Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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Тема: search.filters.subject.artificial intelligence in education

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    Тип записи:Публикация,
    Вестник ЗКУ
    (2026-04-24)
    Sakenova Aigerim
    ;
    Zhoya Kairat
    ;
    Tulegenov Yerdaulet
    Annotation.Artificial intelligence (AI) and computational thinking have opened up opportunities for transformation in the study of geography based on data and technology.However, most geography teachers do not yet have sufficient competence.This community service program aims to increase the proficiency of artificial intelligence and computational thinking among geography teachers through hands-on learning.The methods used include classical seminars and field trips, with materials: artificial intelligence workshop: introduction and practice of working with software based on geospatial examples, as well as direct field trips; training in computational thinking; and direct mentoring of teachers in the implementation of AI-based learning.The assessment was carried out using preliminary and final testing on indicators of artificial intelligence and computational thinking, as well as a public opinion poll.The results of Wilcoxon's analysis showed a significant increase in artificial intelligence scores (the average preliminary test score was 4.00 to 7.98) and computational thinking (from 3.57 to 7.73) with a p-value of <0.001.In addition, 90% of participants expressed willingness to implement AI-based approaches in the learning process.These results show that context-based and hands-on learning can effectively enhance teachers' competence.The Community Service Program recommends further mentoring, especially in technical aspects, to ensure the adoption and sustainability of innovations in geospatial and AI-based learning, as well as practical field work.
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    Тип записи:Публикация,
    Вестник ЗКУ
    (2026-04-23)
    Ыбышова С.Т.
    ;
    Умбеталиева А.Д.
    ЖАСАНДЫ ИНТЕЛЛЕКТІНІ ҚОЛДАНУДЫҢ КЕЙБІР МӘСЕЛЕЛЕРІ (БІЛІМ БЕРУ ҮДЕРІСІ МЫСАЛЫНДА)Аңдатпа.Мақалада қазіргі жаһандану аясында маңызды мәселелердің бірі болып табылатын, жасанды интеллектіні қолданудың білім беру үдерінде қалай іске асып жатқандығы туралы қарастырылады.Бұл жерде ең алдымен жасанды интеллектіні білім беру саласында, нақтырақ айтқанда оқыту әдістерінде қолданудың кейбір мәселелері зерттеледі.Педагогикалық саланың білім алушылары үшін жасанды интеллект бойынша оқытуды чат-боттардан бастау ұсынылады, өйткені олар қарапайым, қолжетімді және тиімді құрал болып табылады.Студенттерге жасанды интеллектті пайдалану ерекшеліктерін, «ChatGPT» және «GigaChat» мүмкіндіктерін тәжірибеден өту кезінде (академиялық немесе өндірістік) зерттеуге және бақылау әдістерін қолдана отырып алынған нәтижелерді салыстыруға мүмкіндік беріледі.Бұл студенттерге жасанды интеллектті саналы түрде қалай пайдалану керектігін, оның шектеулерін түсінуді және оған негізделген интерактивті тапсырмалар жасауды меңгеруге және өзіндік дағдылар қалыптастырады.Осылайша, қазіргі қоғамда біз жасанды интеллекттің қарқынды дамуының куәсі болып отырмыз; оны қолданудың тиімділігі және жаңа мүмкіндіктерінің кейбір мәселелері білім беру мысалында қарастырылады.
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    Тип записи:Публикация,
    Application of The Virtual Reality Headsets to Enhance Physics Laboratory Work: A Case Study from IITU
    (Elsevier BV, 2026-01-01)
    Symbat Nurakhmetova
    ;
    Yevgeniya A. Daineko
    ;
    K. B. Baigisova
    ;
    Aigerim Shapiyeva
    ;
    Gulbanu Abdramanova
    The article presents a study on the effectiveness of integrating modern digital technologies into the teaching of general physics for IT students, based on the example of the International Information Technology University (IITU) in Almaty, Kazakhstan. Special attention is given to the use of blended learning technologies in combination with artificial intelligence–supported instructional tools and immersive solutions based on virtual reality [1]. The pedagogical approaches discussed include multimodal interactive materials, adaptive digital resources, automated generation of learning tasks, as well as the use of Virtual Reality (VR) headsets to visualize complex physical processes and enhance student engagement. The conducted analysis demonstrates that the combination of a VR environment, Artificial Intelligence (AI) tools, and elements of blended learning contributes to increased attention, improved understanding of abstract concepts, and the development of critical and logical thinking, confirming the promising potential of integrating these technologies into the university educational process [2].
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    Тип записи:Публикация,
    METHODOLOGICAL SYSTEM OF TRAINING FUTURE INFORMATICS TEACHERS ON THE BASICS OF ARTIFICIAL INTELLIGENCE
    (2020-09-29)
    Г. И. Салгараева
    ;
    U. Zhumabaeva
    The article presents a methodological system for training future Informatics teachers on the basics of artificial intelligence. Currently, artificial intelligence is being used in various fields, from the presentation of knowledge to the development of expert systems, intellectual games and robotics tools. In this case, there is a problem of developing a methodological system for training future Informatics teachers based on elements of artificial intelligence in pedagogical educational institutions. This proposed to solve this problem using the method of problem-based learning and combining theory with practice from the point of view of critical thinking technology. Modern analytical platforms, intelligent training systems, and expert systems are used as training tools. The educational content of the basics of artificial intelligence is built on the basis of systematic, fundamental and interdisciplinary approaches. This made it possible to determine the goals of teaching future computer science teachers the basics of artificial intelligence, reveal the requirements for the formation of concepts in the field of artificial intelligence, identify the basic knowledge system that allows you to teach elements of artificial intelligence in a computer science course. The article describes the results of the implementation of the methodological system for training future computer science teachers on the basics of artificial intelligence in the educational process.
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    Importance, Popularity and Elements of Educational Platforms – A Study of the Opinions of Students from Poland, Ukraine and Kazakhstan
    (University of Silesia in Katowice, 2023-12-29)
    Małgorzata Przybyła‐Kasperek
    ;
    Kornel Chromiński
    ;
    Eugenia Smyrnova‐Trybulska
    ;
    Наталія Морзе
    ;
    Ainur Bazarbayeva
    This article presents a comparative international research study analyzing the opinions of students from Poland, Ukraine, and Kazakhstan regarding the importance, popularity, and elements of educational platforms in the field of computer science. The study employed the Kruskal-Wallis test for statistical analysis. The research questions addressed are as follows: RQ1: What are educational platforms in general, and which specific platforms are most popular among students from Poland, Ukraine, and Kazakhstan? RQ2: Which topics are most frequently searched for on educational platforms, and what motivates students from these countries to engage in learning through educational platforms? RQ3: How do students from Poland, Ukraine, and Kazakhstan evaluate the usefulness of different types of content posted on educational platforms, and do they use various platforms to share their code? Two hypotheses are proposed: firstly, that the country of origin of the student does not significantly affect the frequency of use of educational platforms, and secondly, that the country of origin does influence the choice of courses students are interested in on educational platforms. The most popular topics on these platforms are programming and computer networks, with students from Kazakhstan also displaying a keen interest in subjects related to artificial intelligence and computer graphics. Additionally, this study analyzes the conditions of learning and teaching in specialized modules at each university, including teacher requirements, curriculums, and the potential for practical implementation of new knowledge by students. Furthermore, the study examines course elements that are most essential to students, such as video recordings of lectures, tutorials/instructional videos, practical tasks, and solutions to tasks. The article concludes with a discussion and summary of the findings.
    Цитирования (OpenAlex) 4Цитирования (OpenCitations) 2
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    Тип записи:Публикация,
    Formation of Information Culture in Visually Impaired Adolescents through Innovative Technologies
    (International Journal of Information and Education Technology, 2025-01-01)
    Shynar Ussenbayeva
    ;
    Butabayeva Laura Askarovna
    ;
    Aigerim Makhmetova
    ;
    Aigerim Chulembayeva
    ;
    Saule Bulabayeva
    This study explores the role of innovative technologies in supporting the autonomous development of information culture among adolescents with visual impairments—a population that frequently encounters limited access to digital literacy resources. The aim of the research was to evaluate the extent to which such technologies, particularly those incorporating artificial intelligence, contribute to the development of information literacy, critical thinking, and learner autonomy within this group. A total of 116 adolescents with varying degrees of visual impairment were divided into two groups: experimental and control. The experimental group engaged with adaptive AI-based educational tools, while the control group followed conventional instructional methods. ANOVA was employed to assess differences between groups, revealing that the experimental group significantly outperformed the control group: mean scores in information literacy were 78.3 versus 59.2, critical thinking skills reached 74.5 compared to 55, and learner autonomy was rated at 4.2 out of 5 versus 3.1. These findings underscore the potential of innovative technologies to foster a more inclusive and effective learning environment for adolescents with visual impairments.
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    A systematic review of artificial intelligence in high school STEM education research
    (Modestum Limited, 2025-03-31)
    Aigul I. Akhmetova
    ;
    Damira Sovetkanova
    ;
    Komekbayeva Lyazzat
    ;
    Asan Abdrakhmanov
    ;
    Daniyar Yessenuly
    The use of artificial intelligence (AI) in STEM education is becoming increasingly important, as AI has the potential to change teaching and learning methods. However, no review studies focus on summarizing research on the use of AI in STEM education in high schools. For this reason, this study aims to systematically review research on the use of AI in STEM education in high schools. We considered research articles published in journals indexed in the Scopus database. The results show that participants ranged from 1 to 50 and researchers generally used a single-group experimental teaching method. In addition, our results showed that the researchers used a variety of AI technologies in the high school context. In addition, the results showed that many variables were used to promote students in STEM education through AI-based activities. Finally, almost all studies reported positive and significant effects on students’ cognitive or affective development. Overall, our findings from the review emphasize the importance of harnessing the potential of AI. More research is needed to assess learner outcomes and to conduct longitudinal studies with control or comparison groups to evaluate the long-term effects of AI interventions and establish causal relationships.
    Цитирования (OpenAlex) 24Цитирования (OpenCitations) 11
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    ОҚУШЫЛАРДА АЛГОРИТМДІК ОЙЛАУ ДАҒДЫЛАРЫН ҚАЛЫПТАСТЫРУДА ЖАСАНДЫ ИНТЕЛЛЕКТКЕ НЕГІЗДЕЛГЕН ОҚЫТУДЫҢ ҚАЖЕТТІЛІГІ
    (2025-05-01)
    Б.Г. Бостанов
    ;
    А.А. Абдисаметова
    ;
    Д.А. Смаилова
    ;
    T.T. Toishybek
    Қазіргі білім беруде жасанды интеллект (ЖИ) технологиялары оқу процесінің белсенді қатысушысына айналуда, алайда олардың оқушылардың когнитивтік қабілеттеріне, атап айтқанда алгоритмдік ойлауына әсері әлі де жеткілікті зерттелмеген. Осыған орай мақаланың мақсаты оқушылардың ЖИ-ді пайдалану арқылы алгоритмдік ойлау дағдыларын қалыптастыру процесін сандық және сапалық тұрғыдан талдауға негізделген кешенді аралас зерттеудің нәтижелерін көрсету болып табылады. Мақалалық зерттеуде PRISMA әдісі бойынша библиометриялық талдауды, тесттер мен Лайкерт шкаласы бойынша сауалнамаларды қолдана отырып педагогикалық экспериментті, сондай-ақ оқушылармен сұхбаттарды сапалық тақырыптық талдауды қамтитын аралас дизайн қолданылу барысы баяндалады. Алгоритмдік ойлауды қалыптастыруда ЖИ-дің әсерін зерттеу үшін бақылау және эксперименттік топтарға бөлінген 60 оқушы қатысты. Нәтижелер эксперименттік топта алгоритмдік ойлау деңгейінің статистикалық маңызды өскенін көрсетті. Сауалнама декомпозиция және сыни тұрғыдан ойлау дағдыларының дамуындағы оң динамиканы анықтады (мода мен медиананың ығысуы). Сұхбаттардың тақырыптық талдауы қарапайым сұраулардан диалогқа, нәтижелерді тексеруге және метатанымдық дағдыларды дамытуға дейінгі ЖИ-мен өзара әрекеттесу стратегияларының эволюциясын ашты. Бұл педагогикалық тұрғыдан ұйымдастырылған ЖИ-мен өзара әрекеттесу оқушылардың ойлау стратегияларын өзгертіп, оларды неғұрлым саналы және құрылымды ететіні, сондай-ақ құбылысты зерттеу үшін аралас тәсілдің өнімділігін растайды деген қорытынды жасауға мүмкіндік берді.
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    INTEGRATION OF ARTIFICIAL INTELLIGENCE INTO THE TRAINING PROCESS OF CHOREOGRAPHY SPECIALISTS
    (T.K. Zhurgenov Kazakh National Academy of Arts, 2025-12-20)
    Anipa Kussanova
    ;
    Samal A. Bakirova
    Artificial intelligence, as a product of human creativity, is widely used in modern society and is deeply penetrating the field of art. In particular, in the domain of dance, AI has become a new tool for choreographers. These changes have led to the need to modernize teaching methods in choreography and to implement innovative approaches aligned with current demands. This study explores the integration of artificial intelligence (AI) technologies into the training process of choreography specialists. The main objective of the research is to develop innovative teaching methods using AI to train professionals in the field of choreography. The study involves the analysis of scholarly works by both foreign and domestic researchers who have studied the application of AI in the arts. Existing AI platforms used in choreographic practice are identified. A model of the "Dance Composition" course curriculum incorporating AI is developed, and the proposed methodology is tested through experimental implementation. The results obtained during the research demonstrate the positive impact of AI technologies on the choreography education system, their contribution to enhancing students’ creative abilities, and their potential to complement traditional teaching methods. Additionally, the study highlights the importance of considering pedagogical ethics and creative autonomy when integrating AI into the educational process. By analyzing international experience and effectively utilizing modern digital solutions, Kazakhstan’s system of choreography training can enhance its competitiveness. This opens the door for future choreographers to become well-rounded professionals capable of adapting to the digital cultural environment. Overall, the research findings show that the effective integration of artificial intelligence into the field of choreography contributes to the modernization of Kazakhstan’s education system, the development of students’ creative competencies, and the preservation of national art in a contemporary and relevant format.
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    The impact of artificial intelligence tools on the learning activity and motivation of students in the «Tourism» program
    (2026-01-01)
    Assyl Ziyavdinova
    ;
    Aidana Ospanbayeva
    ;
    Kenzhebek Bolat
    ;
    Elmira Kuandykova
    The article examines the impact of artificial intelligence tools on the learning activity and motivation of students enrolled in the Tourism educational program. The purpose of the study is to empirically assess the pedagogical potential of artificial intelligence technologies in enhancing student engagement, cognitive activity, and learning outcomes. The methodological framework includes a review of scientific literature, a student survey based on the Likert scale (n=107), and a pedagogical experiment conducted over one academic semester. The findings indicate that the use of artificial intelligence tools contributes to increased learning activity, strengthens intrinsic motivation, and supports the development of independent learning skills. The average Likert score of 4.48 demonstrates a generally positive perception of AI-based digital tools among students. Artificial intelligence technologies enable personalized learning pathways, provide rapid feedback, and improve the effectiveness of developing professional competencies in the field of tourism. The results expand the scientific understanding of the role of artificial intelligence in higher education and may be applied in the development of methodological recommendations for integrating digital technologies into the training of tourism industry professionals.