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Designing Educational Trajectories for Generation Z : Identifying Cognitive Factors. / Tolstikova, Irina; Ignatjeva, Olga; Kondratenko, Konstantin; Pletnev, Alexander.

Digital Transformation and Global Society - 6th International Conference, DTGS 2021, Revised Selected Papers. ed. / Daniel A. Alexandrov; Andrei V. Chugunov; Yury Kabanov; Olessia Koltsova; Ilya Musabirov; Sergei Pashakhin; Alexander V. Boukhanovsky; Andrei V. Chugunov. Springer Nature, 2022. p. 266-279 (Communications in Computer and Information Science; Vol. 1503).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Harvard

Tolstikova, I, Ignatjeva, O, Kondratenko, K & Pletnev, A 2022, Designing Educational Trajectories for Generation Z: Identifying Cognitive Factors. in DA Alexandrov, AV Chugunov, Y Kabanov, O Koltsova, I Musabirov, S Pashakhin, AV Boukhanovsky & AV Chugunov (eds), Digital Transformation and Global Society - 6th International Conference, DTGS 2021, Revised Selected Papers. Communications in Computer and Information Science, vol. 1503, Springer Nature, pp. 266-279, 6th International Conference on Digital Transformation and Global Society, DTGS 2021, Virtual, Online, Russian Federation, 23/06/21. https://doi.org/10.1007/978-3-030-93715-7_19

APA

Tolstikova, I., Ignatjeva, O., Kondratenko, K., & Pletnev, A. (2022). Designing Educational Trajectories for Generation Z: Identifying Cognitive Factors. In D. A. Alexandrov, A. V. Chugunov, Y. Kabanov, O. Koltsova, I. Musabirov, S. Pashakhin, A. V. Boukhanovsky, & A. V. Chugunov (Eds.), Digital Transformation and Global Society - 6th International Conference, DTGS 2021, Revised Selected Papers (pp. 266-279). (Communications in Computer and Information Science; Vol. 1503). Springer Nature. https://doi.org/10.1007/978-3-030-93715-7_19

Vancouver

Tolstikova I, Ignatjeva O, Kondratenko K, Pletnev A. Designing Educational Trajectories for Generation Z: Identifying Cognitive Factors. In Alexandrov DA, Chugunov AV, Kabanov Y, Koltsova O, Musabirov I, Pashakhin S, Boukhanovsky AV, Chugunov AV, editors, Digital Transformation and Global Society - 6th International Conference, DTGS 2021, Revised Selected Papers. Springer Nature. 2022. p. 266-279. (Communications in Computer and Information Science). https://doi.org/10.1007/978-3-030-93715-7_19

Author

Tolstikova, Irina ; Ignatjeva, Olga ; Kondratenko, Konstantin ; Pletnev, Alexander. / Designing Educational Trajectories for Generation Z : Identifying Cognitive Factors. Digital Transformation and Global Society - 6th International Conference, DTGS 2021, Revised Selected Papers. editor / Daniel A. Alexandrov ; Andrei V. Chugunov ; Yury Kabanov ; Olessia Koltsova ; Ilya Musabirov ; Sergei Pashakhin ; Alexander V. Boukhanovsky ; Andrei V. Chugunov. Springer Nature, 2022. pp. 266-279 (Communications in Computer and Information Science).

BibTeX

@inproceedings{816632d2eab84c348c2a80840d3ce23c,
title = "Designing Educational Trajectories for Generation Z: Identifying Cognitive Factors",
abstract = "This article is based on the hypothesis that Generation Z{\textquoteright}s propensity for undivided perception of digital and physical reality (phygital reality) and their fairly easy absorption of new learning formats, in particular blended learning, are interrelated. To prove the existence of this relationship, the authors, based on the methodology of social constructivism and interpretivism, put forward several hypotheses and conduct an empirical study. For a detailed analysis of the research topic the authors conduct three questionnaire polls among university students in St. Petersburg. The first survey is related to identifying the features of socialization of “digital natives”, the second - to identify the cognitive inclinations of Generation Z, the third - the choice of type of education (traditional/classroom, blended or distance learning). The results of the study confirm the main hypotheses of the study, which are that the characteristics of Generation Z make them maximally adapted to blended learning and that the propensity to blended learning is due to a number of factors, such as satisfaction with the content of disciplines, propensity for self-development, satisfaction with the organization of the educational process, work in the specialty after graduation, group work in classes and the use of sources recommended by the teacher. Factor and regression analysis conducted during the study confirms the data obtained.",
keywords = "generation Z, forms of education, phygital reality, blended learning cognitive closure, Blended learning cognitive closure, Forms of education, Generation Z, Phygital reality",
author = "Irina Tolstikova and Olga Ignatjeva and Konstantin Kondratenko and Alexander Pletnev",
note = "Publisher Copyright: {\textcopyright} 2022, Springer Nature Switzerland AG.; 6th International Conference on Digital Transformation and Global Society, DTGS 2021, DTGS 2021 ; Conference date: 23-06-2021 Through 25-06-2021",
year = "2022",
doi = "10.1007/978-3-030-93715-7_19",
language = "English",
isbn = "9783030937140",
series = "Communications in Computer and Information Science",
publisher = "Springer Nature",
pages = "266--279",
editor = "Alexandrov, {Daniel A.} and Chugunov, {Andrei V.} and Yury Kabanov and Olessia Koltsova and Ilya Musabirov and Sergei Pashakhin and Boukhanovsky, {Alexander V.} and Chugunov, {Andrei V.}",
booktitle = "Digital Transformation and Global Society - 6th International Conference, DTGS 2021, Revised Selected Papers",
address = "Germany",
url = "http://dtgs-conference.org, http://dtgs-conference.org/",

}

RIS

TY - GEN

T1 - Designing Educational Trajectories for Generation Z

T2 - 6th International Conference on Digital Transformation and Global Society, DTGS 2021

AU - Tolstikova, Irina

AU - Ignatjeva, Olga

AU - Kondratenko, Konstantin

AU - Pletnev, Alexander

N1 - Conference code: 6

PY - 2022

Y1 - 2022

N2 - This article is based on the hypothesis that Generation Z’s propensity for undivided perception of digital and physical reality (phygital reality) and their fairly easy absorption of new learning formats, in particular blended learning, are interrelated. To prove the existence of this relationship, the authors, based on the methodology of social constructivism and interpretivism, put forward several hypotheses and conduct an empirical study. For a detailed analysis of the research topic the authors conduct three questionnaire polls among university students in St. Petersburg. The first survey is related to identifying the features of socialization of “digital natives”, the second - to identify the cognitive inclinations of Generation Z, the third - the choice of type of education (traditional/classroom, blended or distance learning). The results of the study confirm the main hypotheses of the study, which are that the characteristics of Generation Z make them maximally adapted to blended learning and that the propensity to blended learning is due to a number of factors, such as satisfaction with the content of disciplines, propensity for self-development, satisfaction with the organization of the educational process, work in the specialty after graduation, group work in classes and the use of sources recommended by the teacher. Factor and regression analysis conducted during the study confirms the data obtained.

AB - This article is based on the hypothesis that Generation Z’s propensity for undivided perception of digital and physical reality (phygital reality) and their fairly easy absorption of new learning formats, in particular blended learning, are interrelated. To prove the existence of this relationship, the authors, based on the methodology of social constructivism and interpretivism, put forward several hypotheses and conduct an empirical study. For a detailed analysis of the research topic the authors conduct three questionnaire polls among university students in St. Petersburg. The first survey is related to identifying the features of socialization of “digital natives”, the second - to identify the cognitive inclinations of Generation Z, the third - the choice of type of education (traditional/classroom, blended or distance learning). The results of the study confirm the main hypotheses of the study, which are that the characteristics of Generation Z make them maximally adapted to blended learning and that the propensity to blended learning is due to a number of factors, such as satisfaction with the content of disciplines, propensity for self-development, satisfaction with the organization of the educational process, work in the specialty after graduation, group work in classes and the use of sources recommended by the teacher. Factor and regression analysis conducted during the study confirms the data obtained.

KW - generation Z, forms of education, phygital reality, blended learning cognitive closure

KW - Blended learning cognitive closure

KW - Forms of education

KW - Generation Z

KW - Phygital reality

UR - http://www.scopus.com/inward/record.url?scp=85124654087&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/05ccbdad-aec6-3052-a24e-6e3153fc5cc5/

U2 - 10.1007/978-3-030-93715-7_19

DO - 10.1007/978-3-030-93715-7_19

M3 - Conference contribution

AN - SCOPUS:85124654087

SN - 9783030937140

T3 - Communications in Computer and Information Science

SP - 266

EP - 279

BT - Digital Transformation and Global Society - 6th International Conference, DTGS 2021, Revised Selected Papers

A2 - Alexandrov, Daniel A.

A2 - Chugunov, Andrei V.

A2 - Kabanov, Yury

A2 - Koltsova, Olessia

A2 - Musabirov, Ilya

A2 - Pashakhin, Sergei

A2 - Boukhanovsky, Alexander V.

A2 - Chugunov, Andrei V.

PB - Springer Nature

Y2 - 23 June 2021 through 25 June 2021

ER -

ID: 77998453