of the

organization of training, and the delivery of high-

quality educational material. It also affects the use

of non-standard approaches to the educational

process, [1]. Such advantages contribute to ensuring

students’ learning motivation, which will later be

reflected in their performance level. The identified

advantages of digital technologies emphasize the

relevance of the issue under research.

Digital technologies represent a system that is

based on methods of coding and information

transmission, which contributes to the universality

of assignments in the shortest possible time, [2].

Digital technologies are common tools in education,

which can be represented by various multimedia,

interactive programs. Digital technologies have

influenced a change in approaches to learning,

which has contributed to greater access to a variety

of information, [3]. Digital technologies also

influence greater independence of learning, thereby

expanding existing knowledge. Digital technologies

have advantages in working with a group of

students, which contributes to the expansion of

independence, and creative activity to achieve the

necessary educational goals. This approach to

learning allows for logical, consistent presentation

of information. Digital technologies help to provide

visualization of educational material, to ensure

interactivity of perception, [4]. The

multidisciplinary nature of digital technologies

allows for the study of a topic with an orientation to

different subjects, which contributes to the

combination of various aspects of learning, and the

expansion of knowledge. Students’ learning

motivation may be related to teachers’ monitoring

of current trends in education, which is associated

with the development of professional competencies,

[5]. According to other studies, [6], [7], the interest

in learning is also formed because of providing

virtual practical and laboratory assignments.

Learning occurs because of providing a visual

display of educational processes, conducting

experiments, and using unlimited approaches to

explaining complex concepts. The research

cognitive digital technologies should be used for a

better perception of information, which will

contribute to productive information assimilation,

[8].

The use of Digital Twin is currently a common

approach to learning, which enhances active student

participation. The approach of using digital dual

technologies provides the possibility of visualizing

the physical classroom, tracking students’

performance, and their interaction with the

surrounding environment, [9]. Dual digital

technologies facilitate individualized learning of a

particular aspect of a topic through visual elements,

[10]. Virtual technologies (e-books, video materials)

facilitate the learning process. This approach makes

it possible to ensure the use of various educational

scenarios, which allows for the interactive

completion of assignments. Digital Twin facilitates

the creation of virtual classrooms, which allows for

the simulation of various situations for learning

topics of different complexity levels, [11], [12]. This

is because with the help of interactive technologies

it is possible to ensure the conduct of complex

experiments and monitor the quality of learning the

material and the performance of classes, [13].

The study of the theoretical material determined

the gaps in ensuring the organized use of digital

technologies in the educational process. The aim of

the work is related to the study of the role of digital

technologies in increasing students’ involvement in

the educational process.

The research objectives were to:

- Develop a structural model of education, which

includes the possibility of using digital technologies

in the educational process;

- Determine the element of training that had the

greatest impact on the development of motivation;

- Determine the overall effectiveness of training, as

well as directions of students’ educational activities

that were developed during training.

2 Literature Review

Digital technologies are important for improving the

quality of education, which has a positive effect on

students and teachers. Digital learning developed at

the fastest pace during the pandemic. However,

learning problems may be related to weak training

of teachers and, the use of necessary software. The

problems can be related to infrastructure and

administrative support, [14]. The use of digital

technologies in education enables solving complex

problems, which is associated with the development

of thinking, creativity, and communication skills.

Digital technologies contribute to the search for new

tools for structuring the educational process. This

approach also has the effect of increasing the level

of accessibility for the perception of the material,

[15]. Digital technologies are important tools that

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Oksana Karabin, Viktoriia Bielova,

Tetiana Hladun, Lesia Makarenko,

Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024

contribute to improving the quality of education.

The use of 3D interfaces is reflected in the

possibility of using software games, and simulated

computer laboratories. This facilitates the

visualization of learning, which improves the

practical acquisition of relevant knowledge, [16].

Digital learning management systems have become

quite common over the past 30 years. The

convenience of students’ perception of information

with the help of digital systems can affect the

creation of additional problems for teachers.

Problems may manifest themselves in understanding

the specifics of their application for the educational

process. The Canvas program provides tests to

assess students’ knowledge, [17]. Educational

programs for mobile devices enhance students’

interest in the perception of materials. The Delphi

application created automated knowledge tests for

checking actual knowledge due to the clarity of the

presentation. This program also verifies the value of

digital applications for use in the educational

process, [18].

Digital materials can influence the creation of a

learning environment using tablets and interactive

whiteboards. Multimedia applications contribute to

the improvement of students’ performance and

affect the results of testing. Interactive tests and

creative programs contribute to the greatest

motivation in learning. Digital technologies ensure

an individual style in learning, [19]. The

involvement of digital technologies in education can

contribute to the solution of existing problems

related to the structuring of various information.

Neural networks (CNN, RNN, and LSTN) are

effective methods of information recognition,

affecting the ability to solve complex problems. The

perception of information depends on the quality of

structured information and the existing level of

students’ knowledge, [20]. E-learning promotes the

development of educational environments using

information technologies and digital resources. The

process improves the learning experience, thereby

improving students’ performance. This may be

related to the use of online platforms, software,

video conferences, and mobile training programs.

The process contributes to the improvement of

educational content and enhances students’

motivation. A high level of learning can be achieved

by investing in technological infrastructure. Digital

technologies enable online exams, remote control,

interactive quizzes, and online discussions, [21].

The new educational needs can be met using

digital technologies. Metaverse facilitates the

creation of a realistic three-dimensional virtual

space that allows students to interact with various

digital objects. This contributes to the expansion of

opportunities for the perception of educational

material, conducting experiments at different

educational levels, [22]. Digital technologies can

provide an individual approach to learning, which

facilitates adaptation to the learning of students with

different educational levels, and development of

abilities. Digital technologies provide an

understanding of university design. The selection of

the most favorable technologies can be implemented

with the help of thematic analysis. This approach

allows for a positive perception of the course of

study, which affects the understanding of practical

skills, [23]. Digital technologies contribute to the

conduct of relevant research in the learning process.

The use of digital technologies promotes the

formation of computational thinking, which affects

overall development. Computational thinking allows

for a flexible approach to information perception,

[24].

The results of the study showed that the articles

considered the general possibilities of using digital

technologies for education. Gaps in the research are

related to the lack of data on the development of

learning programs using digital technologies to

enhance student motivation.

3 Methods

3.1 Research Design

The first level of research was to develop a

structural model of learning for the study of

Computer Technologies. During training, it was

planned to ensure the use of digital technologies that

promote motivation in the educational process. The

choice of digital technologies provided for the

possibility of their use for individual learning, and

group online interaction. Ease of use was also

considered. The choice of digital technologies for

learning (Twiddla, Storyjumper, Emaze) involved

the initial study of their functionality, and the study

of advantages and disadvantages for the possibility

of application in the educational process. Digital

technologies for learning were selected because of

observation, which allowed the use of the Twiddla

application and a multimedia board to study the

theoretical material. The Storyjumper application

was used for the development of practical skills;

digital applications Emaze and Storyjumper were

used for the development of creative thinking. The

training lasted 4 months from February to May

2023.

The second stage of the study involved the

determination of how a separate stage of study

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Oksana Karabin, Viktoriia Bielova,

Tetiana Hladun, Lesia Makarenko,

Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024

affected the level of students’ motivation. The

stages of training provided for orientation to the

study of theoretical and practical material, the

development of creative skills, as well as the general

perception of the learning process. The results of

students' interest in learning information were

compared before the beginning of training and after

4 months of training. The results of students’

interest in learning were obtained by using the

sociological survey. Students had to decide which

stage of study was the most motivating in the

perception of educational information. The students

considered the approach to the study of a separate

stage, the applied digital technologies, and the

extraordinary presentation of the material. The level

of memorization of information at each stage of the

research and the possibility of its practical use were

also considered.

The third stage of the research involved an

experimental verification of the knowledge that

students acquired because of enhanced learning

motivation. The knowledge test was provided for

the presentation of the initial results and the results

obtained after training. It was planned to determine

the presence of comprehensive knowledge about

methods and ways of applying theoretical material

during the knowledge test. It was also planned to

determine knowledge of laws and methods of

practical application of theoretical information. The

knowledge test involved determining students’

overall performance during 4 months of study and

because of the exam.

The third stage of training also provided for

determining how students’ motivation affected the

educational process. The results were obtained by

monitoring students’ progress, as well as through

conducting a sociological survey among students. A

psychological social survey determined the level of

students’ motivation to ensure further education

using digital technologies. The results were obtained

using a sociological survey.

3.2 Sampling

The study involved a total of 193 students who were

studying to become Computer Science teachers to

achieve the aim of the research. The sample was

represented by students from Ternopil Volodymyr

Hnatiuk National Pedagogical University. The

sample was limited to students in 2nd-3rd years of

study, as first-year students did not have specialized

knowledge of the subject. The lack of knowledge

could affect the quality of the educational projects.

3.3 Methods

The structural model of learning was developed by

using the general theoretical method of observation,

which involved the study of existing methods, [5],

[25], [26]. The observation method was used to

study the advantages and disadvantages of possible

approaches to training, which made it possible to

develop the author’s training model.

The information from students was collected

through a sociological survey. This made it possible

to obtain results regarding the learning element that

had the greatest impact on the development of

students’ motivation. A sociological survey

conducted among students determined how

motivation reflected on the student’s involvement in

the learning process. The method also contributed to

determining the level of student’s motivation to

continue the learning process using digital

technologies. The sociological survey was chosen

for the study because it enables obtaining data

among an unlimited number of people. The

sociological survey was conducted using Google

Forms, which contributed to the correctness of the

results. The sociological survey was intended to

provide data from respondents on three

questionnaires (Appendix A). Questionnaires for a

sociological survey involved answers to one

question with a different number of answer options.

The questions of the questionnaire were closed-

ended, which did not involve specifying detailed

answers and were developed directly by the authors

of the article.

To test knowledge, it was planned to calculate

the efficiency ratio, which involved comparing the

results before and after the study. The performance

during the study period and the performance

obtained as a result of the exam were included in the

calculation. The calculation formula was developed

by the authors of the article, which excluded

orientation to existing calculations.

  

 (1)

 – the obtained performance for a separate

indicator of knowledge;  – the level of complexity

of information perception;  – overall

effectiveness of the knowledge test;

The calculated efficiency ratio will be reached

at a high level if the value is equal to 0.9 - 1.0. The

medium level ranges between 0.7 and 0.89; the low

level is below 0.7.

Calculations of the comparison coefficient were

used to study the areas of activity that were most

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Oksana Karabin, Viktoriia Bielova,

Tetiana Hladun, Lesia Makarenko,

Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024

influenced by students’ motivation. The comparison

coefficient was also developed by the authors to

provide correct numerical values as the basis for

further analysis:

  



  (2)

 – a conditional indicator that reflects the level of

students’ motivation in expanding the relevant

activities after training;  – a conditional indicator

that reflects the level of students’ motivation in

expanding the relevant activities before training.

3.4 Data Analysis

Comparison of the obtained calculations of the

coefficient of standard deviation with statistics is

important in the research. It allows for more

accurate confirmation of the obtained data.

Statistical calculations were performed to determine

the comparison of the acquired knowledge before

and after the study. They were also used to compare

the areas of activity that were developed in students

due to their learning motivation. The coefficient of

standard deviation was also used to compare the

results of a psychological social survey to determine

the level of students’ motivation. Statistical

calculation made it possible to evaluate and confirm

the validity of the obtained data, [27].

  󰇛󰇜





 (3)

 – the number of indicators that were used for

comparison;  – an indicator of a separate value;

 – mean value of the indicators.

3.5 Ethical Criteria

Ethical norms were observed due to the use of the

Guidelines for Research Ethics, [28]. This ensured

the same conditions for all students who participated

in the study. Following ethical norms, it was also

planned to ensure the correctness of the presentation

of the results, which excluded their falsification.

4 Results

Digital technologies can have a variety of uses in

the learning process, which varies depending on the

level of teachers’ professional qualifications and the

capabilities of educational institutions. A structural

model of training was developed to ensure the

training of future teachers (Figure 1).

The study of the theoretical material, and the

principles of differentiation of the educational

material involved the assimilation of the main

concepts of the subject, and the possibility of using

the subject of Computer Science to study other

subjects. The study of the theoretical material was

based on the use of an interactive multimedia board,

which made it possible to provide a detailed

visualization of the material. The online digital tool

Twiddla was used to learn the theoretical material.

Twiddla enables working in a team, which

contributes to the discussion of the studied topic,

and its deepening. The study of theoretical material

also involved the creation of independent lessons by

students to present a separate topic with the help of

Twiddla. The use of the Twiddla digital application

promoted the development of Digital Twin, which

influenced the possibility of discussing theoretical

material between students. The results were

achieved through modeling a particular topic for

presentation in class.

The practical skills based on in-depth study of

the material were developed using interactive

graphics, which included the display of educational

animation elements. During the practical classes, it

was planned to imprint the theoretical material by

completing the tests. The development of electronic

textbooks was also provided for the practical use of

the acquired knowledge. The use of the Storyjumper

digital application contributed to the creation of

electronic textbooks, which could be used later to

teach students. At this stage of education, the

development of electronic textbooks involved the

search for mechanisms to improve information

presentation approaches.

The development of creative thinking based on

the acquired skills involved in the creation of

individual projects. During training, it was planned

to create a curriculum, and create a fragment of an

electronic textbook by the created program. The

creation of educational programs involved the use of

the Emaze digital application, which facilitated the

visualization of information. At the same time,

students had to ensure the use of creative

approaches to presenting the material. Using Emaze

facilitated content creation with existing prompt

options. The digital application Storyjumper was

used to create a fragment of electronic textbooks.

After training among students, it was

determined how it affected the level of motivation.

The initial level of students’ motivation was

compared with the motivation level after

training (4 months) (Table 1).

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Fig. 1: Structural model of learning using digital technologies

Table 1. Determining the stage of the study that had

the greatest impact on the motivation level

Learning stage

Percentage

value before

training

Percentage

value after

training

Study of theoretical

material

22%

Study of practical

material

16%

24%

Development of

creative skills

30%

25%

General perception of

the learning process

13%

29%

It didn’t affect

41%

It was established that the students achieved a

higher motivation level after training. This was

reflected in the study of theoretical and practical

material, the level of development of creative skills,

and the general perception of the learning process.

The results are related to the fact that training was

delivered in a non-standard format, which involved

the use of digital technologies. This made it possible

to ensure a creative process of assimilation of

information. A high level of motivation was

reflected in the expansion of cognitive abilities, and

the development of self-improvement. A high level

of motivation contributed to the achievement of

high educational goals, and the use of non-standard

methods for completing educational assignments.

The use of digital technologies ensured the

completion of assignments in a non-standard form,

and the use of a diagnostic format for displaying

information. A higher motivation level is also

associated with increased student success. A lower

motivation level was observed among students

before the training, which was reflected in the lack

of awareness of the need to acquire new knowledge.

It also affected the student’s responsibility to study

information. This was reflected in the lack of

motivation in the performance of educational

assignments, and assimilation of information.

It was planned to conduct an experimental test of

knowledge during training, which was reflected in the

consideration of the motivational criterion (Table 2).

Table 2. Experimental testing of students’

knowledge

The parameter for which

the performance was

determined

Before

training

After

training

Availability of complex

knowledge about

methods and techniques

of learning theoretical

material

0.73

0.94

0.051

Knowledge of laws and

methods of practical

application of theoretical

information

0.71

0.96

0.067

Experimental testing of knowledge showed that

students achieved a high level of theoretical and

practical knowledge after training. Learning with

the help of digital technologies provided the

possibility of using the learned information to create

a programme of classes, and e-books. The process

influenced the application of creative skills to use

various forms and methods in education. This

approach to education contributed to students’

understanding of educational processes, which

influenced the search for the most favorable

approaches to completing the assignments. Students

acquired the ability to use basic computer

technologies, which was reflected in the completion

of practical assignments. High results are also

associated with the development of analysis skills,

which made it possible to arrange information. This

Level of

students'

motivation

Study of theoretical material

and principles of

differentiation of educational

material (Twiddla)

Development of practical

skills based on in-depth

study of the material

(Storyjumper)

Development of creative

thinking based on acquired

skills (Emaze, Storyjumper)

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affects development prospects, and skills in using

digital technologies to complete certain assignments.

Fig. 2: Areas of student activity that were developed under the influence of motivational approaches

The results showed that after training,

knowledge of laws and methods of practical

application of theoretical information was achieved

at a higher level than having theoretical knowledge.

This is due to the use of digital technologies, which

ensured the development of practical skills. The

level of theoretical knowledge was higher than the

level of practical knowledge before the training,

which indicates poor organization of the educational

process.

The last stage of the research provided for

determining the directions of students’ activities

during their studies, which were affected by the

development of motivational approaches. The

results were obtained by calculating the comparison

coefficient (Figure 2).

It was established that the use of digital

technologies during education contributed to a more

in-depth study of the topic by students. This ensured

the search for new lessons with the help of digital

technologies, which resulted in a more detailed

study of a particular topic. The students also began

to take the initiative in finding new digital

technologies for the development of practical skills,

which made it possible to improve existing

knowledge. The search for digital technologies

made it possible to expand the idea of further

pedagogical activity and develop new approaches to

the presentation of material. The use of non-

standard approaches to completing practical

assignments was based on the development of

creative skills, which enhanced students’ interest.

This helped to complete assignments of various

complexity, which was reflected in the deepening of

professional knowledge. Some students also found

an approach to creative homework preparation, as

digital technologies expand educational

opportunities. This had a positive effect on lectures

and practical classes. The use of digital technologies

was reflected in students’ participation in university

knowledge contests. The acquired knowledge made

it possible to achieve high performance and

participation in regional knowledge contests. The

knowledge contests are based on the use of students’

creative skills, as they require not only software

knowledge but also creativity in solving problems.

A psychological social survey was also conducted to

check the level of students’ motivation to continue

their studies using digital technologies (Figure 3).

A psychological and social survey of students

established that most of them are interested in

continuing their studies using digital technologies.

This is due to a new approach to studying subjects,

which motivates them to search for new

information, which affects professional

development. It also allows them to persevere in

learning and influences the development of a

creative approach, which is manifested in a non-

standard approach to solving problems, and the

continuation of research activity. Students develop

independence in studying the subject, which affects

their participation in extracurricular activities

(participation in professional competitions, and

knowledge contests). A medium level of satisfaction

in education is related to the need to use a greater

variety of technologies in education. A neutral level

of motivation was found among a small number of

students, which is explained by the lack of

0,2

0,4

0,6

0,8

1,2

1,4

1,6

1,8

In-depth study

of the topic Use of non-

standard

approaches to

resolving

practical issues

Finding new

digital

technologies to

develop

practical skills

Structuring the

material while

studying

homework

Participation in

university

knowledge

contests

1,6 (24%) 1,5 (20%)

1,2 (22%) 1,1 (18%)

1,8 (16%)

𝜌

S=0,08

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attendance in all classes. The results of the

comparison of the coefficient of standard deviation

showed a difference in values, which does not

confirm the correlation of the results. This is due to

the advantages of a high level of student motivation

and insignificant values of the medium and neutral

levels.

Fig. 3: The level of students’ motivation in

continuing their studies using digital technologies

5 Discussion

The obtained results showed that digital

technologies contribute to greater effectiveness in

learning, which correlates with research, [29], where

the positive role of interactive technologies is also

identified. Digital technologies contribute to

providing more personalized and adapted learning,

which affects greater efficiency and interest of

students in learning. This is because they allow for

the creation of educational materials, online courses,

and training manuals. Digital technologies facilitate

a flexible and modular approach to learning,

allowing adaptation of the materials to students’

needs, [29]. However, the aspects of the

personalized influence of digital technologies in

education were not established in the conducted

research. Emphasis is placed on the possibility of in-

depth development of students’ professional skills.

The virtual classroom platform has the effect of

increasing the level of students’ interest in learning,

as the process is related to the possibility of

ensuring the use of new methods and technologies

of education. This contributes to students’ self-

efficacy, development of their abilities, and

communication skills. The results are related to the

structuring of modules, and the use of specialized

software, [30]. Digital platforms are one of the

common elements of education in vocational

colleges. Also, such an approach to education

allows one to achieve high academic results and

affects the possibility of ensuring self-regulated

learning. Digital technologies contribute to faster

assimilation of information, which provides the

possibility of developing various skills, [31]. Digital

technologies contribute to the creation of new

opportunities for the transformation of learning,

which improves professional skills. Digital

technologies help to ensure the development of

critical thinking, creative skills, interdisciplinary

communications, flexibility, and initiative. These

technologies allow for in-depth study of educational

material by students, which affects the growth of

professional competence, [32]. Virtual distance

learning processes are not identified in our research.

However, this study established those digital

technologies contributed to the enhancement of

students’ motivation. This was manifested in the in-

depth study of the topic, and the use of non-standard

approaches to completing practical assignments. It

also helped in the search for new digital

technologies for the development of practical skills,

structuring material when doing homework, and

participation in university knowledge contests. The

learning process provided for the study of

theoretical material, the expansion of practical

skills, as well as the development of creative skills.

The success of learning with the help of digital

technologies is achieved due to several factors.

Teachers should show interest in finding non-

standard approaches to presenting information, and

promote the search for new information for display.

The introduction of such an approach in education

has a positive effect on student motivation, which

affects the search for approaches for professional

development, [33]. Digital technologies contribute

to the development of communication among

students with the help of video services, which

improves information perception. The existing

education system is aimed at expanding basic

knowledge, which contributes to its adaptation

during the creation of educational projects. This

approach affects the implementation of tools for the

productive transfer of knowledge and skills.

Involvement of the game principle of learning,

visualization of information improves the perception

of materials, [34], [35]. The combination of

pedagogical knowledge and information

technologies has a positive meaning for the

motivation of students and their active participation

in education. Students mastered pedagogical and

technological thinking, which influenced increasing

overall efficiency, [36]. The development of

students' motivation based on interactive tools

occurs because of information visualization and the

possibility of immersion in the subject. The

100 91%

7% 0% 2%

S=1.816

WSEAS TRANSACTIONS on INFORMATION SCIENCE and APPLICATIONS

DOI: 10.37394/23209.2024.21.8

Oksana Karabin, Viktoriia Bielova,

Tetiana Hladun, Lesia Makarenko,

Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024

ARCloud application has advantages in education,

as it involves preliminary analysis, design,

development, and implementation of training

programs. The application also provides for the

assessment of students' knowledge using

multimodal tools, [37], [38]. In contrast to the

presented works, which indicate the general

importance of digital technologies, our article used

specialized online tools that contributed to the

acquisition of professional knowledge and the

formation of students' motivation (Twiddla,

Storyjumper, Emaze).

Digital technologies provide online classes,

which facilitate the interaction of students and

teachers. It also has an impact on the development

of students' independence, which allows the

development of students' personal capabilities, and

interactive motivation. This makes it possible to

provide more opportunities for the development of

digital education and is also reflected in the increase

in the level of knowledge of students, [39], [40].

The analysis of studies established that the research

is aimed at determining the positive and negative

aspects of the introduction of digital technologies in

the educational process. In the presented study, the

results are related to the development of a learning

model, in which the emphasis is placed on the

training of future teachers, which shapes the

strengths of our research. The model developed by

the authors provided for the use of digital

technologies aimed at studying theoretical material,

developing practical skills, and creative thinking.

The advantage of our study is also the use of

applications Twiddla, Storyjumper, and Emaze,

which contributed to effective training. In addition

to the determined students’ effectiveness during

training, it was also determined how digital

technologies affected the activity of students in

training.

5.1 Research Limitations

The study provided for the development of a

training model for future teachers studying in the 2nd

and 3rd years. However, the results show a limited

value of indicators, which excludes the possibility of

involving schoolchildren in the educational process

and conducting additional research. However, it is

practically impossible to do this within the scope of

this research, which requires the search for

additional mechanisms for the implementation of

training and comparison of different efficiency

approaches. This may affect the overall correctness

of the results and indirect analysis of the obtained

results.

5.2 Recommendations

This study is aimed at identifying the positive role

of digital technologies in education, but they are

more focused on the general analysis of digital

technologies, excluding their diversity. Therefore,

we believe that it is necessary to elaborate learning

models that will contribute to the development of

individual professional skills, which will later allow

their use during their lessons. The training options

provide for interactivity, which enables obtaining a

high level of knowledge both during offline classes

and online. This will ensure the training of teachers

who have not only in-depth knowledge of computer

technologies but also can use a creative approach to

teaching. The use of digital technologies also

involves the preliminary development of the lesson

with the filling of appropriate educational materials.

The teacher needs to decide how the training will

take place, and what approach to choose for

presenting the material. Also, from the proposed

options of tasks, choose the most appropriate ones

for the studied material using a digital application,

which will ensure the correct verification of

students' knowledge.

6 Conclusions

The authors achieved the aim of the article, as the

positive role of digital technologies in increasing

student involvement in the educational process was

established. The primary development of the

structural model of education ensured the use of

digital technologies, which were aimed at

developing the professional qualifications of future

Computer Science teachers. The study of the

theoretical material and the principles of

differentiation of the educational material involved

the use of a multimedia board and the online tool

Twiddla. The process was aimed at the perception

of educational information with the help of graphic

material. The development of practical skills was

based on an in-depth study of the material as a result

of using the Storyjumper application. The Emaze

and Storyjumper applications were used for the

development of creative thinking. This ensured the

creation of separate projects based on the acquired

knowledge.

After 4 months of training, it was established

that the general perception of the learning process

(29%) had the greatest impact on the development

of students’ motivation. The training was aimed at

the use of various digital technologies to learn

different approaches to the perception of

information. The development of creative skills also

WSEAS TRANSACTIONS on INFORMATION SCIENCE and APPLICATIONS

DOI: 10.37394/23209.2024.21.8

Oksana Karabin, Viktoriia Bielova,

Tetiana Hladun, Lesia Makarenko,

Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024

contributed to the students’ satisfaction, which is

related to the variety of assignments to be

completed, and the lack of patterns. The study of

practical material also enhanced students’ interest in

learning and raised the level of completed

assignments compared to the results before the

study.

It was established after the training that the

knowledge of laws and methods of practical

application of theoretical information was achieved

at a higher level. Students were able to achieve a

high level of developed practical skills, as digital

technologies allowed for the development of various

directions. This contributed to the improved

knowledge of theoretical material, the creation of

training programs, fragments of e-books. The

majority of students (91%) became motivated to

continue their studies using digital technologies.

The results showed that students, with the help

of developed motivation for learning, were able to

achieve in-depth study of the topic. It also

influenced the search for new digital technologies

for the development of practical skills, which forms

the academic novelty of the work. This contributed

to a detailed study of a separate topic, and an

understanding of the principles of using theoretical

information in practice. The greatest effectiveness

was achieved as a result of participation in

university knowledge contests but among a smaller

number of students.

The practical significance of the work is in the

possibility of using new digital technologies for the

training of future Computer Science teachers. The

prospects for further research may be related to the

comparison of various mechanisms of enhancing

students’ motivation and its influence on the

positive development of professional skills.

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Tetiana Hladun, Lesia Makarenko,

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Oksana Karabin, Viktoriia Bielova,

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Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024

APPENDIX

Appendix A

Questionnaire No. 1 for a Sociological Survey

Respondents should give preference to one of the

stages of education that contributed to the

development of the highest level of student

motivation. Pre- and post-training data collection

was planned. Answer options include:

- study of theoretical material;

- study of practical material;

- development of creative skills;

- general perception of the learning process;

- did not affect.

Questionnaire No. 2 for a Sociological Survey

Respondents need to determine the areas of activity

in education that were formed under the influence of

the development of motivational approaches.

Respondents should indicate the presence or

absence of the level of motivation to expand the

areas of professional activity before and after

training. Answer options include:

- in-depth study of the topic;

- use of non-standard approaches to completing

practical assignments;

- Search for new digital technologies for the

development of practical skills;

- structuring the material when doing homework;

- participation in university knowledge contests.

Questionnaire No. 1 for a Sociological Survey

Respondents need to determine their level of

motivation to continue their studies using digital

technologies:

- high level of motivation;

- medium level of motivation;

- low level of motivation;

- neutral level of motivation.

Contribution of Individual Authors to the

Creation of a Scientific Article (Ghostwriting

Policy)

The authors equally contributed to the present

research, at all stages from the formulation of the

problem to the final findings and solution.

Sources of Funding for Research Presented in a

Scientific Article or Scientific Article Itself

No funding was received for conducting this study.

Conflict of Interest

The authors have no conflicts of interest to declare

Creative Commons Attribution License 4.0

(Attribution 4.0 International, CC BY 4.0)

This article is published under the terms of the

Creative Commons Attribution License 4.0

https://creativecommons.org/licenses/by/4.0/deed.en

_US

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DOI: 10.37394/23209.2024.21.8

Oksana Karabin, Viktoriia Bielova,

Tetiana Hladun, Lesia Makarenko,

Andrii Bozhkov

E-ISSN: 2224-3402

Volume 21, 2024