edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2023-6-126-148edscience-3199Research ArticleПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ В ОБРАЗОВАНИИPSYCHOLOGICAL RESEARCH IN EDUCATIONВосприятие студентами вузов роли образовательных цифровых стимулов в побуждении к академической вовлеченности в профессиональном образованииPerception of university students on the role of educational digital stimuli in achieving academic passion in vocational educationhttps://orcid.org/0000-0002-1210-2237АлджедайяК. С.AljedayahK. S.

Каримах Сулейман Альджедайя, PhD (современная история), старший преподаватель

факультет фундаментальных наук

Ирбид

Karimah Suleiman Aljedayah, PhD (History, Modern and Contemporary), Assistant Professor

Department of Basic Sciences

Irbid

krimahaljedayh@bau.edu.johttps://orcid.org/0000-0002-2206-4449Аль-ДувайриА. М.Al-DuwairiA. M.

Алия Мохаммед Аль-Дувайри, преподаватель

кафедра фундаментальных наук

Ирбид

Alia Mohammed Al-Duwairi, Lecturer

Department of Basic Sciences

Irbid

aliadweri318@gmail.comhttps://orcid.org/0000-0003-3779-5532Аль-МоманиМ. А. К.Al-MomaniM. A. K.

 Манал Абдул Карим Аль-Момани, PhD (учебные планы и методы преподавания наук), доцент

кафедра педагогических наук

Аджлун

Manal Abdul Karim Al-Momani, PhD (Curricula and Methods of Teaching Science), Associate Professor

Department of Educational Sciences

Ajloun

Manalmomani@bau.edu.johttps://orcid.org/0000-0003-3405-8756Аль-МзариМ. М.Al-MzaryM. M.

Маали Мефлех Аль-Мзари, магистр наук (профессионально-техническое образование)

факультет прикладных наук

Ирбид

Maaly Mefleh Al-Mzary, M. Sci. (Vocational Education Sciences)

Department of Applied Science

Irbid

maaly-al-mzary@bau.edu.johttps://orcid.org/0000-0003-3871-0254Аль-МоманиМ. О.Al-MomaniM. O.

Мохаммад Омар Аль-Момани, PhD (учебные программы и методика обучения профессиональному образованию), преподаватель

кафедра педагогических наук

Аджлун

Mohammad Omar Al-Momani, PhD (Curricula and Methods of Teaching Vocational Education), lecturer

Department of Educational Sciences

Ajloun

m.o.e.m@bau.edu.johttps://orcid.org/0000-0003-2703-7017ХатайбехГ. С.KhataybehG. S.

Гадир Салих Хатайбех, преподаватель

Ирбид

Ghadeer Salih Khataybeh, Teacher

Irbid

Ghadeer.khataybeh@yahoo.comhttps://orcid.org/0000-0003-0493-353XАль-Абед РхманА. С.Al-Abed RhmanA. S.

Рхман Асмаа Сулеман Аль-Абед, преподаватель

Ирбид

Asmaa Suleman Al-Abed Rhman, Teacher

Irbid

Asoom_ramadan@yahoo.comУниверситетский колледж Ирбид, Прикладной университет Аль-БалкаIrbid University College, Al-Balqa Applied UniversityУниверситетский колледж Аджлуна, Прикладной университет Аль-БалкаAjloun University College, Al-Balqa Applied UniversityМинистерство образованияMinistry of Education202316062023256126148Copyright © Алджедайя К.С., Аль-Дувайри А.М., Аль-Момани М.А., Аль-Мзари М.М., Аль-Момани М.О., Хатайбех Г.С., Аль-Абед Рхман А.С., 20232023Алджедайя К.С., Аль-Дувайри А.М., Аль-Момани М.А., Аль-Мзари М.М., Аль-Момани М.О., Хатайбех Г.С., Аль-Абед Рхман А.С.Aljedayah K.S., Al-Duwairi A.M., Al-Momani M.A., Al-Mzary M.M., Al-Momani M.O., Khataybeh G.S., Al-Abed Rhman A.S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/3199   Введение

   Введение. Цифровые стимулы являются одной из стратегий, подготовленных высшими учебными заведениями в университетском обучении в сфере профессионального образования, но университеты не выделяют их из других стратегий, которые используются. Исследование роли и влияния образовательных цифровых стимулов в достижении академической вовлеченности у студентов профессионального образования в иорданских университетах в свете COVID-19 важно.

   Методология и методы исследования. Для анализа данных использовался описательный метод опроса. Для достижения целей исследования была разработана анкета для сбора данных, состоящая из 29 пунктов, разделенных на три области: динамика (11 пунктов), механика (7 пунктов) и компоненты (11 пунктов). Выборка исследования состояла из 260 студентов мужского и женского пола в иорданских университетах.

   Результаты

   Результаты. Результаты показали, что роль образовательных цифровых стимулов в достижении академической вовлеченности была высокой без статистически значимых различий из-за гендерной переменной, со статистически значимыми различиями из-за переменных «учебный год» и «тип университета».

   Практическая значимость. Даны рекомендации создавать привлекательную, интерактивную и связанную с реальностью учащихся образовательную среду, используя стратегии глубокой обработки информации, метод решения проблем, креативность и критическое мышление, чтобы добиться вовлечения учащихся в процесс обучения.

   Introduction. Digital stimuli are one of the strategies prepared by higher education institutions in university teaching in the field of vocational education, but they do not attach importance to them from other strategies that are used. The investigation of the role of educational digital stimuli in achieving the academic passion of vocational education students in Jordanian universities in light of COVID-19 is important to try to know the effect of digital stimuli on the academic passion of vocational education students.

   Methodology and research methods. The descriptive survey method was used to analyse the data. To achieve the objectives of the study, a questionnaire consisting of (29) items was designed, divided into three areas: dynamics (11 items), mechanics (7 items), and components (11 items) to collect data. The study sample consisted of 260 male and female students in Jordanian universities.   Results and scientific novelty. The results showed that the role of educational digital stimuli in achieving academic passion was ‘high’ with no statistically significant differences due to the gender variable, with statistically significant differences due to the variables of the academic year and university type.   Practical significance. The study recommends designing educational environments that are attractive, interactive, and related to the students’ reality, using strategies for deep information processing, problem-solving method, creativity and critical thinking in order to achieve students’ involvement in learning.

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The authors declare that there are no conflicts of interest present.