About this paper

Appears in:
Pages: 7217-7220
Publication year: 2020
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.1853

Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference

DIGITAL EDUCATIONAL ENVIRONMENT: ARE NEW FORMS OF DIDACTOGENY POSSIBLE?

A. Vladyko, T. Rezer

Ural Federal University (RUSSIAN FEDERATION)
The progress of humanity is determined by its spiritual, intellectual and physical potential. The role of each of these components is equally important. The digital educational environment is a new kind of educational resource. The article analyses the reasons for the emergence of new forms of didactogeny in a digital educational environment, i.e. nomophobia, caused by smartphone addiction among young people. The method of analysis of the scientific sources has detected a high level of dissemination of this form of didactogeny. 53% of the UK residents suffer from nomophobia, and in Russia only three teenagers out of 68 could stay without a phone during the experiment.

Throughout its evolution mankind has been establishing appropriate social institutions providing education and nurture to preserve and develop its spiritual, intellectual and physical potential. The problem of maintaining human health has a pronounced social orientation.

For example, the World Health Organization’s Ottawa Charter of Health of 1986, recognizes peace, shelter, a stable economy, good nutrition, a clean environment, education, equality, and justice the fundamental human health resources.

Traditional social factors that undermine young people’s health include polluted environment, teachers’ negative attitude, and lack of physical activity, while the new social factors comprise the digitalization of the educational environment, and information dependence on modern transmission sources and devices. All these factors have a negative impact on the physical, mental and reproductive health of a growing person. The situation arises when a specialist in one sphere is unable to manage to preserve health of the educational process participants, therefore, intersectoral integration is necessary in recognizing new forms of didactogeny induced by digitalization of the educational environment and technological progress.

Research methods. We used theoretical analysis of the digital educational environment in order to determine the possibility of developing new forms of didactogeny in it. The questionnaire method allowed us to obtain data on the information overload of young people.

In 2019, as part of an internal grant, we conducted a survey at the Ural State Federal University and one of the universities in Hungary of 136 Russian and 101 Hungarian students correspondingly aged 17 to 35, in order to identify addiction in the digital educational environment. The results of the survey show that students from both countries agreed the amount of information increased. 41.29% of Russian students responded positively about feeling overloaded with the information and only 20.8% of Hungarian students did not feel it.

According to the concept of a lifestyle, health preserving approaches in educating and nurturing young people depend on an individual way of life, which can be considered a moral aspect of all types of activities characteristic of the society.

The choice of behavior patterns, made by young people independently, can influence their heath either favorably or adversely. However, to change the lifestyle and the worldview of a young person, a wide range of measures is required to change the impact of the determining factors. Therefore, we must consider digitalization of the educational environment a modern challenge to the education system, caused by the technological progress.
@InProceedings{VLADYKO2020DIG,
author = {Vladyko, A. and Rezer, T.},
title = {DIGITAL EDUCATIONAL ENVIRONMENT: ARE NEW FORMS OF DIDACTOGENY POSSIBLE?},
series = {12th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN20 Proceedings},
isbn = {978-84-09-17979-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2020.1853},
url = {http://dx.doi.org/10.21125/edulearn.2020.1853},
publisher = {IATED},
location = {Online Conference},
month = {6-7 July, 2020},
year = {2020},
pages = {7217-7220}}
TY - CONF
AU - A. Vladyko AU - T. Rezer
TI - DIGITAL EDUCATIONAL ENVIRONMENT: ARE NEW FORMS OF DIDACTOGENY POSSIBLE?
SN - 978-84-09-17979-4/2340-1117
DO - 10.21125/edulearn.2020.1853
PY - 2020
Y1 - 6-7 July, 2020
CI - Online Conference
JO - 12th International Conference on Education and New Learning Technologies
JA - EDULEARN20 Proceedings
SP - 7217
EP - 7220
ER -
A. Vladyko, T. Rezer (2020) DIGITAL EDUCATIONAL ENVIRONMENT: ARE NEW FORMS OF DIDACTOGENY POSSIBLE?, EDULEARN20 Proceedings, pp. 7217-7220.
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