The Attitude of the Z-Generation Students to the Artificial Intelligence’s Assessment of Historic Events in Conditions of Digitalization of Society
https://doi.org/10.26105/SSPU.2022.77.2.001
Abstract
The article examined the attitude of students of generation Z of Russian universities to the assessment of historic events by artificial intelligence in the context of the digitalization of society. The basic empirical research methods were a sociological survey and a focus group conducted remotely during the COVID 19 pandemic using the resources of the Google Form online service and the Zoom cloud conference platform. The study found that the attitude of generation Z to artificial intelligence in the context of the digitalization of society is ambiguous, contradictory, which affects the degree of the trust in the assessment of historic events. Z-generation students are less afraid of AI in everyday life than in communicating historic information and evaluating it. The characteristic was the stability of the position of students of generation Z to the assessment of historic events by artificial intelligence with a weak influence of external aggressive factors, including pandemic restrictions.
About the Authors
M. V. Vinichenko
Russian State Social University
Russian Federation
Russian Federation
Vinichenko Mikhail Vasilievich – Doctor of Sciences (History), Professor, Professor of Faculty of Humanities
Moscow
S. A. Makushkin
Russian State Social University
Russian Federation
Russian Federation
Makushkin Sergey Anatolievich – PhD (Historical Sciences), Associate Professor, Associate Professor of the Faculty of Humanities
Moscow
References
1. Antoni Alegre-Martínez, María Isabel Martínez-Martínez, José Luis Alfonso-Sanchez (2020). Transforming YouTube into a valid source of knowledge for Anatomy students. 6th International Conference on Higher Education Advances (HEAd’20). Universitat Politecnica de Val`encia, Val`encia, 2020. P. 293–300. (In English).
2. Birgit Rösel A concept of a mainly digitalized course on control theory including problembased practical units and digital supported exams. 6th International Conference on Higher Education Advances (HEAd’20) Universitat Politecnica de Val ` encia, Val ` encia, 2020. P. 587–594. (In English).
3. Demchenko T. S., Vinichenko, M.V., Demchenko, M.V., Ilina, I.Y., Buley, N.V., Duplij E. V. Students’ Satisfaction with Interactive Forms of Training with Elements of Gamification. International Journal of Engineering & Technology, 7 (4.38), 2018. P. 109–111. (In English).
4. Elena Libin. Future competencies for digitally aligned specialties: coping intelligently with global challenges. 6th International Conference on Higher Education Advances (HEAd’20) Universitat Politecnica de Val ` encia, Val ` encia, 2020. P. 1119–1125. (In English).
5. European Commission. Digital Economy and Society Index Metodological Note. DESI. Available at: (accessed on 27 June 2020). 112 Р. (In English).
6. International Conference on Cyber Security Intelligence and Analytics, CSIA. Advances in Intelligent Systems and Computing. Shenyang; China. 928, 2020. 1448 Р. (In English).
7. Matraeva A. D., Rybakova M. V., Vinichenko M. V., Oseev A. A., Ljapunova N. V. Development of Creativity of Students in Higher Educational Institutions: Assessment of Students and Experts. Universal Journal of Educational Research, 8(1), 2020. Р. 8–16. (In English).
8. Neil Howe & William Strauss. Generations: The History of America’s Future, 1584 to 2069. Paperback — Illustrated, September 30, 1992. 538 Р. (In English).
9. Nikiporets-Takigawa G. Yu., Afonin M. V., Krivova A. L., Otyutskiy G. P. The main trends and development prospects of modern political science education in Russia. Perspektivy Nauki i Obrazovania, 46(4), 2020. Р. 164–179. (In English).
10. Ozhiganova E. M. The theory of generations by N. Hove and W. Strauss. Possibilities of practical application // Business education in the knowledge economy. 1(1), 2015. Р. 94–97. (In English).
11. Saorín J. L., de la Torre-Cantero J., Melián Díaz D., & López-Chao, V. Cloudbased collaborative 3D modeling to train engineers for the Industry 4.0. Applied Sciences, 9(21), 2019. Р. 4559. (In English).
12. Singler, B. «Blessed by the algorithm»: Theistic conceptions of artificial intelligence in online discourse. AI & SOCIETY. 35, 2020. Р. 945–947. (In English).
13. Timmis S., Munoz-Chereau B. Under-represented students’ university trajectories: building alternative identities and forms of capital through digital improvisations. Teaching in higher education, 2019. Р. 18. (In English).
14. Vinichenko M. V., Frolova E. V., Nikiporets-Takigawa G. Yu., Peter Karácsony. Interpretation of the views of east European Catholics on the impact of artificial intelligence on the social environment. European Journal of Science and Theology, 17(1), 2021. Р. 11–23. (In English).
Review
For citations:
Vinichenko M.V., Makushkin S.A. The Attitude of the Z-Generation Students to the Artificial Intelligence’s Assessment of Historic Events in Conditions of Digitalization of Society. Surgut State Pedagogical University Bulletin. 2022;(2 (77)):29-36. (In Russ.) https://doi.org/10.26105/SSPU.2022.77.2.001
Views:
153
Email this article 