INTERACTIVE ASSIGNMENTS IN COMPUTER SCIENCE CLASSES FOR PROMOTING COGNITION INTEREST AMONG SCHOOLCHILDREN
Iuliia Shtepa1, Ruslan Bazhenov2*, Nadezhda Eyrikh3, Vladimir Glagolev4, Dmitry Luchaninov5, Anna Smirnova6, Dina Kirillova7
1Assoc. Prof. Dr., Sholom-Alechem Priamursky State University, Russia, shtepa2001@mail.ru
2Assoc. Prof. Dr., Sholom-Alechem Priamursky State University, Russia, r-i-bazhenov@yandex.ru
3Assoc. Prof. Dr., Sholom-Alechem Priamursky State University, Russia, nadya_eyrikh@mail.ru
4Assoc. Prof. Dr., Sholom-Alechem Priamursky State University, Russia, glagolev-jar@yandex.ru
5Assist. Prof., Sholom-Alechem Priamursky State University, Russia, dvluchano@mail.ru
6Assoc. Prof. Dr., Sholom-Alechem Priamursky State University, Russia, dmvan2013@mail.ru
7Assoc. Prof. Dr., Sholom-Alechem Priamursky State University, Russia, dina_kir_03@mail.ru
*Corresponding Author
Abstract
Objectives: The paper touches upon an opportunity and efficient use of interactive computer science assignments for promoting cognitive interest among school students. Methods / Analysis: The authors dwell on the opportunity of enhancing student cognitive interest suggesting interactive assignments that are created using LearningApps in computer science classes as an example. Cognitive interest is both a means of advancing students’ cognitive activity, and an efficient technique for a teacher. A teacher can make learning engaging, focus on those aspects of learning that can draw involuntary attention of students, make them mobilize cogitation, be concerned about, be anxious of, and work enthusiastically at a training exercise. The use of information and communication technologies is regarded as one of the key propriety areas for gaining in development of cognitive interest among schoolchildren. Computer science classes refer to the use and application of computer technology. However the point of cognitive interest development is also typical for this subject. Computer-based interactive assignments to be performed are supposed to involve feedback to students and a correctional capability of their own actions as long as they are completed. As an example of using interactive assignments, the authors choose the modules of the Computer Science course for 7 grade students. It suctions as the first year of learning a subject that underpin the theoretical basic knowledge. The study involved 62 students in grades seven from the gymnasium # 1 in the city of Birobidzhan, the Lyceum at Sholom-Aleichem Priamursky State University and 4 educators. Findings: The research on the developed series of interactive assignments in computer science using LearningApps proved to be efficient. In the experimental group, the number of students who are lacking in initiative and not self-supporting while completing tasks has decreased. The students lose interest when they face challenges and consequently show negative emotions such as regret, irritation, etc. Meanwhile, the share of students showing a greater degree of autonomy in accepting a task and looking for a way to accomplish it, completing it, has increased. It indicates students’ interest in this activity and their wish to look for the ways to solve the task. It is also found out that the number of children who are persistent and perseverant in achieving the outcome they are pleased with, happy about and proud of progress has increased. The average rate of student cognitive interest level grew by 27% in the experimental group. It allows for the conclusion that using interactive assignments in computer science classes contribute to promoting positive changes in the level of mastering cognitive interest of students. Applications / Improvements: Further research prospects might enlarge the application field of interactive assignments in classes on other subjects and age groups of students.
Keywords: Computer science, cognitive interest, interactivity, interactive assignments, LearningApps.
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