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MODELING IN STUDYING COMPUTER GRAPHICS IN THE FUNDAMENTALIZATION OF COMPUTER SCIENCE
(2019-08-20)
Lyazzat Rakhimzhanova
;
Issabayeva Symbat
;
M. A. ZHUMARTOV
;
K. T. NAZARBEKOVA
;
K. E. TURGANBAY
The aim of the study was to develop an effective method of teaching computer graphics using information models. The authors conducted a pedagogical experiment, which consisted of two stages: ascertaining and teaching. The experiment involved 30 students and teachers in computer science. At the ascertaining stage, the state of students' practical knowledge and skills in computer graphics was analyzed. The authors had the following tasks at the first stage: to develop and describe the components, evaluation criteria and development levels of the motivation for studying computer graphics; design a diagnostic complex aimed at studying the development of the main components of the motivation for studying computer graphics; to identify the features of the development of the main components and levels of motivation for studying computer graphics in traditional learning environments. The teaching stage allowed to check the effectiveness of the task system developed by the authors, as well as the author’s methodology of using information modeling in computer graphics. In order to test the accuracy of experimental learning, the authors used the method of comparing the level of mastering the educational material of students in the control and experimental classes and the probabilistic method. For this purpose, control tests were conducted, the results of which were subjected to qualitative analysis. The results of the pedagogical experiment indicated the effectiveness of the proposed method of using computer information modeling in teaching computer graphics. Also, the authors developed a set of teaching and applied research tasks.
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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.
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SUCCESSION IN TEACHING 3D MODELING AND AR/VR TECHNOLOGIES
(2024-09-01)
Parassat Tazabekova
;
Ж.К. Нурбекова
;
Talgat Sembayev
This article is devoted to the continuity in teaching 3D modeling, augmented (AR), and virtual reality (VR) technologies. The authors pay special attention to integrating these technologies into the educational process, their interrelation, and their importance for forming professional skills of future computer science teachers. Topics were considered in two disciplines: “Computer graphics and 3D modeling” and “Augmented and virtual reality”, which have a systematic character and continuity. The project works of students within the framework of studying these disciplines are presented, which were evaluated according to a specially developed assessment scale according to six main criteria. The article presents the results of a pedagogical experiment in teaching 3D modeling and AR/VR. 72 students of the educational programs “6B01506-Computer Science”, “6B01514-Computer Science-Robotics” and the educational program “6B01505-Physics-Computer Science” took part in the experiment. The phased nature of the study helped to reveal these research questions comprehensively. The phased nature of the study helped to reveal these research questions comprehensively.

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