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RESEARCH PAPER
Developing a Personalised Learning Model Based on Interactive Novels to Improve the Quality of Mathematics Education
1
Vyatka State University, Kirov, RUSSIA
2
Kokand State Pedagogical Institute named after Mukimi, Kokand, UZBEKISTAN
3
Kazan (Volga region) Federal University, Kazan, RUSSIA
4
Moscow Aviation Institute (National Research University), Moscow, RUSSIA
5
I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA
Publication date: 2022-01-26
EURASIA J. Math., Sci Tech. Ed 2022;18(2):em2078
KEYWORDS
mathematics educationdigital technologiesinteractive environmentvisual shortstorypersonalization of learningAXMA Story Maker
ABSTRACT
The lack of sufficiently developed methodological basis before graduation adversely affects the
mathematical competency of future experts that are required by the modern economy. The study
aims to investigate the features of the development of a personalized model of teaching
mathematics by means of interactive novels to improve the quality of educational results. The
main methods of research were the generalization of pedagogical experience and science
literature, modelling, observation, analysis of results in AXMA Story Research methods. The
chosen methods made it possible to justify the necessity of using interactive novels to personalize
teaching mathematics and to confirm the qualitative improvements in the pedagogical system.
Fisher’s criterion was used to evaluate the results. 121 schoolchildren from Russian and Uzbek
schools participated in the experiment. Individual educational routes supporting the studying of
mathematical theory, problem solving in the interactive space AXMA Story Maker were developed.
The peculiarities to be considered when designing a personalized model of mathematics learning
by means of interactive novelties were formulated. These are the correlation between the didactic
goal and the result of educational and research work in a nonlinear environment, the selection of
the plot for a visual novel, the elaboration of the text component and the personalized learning
track, etc. According to ANCOVA test results, the post-score of the experimental group is
statistically higher than the control group. The results of the article can be used to develop ideas
for personalising of learning in the digital school, as well as justification for the need for inclusion
of digital interactive tools in mathematics education at all levels of education and training.
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