Keyword: «мотивация студентов»

Adaptive learning technologies are considered very effective in the field of additional and corporate education, where the student has high external motivation. However, in case of university education, many training courses offered to students as part of the curriculum are of little use for conversion into electronic adaptive training courses, and most importantly, they do not arouse the cognitive interest of students. The article specifies the signs of such training courses. Traditional advice to a teacher to explain to students the benefits of this training course for a future profession or to apply original teaching methods does not work. Students "work out technologies for submitting reports" on the academic discipline, focusing on the minimum level of academic achievements necessary to obtain an acceptable grade. The paper describes the main tenets of the original system of assessing students' academic achievements developed by the author, which allows overcoming the uncooperative attitude of students to the study of such training courses. In the described technology, students compete for resources, which are knowledge of the academic discipline. The key feature of the proposed competitive assessment system is that an increase in the student's submitted papers, that is, an increase in his rating score, leads to a decrease in the rating score of other students of the academic group. The described technology has characteristics of adaptive learning, but the individual educational trajectory is not assigned by the training information system, but it is chosen by the student. In addition, it uses gamification technology in a special way that develops students' cognitive motivation. Repeated experience of using such technology has shown its high efficiency. The students gain both the total amount of knowledge and cognitive interest. The theoretical significance of the work is in showing new directions in the development of adaptive learning technologies, it allows for a better understanding of the potentials of gamification technology in learning. The materials of the work can also stimulate new directions in the study of educational motivation of university students.

This article is devoted to the pedagogy of surprise which is a modern pedagogical orientation developed by P.A. Stepichev. The purpose of the study is to describe the concept of "pedagogy of surprise" and its key elements: the learning environment, surprise by the fact, the teaching method, the students’ surprise at their own success and the obtained result. The author substantiates the importance of applying the ideas of surprise pedagogy within the framework of a student-centered approach. The article explains the positive influence of surprise pedagogy on student motivation and the quality of learning outcomes. The research also contains practical ideas that can be applied in the foreign language classroom in higher educational institutions.

The use of artificial intelligence (AI) in sports programs is becoming a trend of the last decade. The introduction of modern technologies allows you to increase the motivation of students for physical education and sports, improve the results of their training and reduce the risk of injury. The study of the issue is especially relevant now when, in the context of the rapid development of AI and changes in the requirements for training specialists in the field of physical education and sports, there is a need to introduce modern approaches and methods into the educational process. Artificial intelligence has been used in professional sports for several years, allowing us to increase the efficiency of both team and individual training. Its use in the educational process at universities will help to significantly improve the quality of education and motivate students to keep playing sports after graduation from the educational institution. The aim of the study is to develop a methodology for introducing AI into the educational process within the discipline "Physical Education and Sports" (FEaS) in universities of the Samara region. An in-depth analysis of the scientific literature on the issue of introducing AI into learning processes was made, and an experimental study was conducted. As part of the experiment, the participants were divided into two groups: one kept exercising within the framework of the traditional educational process, the second actively used AI to create an individual training plan for each student. Based on the results of the study, a number of proposals were developed to introduce web resources using artificial intelligence, mobile applications and wearable devices into the educational process. This will reduce the risk of injury during training, improve the individual performance of students and increase their involvement due to gamification. The theoretical significance of the study lies in the developed methodology for teaching students sports disciplines using modern mobile applications based on AI as an analogue of the current training programs for physical education and sports. The practical significance of the study lies in the potential to use modern technologies to build new learning processes, to increase youth interest in FEaS, to reduce the risks of injuring students during exercises and find more effective training options, taking into account the individual characteristics of each student.