Keyword: «university education»

The issue of the artificial intelligence influence on the academic performance and quality of student learning has become particularly relevant in recent years due to the rapid development of this technology and its widespread use. Today, both the positive effects of integrating artificial intelligence into the educational process and possible negative consequences, including a decrease in student motivation and a deterioration in the quality of knowledge acquisition, are actively studied. However, there are still disagreements among researchers and educators regarding the nature and consequences of artificial intelligence-based technologies impact on the educational process. The main objective of this work is to analyze the key aspects of the generative artificial intelligence influence on student academic performance, cognitive activity and quality of learning. The objectives of the work included assessing the current status of artificial intelligence in education, identifying the possible impact of this technology on the effectiveness of academic work and students' cognitive activity, and developing recommendations on how to use generative artificial intelligence in education. The work is based on systems, competence-based, axiological and activity-based approaches. The results of the work include recommendations for the implementation of generative artificial intelligence technology in the educational process based on the analysis of relevant research on the topic over the past 5 years, as well as our own empirical research. The results show the ambiguity of the perception of the latest generation digital technologies role in education, the lack of uniform criteria for assessing the artificial intelligence impact on the educational process and the need for further scientific and practical work in this area. The theoretical significance of the work lies in identifying contradictions related to the use of generative artificial intelligence in educational institutions. The practical significance of the study is expressed in the proposed measures to optimize the educational process, taking into account the peculiarities of student interaction with neural networks, aimed at improving the quality of education and eliminating potential risks.

This article explores the identification and systematization of the classification characteristics of educational gamification as a pedagogical technology for teaching modern schoolchildren and students. Gamification, as part of the the educational process digitalization in the 21st century, has become a priority area for the development of Russian education. Determining the place of gamification technology in the educational process at schools and universities within the hierarchy of modern pedagogical technologies defines the problem of this study. The relevance of this work is explained by the insufficient development of the theoretical foundations, by the practical potential, and the new digital capabilities of gamification technology at the current stage of the school and university education development both in Russia and abroad. The aim of this article is to provide a theoretical overview and summarize the results of theoretical and practical research on gamification technology in the educational process at schools and universities. The primary research method was an analysis of the works of Russian and international authors to clarify the definition of "gamification" concept as applied to the educational process, identify its structural components, implementation principles, and pedagogical features of its use in teaching schoolchildren and students. The main result of this article is a theoretical justification for defining educational gamification as a pedagogical technology for teaching schoolchildren and students and a clarification of the essence of this concept. The authors' classification characteristics of gamification as a pedagogical technology significantly complement the theoretical foundations of the gamification process in school and university education today. The theoretical significance of this study lies in identifying the theoretical and philosophical foundations of gamification, its educational functions, the challenges and risks of its application, and relevant areas for development and improvement. The practical significance of this work lies in the fact that the authors' findings can be used to develop practical mechanisms for gamifying the educational process as a pedagogical technology for teaching, nurturing, and developing students in both general schools and higher education institutions.