International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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Artificial Intelligence in Art Education: Transforming Visual Arts Training
Get PDFThe rising integration of artificial intelligence into the process of creating artwork and its deployment in various professional tasks signifies a notable change in how technology is utilized across different domains. AI is rapidly becoming favoured among students to address various learning challenges. A thoughtful selection of how AI is applied in creative assignments can enhance student creativity and improve outcomes when producing diverse visual content. This article reports on an experiment aimed at generating art products using various AI applications, resulting in image creations based on verbal descriptions. The objective of the educational experiment is to motivate students to create artistic works by utilizing AI, guided by descriptive words, and improving their projects by applying them to different AI software. The research employs visual analysis and comparative analysis to assess the educational artworks produced by students, contrasting those stemming from their imagination with those generated through AI based on their descriptions. Survey Analysis of Using AI in Visual Arts Education. Findings reveal that student satisfaction levels correlate with their creativity; more creative students tend to be less satisfied with the outcomes. There are significant distinctions in the artistic and aesthetic effects of images relating to lines, shapes, and techniques. In conclusion, AI-generated images can greatly enrich the creative process by providing artists with new visual interpretations of their concepts. While AI can effectively produce new images in response to artists’ creative briefs, it does not replace human creativity in the artistic process. Instead, the incorporation of AI tools serves as a complementary resource, enhancing the artistic ecosystem in the creative process
Exploring Wikipedia Usage in Primary School Education: Students’ Experiences and Perspectives
Get PDFThe rapid development of digital technologies and the accessibility of numerous online resources have significantly influenced contemporary education. Among these digital platforms, Wikipedia stands out as a widely visited and influential open-access online encyclopedia. While numerous studies have explored the use of Wikipedia in higher education, its potential in primary education remains underexamined. The purpose of this study is to investigate the opportunities for using Wikipedia in primary school education and to examine students’ attitudes toward its use. The research was conducted on a sample of 364 seventh- and eighth-grade primary school students. A questionnaire was designed to assess students’ opinions on the application of Wikipedia in educational contexts. Students were divided into two groups: one group used Wikipedia for lesson processing, while the other followed a traditional approach. Using the multivariate Kruskal-Wallis test and descriptive statistics, the results revealed that students hold slightly positive views on the use of Wikipedia in education, regardless of gender, grade level, academic performance, or prior classroom use of Wikipedia. Furthermore, the findings indicate that students in higher grades have experience using Wikipedia, though they generally lack formal exposure to it in classroom settings. Despite this, students frequently use Wikipedia for verifying information and completing homework, demonstrating openness to its integration into the educational process. This study highlights the potential for enhancing teaching practices in primary education by incorporating widely used digital information sources like Wikipedia
The Effect of Emotional Charge of Visual Stimuli on Memorization and False Recognition
Get PDFVarious sensory stimuli, including visual ones, carry certain emotional characteristics. Given that the brain continuously processes a vast number of sensory inputs, inevitably, memory and emotions are intrinsically linked. This study aims to explore the connection between experience and cognitive performance. Through a quantitative experimental design, it has been demonstrated that individuals are more likely to remember emotionally charged visual stimuli compared to neutral visual stimuli. Additionally, a significant effect of emotional charge on memory recall was identified, with a positively charged stimuli being remembered more effectively than neutral ones. From the perspective of specific emotional charge, a preference for greater enjoyment of positively charged emotional stimuli over negatively charged ones was also observed. However, the effect of emotional charge on the occurrence of false associations was not confirmed, as no differences in false associations were found between emotionally charged and neutral visual stimuli. This knowledge can enhance our understanding of cognitive processes within the Slovak population and may serve as a foundation for future research in the field of cognitive sciences
Exploring the Correlation Between Emotional Competence and the Leisure Time of Young People
Get PDFLeisure time plays an essential role in shaping the lifestyle of young people and is closely linked to their emotional well-being and overall happiness. This paper investigates the leisure time patterns of young people and explores the correlation between these patterns and their level of emotional competence. The research involved 150 young people from South and Eastern Serbia, aged 18 to 30. Participants’ emotional competence was measured using a short version of the Emotional Skills and Competence Questionnaire (ESCQ). The key determinants of emotional competence include the ability to perceive and understand emotions, express and label emotions, and manage and regulate emotions. To measure dominant leisure time patterns, we employed a specially constructed Likert-type scale, focusing on elite, hedonistic, sports–recreational patterns, and a traditional-unconventional pattern divided into passive and family categories. The results indicated that young people exhibited partial emotional competence, with the ability to perceive and understand emotions as the most developed aspect. The most frequently reported leisure activities fell under the hedonistic and passive patterns. The data revealed significant correlations between all aspects of emotional competence and the elite, hedonistic, and sports–recreational patterns, with the strongest correlation observed between emotional competence and the elite pattern, which includes cultural activities, reading, and volunteer work. The results indicate that a higher level of emotional competence development is associated with the selection of quality leisure activities. Therefore, we could rely on the educational potential of leisure time to promote the development of emotional competence and vice versa
Understanding Humour in the Cognitive Resource Structure of Academically Successful Students
Get PDFThe objective of this research was to identify the specific characteristics of humour comprehension that differentiate academically successful students from their less successful counterparts, and to establish the relationship between humour comprehension and other variables within the structure of cognitive resources. A total of 325 students from various higher education institutions, representing a range of academic achievement levels, participated in the study. The research design employed a mixed-methods approach, incorporating both qualitative and quantitative methods for data processing and interpretation. The interrelationship between humour comprehension and cognitive variables was examined using factor analysis, whilst the statistical significance of group differences was assessed via the Kruskal-Wallis H test, Fisher’s φ* angular transformation, and Pearson’s chi-squared (χ²) test. The total variance explained in the factor models (79.64%, 81.02%, and 95%), alongside the significance levels observed (ranging from p ≤ 0.01 to p ≤ 0.05), reflects the reliability and significance of the findings. Factor analysis revealed strong, positive correlations between humour comprehension and cognitive characteristics across all groups; however, the structure of these relationships differed. In high-achieving students, rapid humour comprehension was associated with a reduced speed of idea generation, while a lower reliance on factual information contributed to higher-quality humour comprehension, reflecting a high level of comic recognition. In students with average academic achievement, the factor structure showed partial integration of metacognitive, creative, and intellectual characteristics, with signs of inconsistency; a compensatory mechanism was observed for deficits in humour comprehension. In low-achieving students a discrepancy was found between the potential for humour comprehension and its underutilisation
Impact of Perceived Research-Based Teacher Education on the Perceived Research Competence of Pre-Service Teachers
Get PDFThis study examines the impact of perceived research-based teacher education on the development of pre-service teachers’ perceived research competence. A new instrument was developed to measure perceived research-based teacher education at the programme level, capturing aspects such as participation in faculty-led research projects, opportunities for dissemination of results and involvement in the institutional research culture. The data were collected from 234 master’s students enrolled in Slovenian teacher education programmes. Participants completed a questionnaire that assessed both perceived research-based teacher education and three dimensions of perceived research competence: perceived research knowledge, perceived research skills and research attitudes. The results showed that pre-service teachers perceive a moderate presence of perceived research-based teacher education in their study programmes and a moderate level of perceived research competence. Furthermore, regression analyses revealed a significant relationship between perceived research-based teacher education and all three components of perceived research competence, with the largest effect observed for perceived research skills. These findings show the potential of systematic, institution-wide support for research experiences in teacher education, including collaborative projects, faculty and student research efforts, and opportunities to apply and present research findings. By strengthening the elements of research-based teacher education, programmes can help pre-service teachers develop the knowledge, skills and attitudes necessary for evidence-based practice
Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan
Get PDFThe integration of English as a Medium of Instruction (EMI) in Kazakhstani universities necessitates effective multimodal communication in teaching. However, limited research has explored EMI instructors’ multimodal literacy—their ability to utilize verbal, visual, and textual elements to enhance instruction. This study investigates the relationship between EMI instructors’ ability to express and interpret multimodal content and their preference for multimodal communication in teaching at a Kazakhstani university. A quantitative research design was employed, utilizing a validated survey instrument to assess 120 teachers’ multimodal literacy levels in one Kazakhstani university. The collected data underwent reliability analysis, descriptive statistics, and Pearson correlation analysis to examine the relationships among multimodal expression, interpretation, and preference. The results indicate that while teachers acknowledge the value of multimodal approaches, they encounter significant challenges in integrating them effectively. Variations in internal consistency suggest that certain aspects of multimodal communication remain difficult to master. Additionally, the findings reveal that teachers who demonstrate strong multimodal interpretation skills do not necessarily prefer using such methods in teaching. These findings suggest a gap between EMI instructors’ multimodal literacy and their instructional preferences, highlighting the need for targeted faculty development programs that enhance multimodal teaching strategies
Dialogism of Generation Y and Generation Z in Online Communication
Get PDFThe article presents the results of research in comparing ability for dialogical communication of representatives of two generations: Y and Z of two orientations (collectivistic and individualistic). The personality traits which are the basis of dialogism in online communication are specified, the model of dialogism of online communication is presented and measured in order to highlight the difference of ability to build dialogical communication among representatives of generation Y and Z online. Dialogism in online communication is understood as a construct with core and periphery. We used the questionnaire of individualism and collectivism indicators (L.G. Pochebut), “System of Life Meanings” technique (SLM) (V.Y. Kotlyakov), multi-factor empathy questionnaire (V. V. Boyko), “Tolerance Index” questionnaire (G.U. Soldatova and other), “Social norms of prosocial behavior” (I.A. Furmanov), Freiburg Multifactor Questionnaire (Farenberg, Zarg, Gampel). When comparing the results of representatives from generation Y and generation Z the significant difference was stated between most factors. It was concluded that core of dialogism of two generations is different: Z representatives of collectivistic orientation and Y representatives of individualistic orientation have such elements as: aggressiveness, neurotic traits, depressiveness, irritation, emotional instability. The core of dialogism of millennials of collectivistic orientation and Z individualistic orientation is represented by tolerance, some kinds of prosocial behaviour and sociability. Both generations and orientations have altruistic and communicative meanings in the core. The periphery of dialogism of all groups is represented by empathy and some kinds of prosocial behavior
Research Trends in Scopus Database on Technological Innovation in the Process of Mathematics Learning: A Bibliometric Analysis
Get PDFThe purpose of this analysis is to look at publication trends in research on technological innovation in the process of mathematics learning analyzed by bibliometric analysis. Using predetermined keywords, the authors analyzed 262 documents that had been selected by the PRISMA method, with the next step being bibliometric analysis with the R Program and VOSviewer. From the analysis, research on technological innovation in mathematics learning started in 1987 and showed significant growth until 2024, with a clear surge in publications since 2010 and a peak in 2023. The United States and Australia lead the way in the number of publications and citations, demonstrating their great influence in this field. Universiti Putra Malaysia, along with leading universities in Australia and South Africa, show dominance in publications related to this topic. Journals in the Q1 category play a major role in advancing knowledge about technology in mathematics education, In the keyword grouping, new trends are emerging such as the use of technologies like “Artificial Intelligence” and “Blended Learning” which are becoming new directions in technological innovation in the process of mathematics learning
Integration of Popular Music in Educational Projects in Higher Education
Get PDFIn order to adequately prepare music education students for their future careers, it is important to include content related to popular music in the curricula, in addition to courses that focus on developing knowledge and skills in classical music. Despite the widespread recognition of its importance, educational knowledge of popular music is a relatively new or even unknown source in teaching music at conservatoires. In Croatia, for example, music teachers who start their careers in schools do not acquire sufficient academic knowledge or professional practice related to popular music during their studies. The music education system has marginalized this genre and there are no separate courses on this topic in the curricula of music education programs. Consequently, content related to popular music is usually integrated into the curriculum through teaching projects. This article presents the implementation, aims and outcomes of three such projects carried out at the Department of Music Pedagogy at the Academy of Music in Pula. The projects are: Film Music Adventure, which considers well-known soundtracks from films, Superstar, which is dedicated to exploring the intersection of rock and opera, and a locally oriented project reviewing musical life in the largest city in the Istrian region, entitled The Seventies Measured by the Metronome: Everyday Musical Life in Pula 1970–1980. Working on these projects engaged students in a dynamic and interactive learning process and increased their engagement, motivation and interest, as well as their knowledge of popular music