Elena Mihlyakova

The modern epidemiological situation and the format of remote interaction determine the importance of including digital technologies in the formation of intercultural competence. The problems of obtaining the practice of oral foreign language communication, studying the norms of network etiquette, the rules of ethics, the basics of vocabulary and grammar, and the mechanisms of word formation are relevant. The purpose of the study is to identify the didactic opportunities of mobile applications and purposeful work with m-learning technologies for the formation of intercultural competence. The methodology is based on the analysis and generalization of scientific literature on m-learning, problems of learning in an online format. The provisions of the communicative activity-oriented approach are taken into account when integrating mobile applications into the subject-subject scheme of intercultural communication. The study uses empirical methods (testing, analysis of the results of working with mobile applications and MS Teams). The effectiveness of the proposed approach is confirmed by a pedagogical experiment, during which cognitive activity with mobile applications was organized within a specially developed module framework. Statistically significant differences between the experimental and control groups in the level of intercultural competence were revealed. In the experiment, the T-test of Wilcoxon was used for processing. The results of the study described the didactic opportunities of mobile applications for involving students in active group interaction in a project, educational practice, professional self-presentation and intercultural foreign language communication. In conclusion, the conditions under which the integration of mobile applications in training will be most effective are summarized: the purposeful nature of work with m-learning technologies; collaboration of teachers of related disciplines; conscious participation of students at all stages of choosing and using a mobile application; creating mobile resource cases.

The relevance of the research is due to the didactic opportunities of 3D modeling tools for personally-oriented learning and involving students in solving problematic tasks of a creative nature, as an important condition for improving the quality of educational results and training of graduates. The research problem is determined by the contradiction between the opportunities of 3D technologies to improve the quality of learning by taking into account the individual characteristics of the student’s personality, cognitive interests, professional aspirations and the learning model used in educational organizations. The aim of the study is to substantiate theoretically and verify experimentally the effectiveness of 3D modeling technologies use for personalization and improving the quality of learning. The research methodology is based on the analysis and generalization of the works of foreign and domestic authors concerning the issues of learning personalization, 3D modeling tools use for the design of educational environment. Evaluation of the quality of learning, analysis of three-dimensional models, observation, and generalization of the results were carried out during the pedagogical experiment. 55 fourth-year students of the Faculty of Computer and Physical and Mathematical Sciences of the Vyatka State University in Kirov were involved in the study. Statistical validation of the obtained results reliability was performed with the use of Mann-Whitney test. The authors clarified the concepts of “personalization of learning”, “creative activity” taking into account challenges to the digital educational environment and focusing on the training of specialists who would be in demand in future. The problems of personalization of education (awareness of choice, gradation of the system of tasks) are identified; they are described from the perspective of teachers and students. The potential of 3D-technologies with respect to improving the quality of graduates’ training is investigated due to the possibilities of taking into account their individual age and psychological characteristics in a personalized educational program. Some features of personally-oriented learning based on 3D modeling technologies are revealed by the authors on the example of conscious choice by students of a software tool, the study of theoretical foundations and three-dimensional modeling tools, solving structured tasks of a creative nature, constructing design solutions. The materials of the article may be used, firstly, to ensure the personalization of learning during the creative work of students to make 3D models; secondly, to support vocational guidance and personal self-realization, taking into account the priorities of the digital economy.