Relevant bibliographies by topics / Didactic games and tools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Didactic games and tools'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Didactic games and tools"

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Silva, Thainara Ferreira da, Susy Ellen Cardoso Vítor, Ellen Marques da Silva, et al. "DIDACTIC GAMES AS TOOLS IN EMBRYOLOGY TEACHING." Revista Ibero-Americana de Humanidades, Ciências e Educação 10, no. 6 (2024): 4075–87. http://dx.doi.org/10.51891/rease.v10i6.14697.

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O ensino de Embriologia contém grande quantidade de termos técnicos que podem dificultar a compreensão das fases embrionárias. Em razão disso, a utilização de jogos didáticos e materiais visuais são uma alternativa para melhor compreensão das fases embrionárias. Para que isso aconteça, é preciso investigar e aplicar metodologias ativas de ensino, com ênfase na utilização de jogos didáticos e recursos visuais, com o intuito de aprimorar o processo de ensino-aprendizagem da embriologia. Dessa forma, para a aplicação efetiva, neste trabalho, os conteúdos foram divididos e apresentados em dois mom
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Караманов, Олексій, and Ольга Железник. "Board didactic games in art lessons in the museum space." Pedagogika. Studia i Rozprawy 30 (2021): 155–64. http://dx.doi.org/10.16926/p.2021.30.10.

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The authors of the article analyze the theoretical foundations of the use of board didactic games in the educational process in the process of interaction between school and museum; describe the practical experience of using board didactic games in pedagogical activity, created by school teachers together with the museum staff.The authors of the article emphasize the role of didactic games as an important didactic element in art lessons in the context of using methods and tools of museum pedagogy, as well as powerful tools for learning, leisure and recreation in the museum.
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Pakhratdinova, Roza Azatbayevna. "THE USE OF DIDACTIC GAMES IN THE SUBJECT OF MOTHER TONGUE IN ELEMENTARY GRADES." MULTIDISCIPLINARY JOURNAL OF SCIENCE AND TECHNOLOGY 3, no. 6 (2024): 178–80. https://doi.org/10.5281/zenodo.10465602.

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This article explores the use of didactic games in the teaching of the mother tongue subject in elementary grades. Didactic games have been increasingly recognized as effective tools for enhancing students' learning experiences. This study aims to examine the benefits and challenges of integrating didactic games into mother tongue instruction and to explore the impact of such games on students' language skills and overall academic performance. The research methodology involves a combination of literature review and case studies in elementary classrooms where didactic games are used as part of
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LUKASHOVA, Yu, and O. HNIZDILOVA. "THE USE OF DIDACTIC GAMES IN THE PROCESS OF THE PRESCHOOLERS’ CAREER GUIDANCE." Pedagogical Sciences, no. 75-76 (December 12, 2020): 3–7. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226357.

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The article highlights the features of career guidance work with preschool children. It is established thatvarious tools and methods of work are used in the process of preschool children’s career guidance. It was found that didactic games contribute to the acquisition of the necessary knowledge of children about the professional activities of adults. The peculiarities of the use of didactic games in the educational process of preschool educational institution are revealed. The main types of didactic games that contribute to the enrichment of children’s knowledge about professions are games wit
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Llivicura Salazar, Wilian Marcelo, and Isaac Leonel Lopez Pinargote. "Didactic games to stimulate the learning of the periodic table in first-year high school students." Minerva 4, no. 10 (2023): 114–22. http://dx.doi.org/10.47460/minerva.v4i10.110.

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Didactic games are attractive and motivating tools; they draw students' attention to the subject, quickly activate the learning mechanism, allow each student to develop their skills, and break the routine schemes in the classroom for teaching. The primary purpose of this work is to analyze the influence of didactic games as a pedagogical strategy in the teaching-learning process of the periodic table in first-year high school students. The research was applied to 60 students under a quasi-experimental modality, where two didactic games were implemented in an experimental group and another cont
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Xabibullayeva, Shaxodat. "IMPORTANCE OF DIDACTIC GAMES IN PRESCHOOL PEDAGOGY." MODERN SCIENCE AND RESEARCH 2, no. 12 (2023): 22–25. https://doi.org/10.5281/zenodo.10277666.

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<i>Almost everyone knows that toys are one of the most useful tools. For children to explore many things, including themselves, the people and things around them, and the environment they call their world. It is true that toys have been used for thousands of years to facilitate the development and growth of children. It's amazing how important toys are to childhood education and creativity these days. There are certain toys that help stimulate creativity in some children. Examples of such toys include finger paints, paper and crayons, plasticine, and other arts and crafts. In this article, we
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Grebenkina, A. S., and P. V. Lyashko. "Formation of students’ subject skills in mathematics in the process of digital didactic game." Vestnik of Samara University. History, pedagogics, philology 30, no. 3 (2024): 104–11. http://dx.doi.org/10.18287/2542-0445-2024-30-3-104-111.

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The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of
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Воєвода, Аліна, та Михайло Притуляк. "Формування готовності майбутніх учителів математики до застосування цифрових дидактичних ігор". Дидактика математики: теорія, досвід, інновації, № 1 (6 серпня 2024): 88–106. https://doi.org/10.31652/3041-2277-2024-1-98-106.

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The article deals with the use of digital didactic games in teaching mathematics. The purpose of the article is to consider the methods of forming future mathematics teachers' readiness to use digital didactic games in mathematics lessons in general secondary education institutions. A systematic analysis of scientific and methodological sources was used to determine the ways and methods of forming future mathematics teachers' readiness to use digital didactic games. A definitional analysis of the content of the concepts of "computer game", "digital game", "video game", "electronic game", "brow
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Hurriyatxon, Asranqulova. "The Role of Advanced Pedagogical Technologies, Ideas, and Didactic Games in Teaching Mathematics." XXI ASRDA INNOVATSION TEXNOLOGIYALAR, FAN VA TA'LIM TARAQQIYOTIDAGI DOLZARB MUAMMOLAR 1, no. 4 (2023): 106–8. https://doi.org/10.5281/zenodo.7977745.

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This article explores the significance of advanced pedagogical technologies, ideas, and didactic games in the field of mathematics education. It discusses the potential benefits of incorporating innovative teaching methods to enhance student engagement, understanding, and performance in mathematics. The article highlights the importance of integrating technology, creative teaching strategies, and interactive games as effective tools for fostering mathematical skills and conceptual development. Through the use of statistical data, examples, and references, this study provides insights into the
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Makarova, Nadegda, Marina Potemkina, Nina Chernova, and Andrey Dorozhkin. "A System of Didactic Games as a Foundation of Teaching History in Secondary School." SHS Web of Conferences 50 (2018): 01009. http://dx.doi.org/10.1051/shsconf/20185001009.

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Today, an important part of an education system is use of various didactic tools. Among them a significant role belongs to didactic games that allow realising purposeful development of intellectual skills of children, their interest in studies, as well as formation of creative potential and independent work in teaching history. In the course of analysis of an experience of using didactic games at history lessons, the authors were guided by works of S.A. Ezhov, O.S. Gazman, V.P. Bespalko, R.M. Mironova, P.I. Pidkasistiy, G.K. Selevko et al. The empirical basis of the study included practical cl
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Dissertations / Theses on the topic "Didactic games and tools"

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Stergianopoulos, Georgios. "Large non-cooperative games : foundations and tools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56809/.

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Following Schmeidler (1973) and Mas-Colell (1984), economists have typically used aggregative games with a continuum of players to model strategic environments with a large number of participants. In these games a player's payoff depends on her own strategy and on an average of the strategies of everyone in the game. Examples include corporate competition in global markets, welfare maximization in multi-period economies, strategic voting in national elections, network congestion, and environmental models of pollution or, more generally, widespread externalities. This study consists of three ch
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Börjesson, Veronica, and Karolin Jonsson. "Evaluating the user experience in mobile games using session recording tools." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119989.

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This thesis work examines how the user experience of mobile games can be evaluated with the use of session recording tools. The thesis project was carried out at the mobile games development company MAG Interactive, and the aim was to produce a workflow for the company with guidelines for how to conduct user testing with session recording tools for mobile devices. In order to evaluate the tools and services, and to develop the workflow, several user tests have been conducted. When using mobile session recording tools, it is possible to record the screen of the device, the microphone input and
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Bensiger, Joy. "Perceptions of Pre-service Teachers of Using Video Games as Teaching Tools." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363651.

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Nilsson, Rikard, and Kevin Kinnunen. "Null Reference Exception : Serious Games som lärverktyg för spelprogrammering." Thesis, Blekinge Tekniska Högskola, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-21986.

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I denna artikel kommer vi att gå igenom hur man kan gå till väga med att skapa ett spel somhar syftet att lära ut spelprogrammering. Syftet är att undersöka hur lärandet avspelprogrammering hade kunnat förändras och göras mer tillgängligt genom att använda sigav så kallade Serious Games som undervisningsmaterial. Sättet som vi valt att gå till vägamed denna undersökning är att själva skapa ett Serious Game där spelaren får ändra i delar avspelets kod för att lösa pussel och ta sig vidare i spelet. Vi har haft en dialog tillsammans medprogrammeringsläraren Martin Svensson på Norrevångskolan und
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Wood, Kevin R. "Simulation Video Games as Learning Tools: An Examination of Instructor Guided Reflection on Cognitive Outcomes." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/77.

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Simulation video games potentially offer students the opportunity to participate in activities designed to bring about higher order thinking. Gee (2005b, 2007) elucidates that without the guidance of instructors, humans involved in a simulation experience have a high probability of finding creative but spurious patterns and generalizations that send learners down miseducative paths. The focus of this study is an examination of the function of instructor guided reflection and prior participant interest and exposure to video games in promoting affective and cognitive learning during participan
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Hallros, Per, and Niklas Pålsson. "SIMULATING A SYSTEM : Using video games as tools to promote self-directed learning." Thesis, Uppsala universitet, Institutionen för speldesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447884.

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As a response to finding innovative ways of using games as tools for learning we explore the design process of creating a game system meant to promote self-directed learning. This thesis explores what design pillars a game system needs to follow when making a game that is meant to promote self-directed learning through reflection on cause and effect relations. We use a theoretical framework based on procedural rhetoric and self-directed learning in video games to inform our design process when creating an eco-adapted game system that provides experimentation opportunities. We adapt an ecosyste
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Wessinger, Alyssa L. "A Deconstruction of Horror, Fear and Terror: Using Horror Films as Didactic Tools in Art Education." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/85.

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This arts-based study discusses using the horror film and monsters as a means of exploring the personification of fear in contemporary society. The paper incorporates the viewing and dissection of horror films into an artistic process to explore fears in order to further artistic expression. It additionally shows how this process can be used in an art classroom within the context of contemporary art to empower students and facilitate art criticism discussions.
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Васько, Ольга Олександрівна, Olha Oleksandrivna Vasko, Марія Олексіївна Лебеда та Mariia Oleksiivna Lebeda. "Комп’ютерні дидактичні ігри: сутність, структура, створення". ФОП Цьома С. П, 2019. http://repository.sspu.edu.ua/handle/123456789/8146.

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Представлено алгоритм сторвення комп'ютерних дидактичних ігор з орієнтуванням на дітей молодшого шкільного віку<br>В матеріалах розкривається сутність і структура комп'ютерних дидактичних ігор, а також алгоритм їх створення.<br>The materials reveal the nature and structure of computer didactic games, as well as an algorithm for their creation.
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Bawa, Papia. "Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.

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<p> The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners&rsquo; performance outcomes, as well as stakeholders&rsquo; (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights,
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Neil, Katharine. "Game Design Tools : Can They Improve Game Design Practice?" Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1025/document.

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Cette thèse constitue une recherche expérimentale pour évaluer la capacité des outils d’aide à la conception du « Game Design » de jeux vidéo. Elle cherche à dégager les éléments destinés à instrumenter et à améliorer le développement de ces outils.La production des jeux vidéos s’appuie sur de nombreux outils techniques allant des éditeurs graphiques et sonores jusqu’au moteurs de jeux. Mais, en amont, et à l’inverse des praticiens d’autres domaines du design, les concepteurs de jeux (Game designers) utilisent généralement peu d’outils dans leur travail quotidien. Bien que des modèles conceptu
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Books on the topic "Didactic games and tools"

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Schaaf, Ryan L. Using digital games as assessment and instruction tools. Solution Tree Press, 2015.

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Hamner, Candace J. Patient safety tools and games to train staff. HCPro, 2007.

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Spanier, John W. Games nations play. 7th ed. CQ Press, 1990.

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Spanier, John W. Games nations play. 9th ed. CQ Press, 1996.

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Sawyer, Brian, and Brian Jepson, eds. Retro Gaming Hacks: Tips & Tools for Playing the Classics. O’Reilly Media, 2013.

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Djurić, Dragan. Strategy Tools as Symbolic Objects in Managerial Language Games. Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09665-6.

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Corbeil, Pierre. Games and simulation activities: Tools for international development education. Youth Editions Group, Canadian International Development Agency, 1989.

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1964-, Eck Richard Van, ed. Interdisciplinary models and tools for serious games: Emerging concepts and future directions. Information Science Reference, 2010.

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Montola, Markus, and Jaakko Stenros. Beyond role and play: Tools, toys and theory for harnessing the imagination. Ropecon ry, 2004.

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Cruz-Cunha, Maria Manuela, Vitor Hugo Carvalho, and Paula Cristina Almeida Tavares. Computer games as educational and management tools: Uses and approaches. Information Science Reference, 2011.

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Book chapters on the topic "Didactic games and tools"

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Saca-Hueledel, Claudio, Michael Lema-Zhinin, Roberto Martínez-Ramírez, et al. "The Influence of Video Games as an Educational Didactic Tool: A Review of Studies." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-70981-4_16.

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Burov, Vladimir, Anna Kuzmina, Nina Popova, and Yuri Eremin. "Gamified Communication as a Didactic Tool for Mastering a Professionally Oriented Video Course in a Foreign Language." In The World of Games: Technologies for Experimenting, Thinking, Learning. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-48016-4_27.

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Grúň, Daniel. "Archives as Didactic Tools." In Pedagogical Art in Activist and Curatorial Practices. Routledge, 2025. https://doi.org/10.4324/9781003473800-5.

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Mehm, Florian, Ralf Dörner, and Maic Masuch. "Authoring Processes and Tools." In Serious Games. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40612-1_4.

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Forišek, Michal, and Monika Steinová. "Didactic Games for Teaching Information Theory." In Teaching Fundamentals Concepts of Informatics. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11376-5_9.

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Grace, Lindsay. "Implementation Tools." In Doing Things with Games. CRC Press, 2019. http://dx.doi.org/10.1201/9780429429880-13.

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Tresser, Tom. "Tactics and Tools." In No Games Chicago. Routledge, 2024. http://dx.doi.org/10.1201/9781003466574-13.

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Nicklin, Hannah. "Tools for Starting." In Writing for Games. CRC Press, 2022. http://dx.doi.org/10.1201/9781003182832-18.

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Nicklin, Hannah. "Tools for Developing." In Writing for Games. CRC Press, 2022. http://dx.doi.org/10.1201/9781003182832-19.

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Nicklin, Hannah. "Tools for Finishing." In Writing for Games. CRC Press, 2022. http://dx.doi.org/10.1201/9781003182832-20.

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Conference papers on the topic "Didactic games and tools"

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Stoffova, Veronika, and Roman Horvath. "DIDACTIC COMPUTER GAMES IN TEACHING AND LEARNING PROCESS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-046.

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Educational games not only entertain players, but they also have some educational targets (to understand and learn something, to gain certain skills, develop certain abilities, etc.). Didactic computer game that we want to introduce aims to help secondary school students understand a select few notions from the field of Informatics curriculum, which are prescribed in ICED3 (defined as mandatory technical terms in the national education program).This game will also help to build terminology system of students, acquire basic concepts and actively use them in the study, to acquire new knowledge,
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Čorboloković, Saša S., and Nataša P. Kljajić. "DIDACTIC GAMES IN TEACHING SERBIAN: A CASE OF YOUNGER GRADES OF PRIMARY SCHOOL." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.14sc.

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Contemporary language teaching practices aim to provoke and foster curiosity, interaction, active acquisition, critical and creative thinking thus enabling students to put it all in practice. Didactic games could be very helpful in this regard – and what makes them even more convenient is the fact that they could be used in both online and face-to-face educational scenarios, as many of them can easily go digital, with the support of digital tools, such as Kahoot, Quizziz, Mentimeter, Wordwall, etc. The paper displays some cases, used both in online and face-to-face Serbian classes – that prove
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Stanciu, Mihaela. "DIGITAL METHODS VS EXPERIENTIAL LEARNING METHODS. DIDACTIC APPLICATIONS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-079.

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The study below is a component of didactic research that aims to adapt the teaching methods and tools used in the Romanian Language and Literature lesson to software applications in the education field. As it was an optional subject for the high-school students, during a semester I studied, the transition from experiential learning methods inspired by the art of theatre to the digital ones such as the clicker response system, using the Mentimeter app. The purpose of the research was to observe the students' level of involvement in the lesson. I was able to monitor it clearly by creating differ
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Drakulic, Darko, Igor Pesek, and Blaz Zmazek. "ITEXTBOOKS: THE NEXT GENERATION OF ELEARNING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-078.

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Modern technology has immensely influenced popular doctrine of education and learning and they must be adjusted to the new techonlogy-supported lifestyle. Mobile devices, like tablets and smartphones, are most acceptable technological learning tools because they have many advantages over traditonal teaching tools. Main idea of mobile learning is that studens can learn at the any place with the any device. While pedagogical and didactic ideas behind may seem to be straightforward, i-textbooks present a technological challenge - from preparing content, authoring tools, managing learning units, i
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Lima, Fabiolla Xavier Rocha Ferreira. "Gamification and Creation of Interactive Environments for the Inclusion of Active Methodologies in the Architecture and Urbanism Course." In ENSUS 2024 - XII Encontro de Sustentabilidade em Projeto. Grupo de Pesquisa Virtuhab/UFSC, 2024. http://dx.doi.org/10.29183/2596-237x.ensus2024.v12.n1.p272-280.

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Gamification is a technique that uses game elements in non-game contexts to motivate and influence behaviors. Interactive virtual environments, created using digital technologies, allow for immersive interaction and active user participation. This work discusses gamification and the development of interactive virtual environments, focusing on the teaching of architecture and urbanism. Examples of modeling tools and platforms were presented as didactic resources in undergraduate classes. The methodology was applied in an elective course, demonstrating a positive impact on the inclusion of activ
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Radu, Catalin. "MILITARY HISTORY PROJECTS LESSONS LEARNED AND GOOD PRACTICES FOR ELEARNING." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-073.

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The development of digital projects for eLearning means also creation of digital maps that can easily be transformed in animated maps for teaching military history. The essence of the new approaches in learning is the successful blending of new technologies with updates on pedagogical requests’ and the aim of the paper is to present a perspective on the importance of digital maps as sheet of practice as a monitoring tool of students activity. This article approach a Learning Management System as case study involving learning elements and the use of multimedia support in the teaching activity f
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Silva, Júlia Veiga da, Yuri Silva Rosa, Luciana Foss, and Simone André da Costa Cavalheiro. "Battleships: A Digital Game for the Development of Computational Thinking in Elementary School." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/wei.2023.229541.

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Computational Thinking is a method used to solve problems, based on the fundamentals and techniques of Computer Science, which is present in the norms on computing in Basic Education (complement to the BNCC). In a few years, schools should be implementing such norms. Thus, it is essential that didactic resources, tools, as well as adequate training be made available to the school network. Therefore, in order to contribute to this, this work proposes a digital game that deals with the organization and searches for information, in order to introduce some concepts and techniques of Computational
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Zajniddinov, T. B. "Features of didactic games." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-10.

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Vasileva, Maya. "DIDACTIC TOOLS AND GEOGRAPHY TRAINING." In 5th INTERNATIONAL SCIENTIFIC CONFERENCE GEOBALCANICA 2019. Geobalcanica Society, 2019. http://dx.doi.org/10.18509/gbp.2019.76.

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Vegh, Ladislav, and Marta Turcsanyiszabo. "USING A VIRTUAL SCHOOL FOR TEACHING AND LEARNING THE BASICS OF 3D MODELING AND LSL SCRIPTING IN SECOND LIFE." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-084.

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Since the appearing of multi-user virtual environments, there were many attempts to use those in education. In the modern, 3D, multi-user environments, like the Second Life virtual world, users can move, communicate, create, and modify 3D objects using their avatars. Organizing online conferences and lectures is probably the most common usage of virtual worlds for educational purposes. However, except for this type of passive learning, the Second Life virtual world offers possibilities also for student-centered, active, creative, constructive, and collaborative learning. In this contribution,
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Reports on the topic "Didactic games and tools"

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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using v
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Zaika, Oksana V., Tetiana A. Vakaliuk, Andrii V. Riabko, Roman P. Kukharchuk, Iryna S. Mintii, and Serhiy O. Semerikov. Selection of online tools for creating math tests. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4594.

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The article considers online tools for creating tests, which should be used when teaching mathematics in both higher education and general secondary education. Among the variety of online means of creating tests by the method of expert evaluation, three were identified, which allow conducting various tests both in the classroom and remotely, which are free and do not require special conditions for their use and which work on smartphones. The advantages and disadvantages of three online tools for creating tests Kahoot!, Quizizz, Classtime are analyzed, and a comparative description of the selec
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Польгун, Е. В. Смешанное обучение в системе инклюзивного образования студентов с ограниченными физическими возможностями. [б. в.], 2015. http://dx.doi.org/10.31812/0564/2060.

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In the article blended learning is considered the most promising model of inclusive education. It is investigated its advantages relative to people with disabilities. It is defined its characteristics and didactic tools.
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Bakum, Z. P., and K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4414.

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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instru
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe
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Kazhan, Yuliya M., Vita A. Hamaniuk, Svitlana M. Amelina, Rostyslav O. Tarasenko, and Stanislav T. Tolmachev. The use of mobile applications and Web 2.0 interactive tools for students' German-language lexical competence improvement. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3880.

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The article focuses on the use of mobile applications and Web 2.0 interactive tools to improve students’ German-language lexical competence. The composition and structure of lexical competence are described, the order of exercises for lexical competence formation is given, the didactic possibilities of using mobile applications, blogging technologies and other interactive tools to improve lexical skills are found out, examples of using mobile applications and Web 2.0 interactive tools in the learning process that prove their effectiveness are given. It is proved that the use of mobile applicat
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Cary, Dakota. Robot Hacking Games: China’s Competitions to Automate the Software Vulnerability Lifecycle. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/2021ca005.

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Software vulnerability discovery, patching, and exploitation—collectively known as the vulnerability lifecycle—is time consuming and labor intensive. Automating the process could significantly improve software security and offensive hacking. The Defense Advanced Research Projects Agency’s Cyber Grand Challenge supported teams of researchers from 2014 to 2016 that worked to create these tools. China took notice. In 2017, China hosted its first Robot Hacking Game, seeking to automate the software vulnerability lifecycle. Since then, China has hosted seven such competitions and the People’s Liber
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