UDC 159.943.7:378.018.8
SCREENCAST AS A DIDACTIC DESIGN TOOL FOR TRAINING FUTURE SPECIALISTS
IN LIBRARY, INFORMATION, AND ARCHIVAL STUDIES AT HIGHER TECHNICAL
EDUCATION INSTITUTIONS WITHIN THE FRAMEWORK OF RESEARCH-BASED
LEARNING
Maryna Shlenova
PhD in Philology, Associate Professor, Acting Head
of the Department of Ukrainian Language and
Language Communication, National Aerospace
University «Kharkiv Aviation Institute»,
Kharkiv, Ukraine
email: m.shleneva@khai.edu
Purpose of the study. The article presents a comprehensive study of the didactic potential of
educational screencasts as a tool for training future specialists in information, library, and archival studies.
The relevance of the research is determined by the transition of higher education toward exible, personalized,
and interactive learning models that align with the demands of digital transformation in the eld.
Methods & methodology. The theoretical framework is based on the principles of Cognitive Theory
of Multimedia Learning (CTML) and the models of cognitive styles – Field Dependent / Field Independent and
VARK. It is established that the multimodal design of screencasts, when accounting for individual learning
differences, reduces cognitive load, optimizes information perception, and ensures effective integration into
the educational environment. The empirical part of the research analyzes the experience of the National
Aerospace University “KhAI”, where screencasts have been systematically implemented in the academic
programs of specialty 029. They are used as lecture materials, supplements to practical classes, and digital
instructions. On the example of the courses Archival Studies and Library and Information Support for the
Scientic and Technical Sector, the effectiveness of micro-screencasts is demonstrated for step-by-step
mastery of specialized software such as Archivematica and Koha.
Results. It is proved that an educational screencast functions not merely as a technical aid but as
a holistic didactic construct that stimulates students’ cognitive activity and fosters professional autonomy.
Special attention is given to the role of screencasts in implementing research-based learning and the “ipped
classroom” model. The creation of student-generated educational videos promotes the development of digital
literacy, critical thinking, and communication skills. The practice of peer review through Moodle fosters
academic interaction and supports the instructor’s “pedagogy of presence” in the digital space.
Conclusions. The experimental results conrmed that combining screencasts with interactive
methods increases the level of material retention by 26–31%. The study concludes that the use of screencasts
in KhAI’s educational practice has become an integral part of academic culture and a factor driving qualitative
transformation of professional training in the digital era.
Keywords: screencast; digital education; educational tools; professional training; library, information,
and archival studies; future specialists; research-based learning; higher education; technical universities.
Volume 6 (2) 2025Professional Art Education p-ISSN-2709-1791
Марина Шленьова
кандидат філологічних наук, доцент, в.о. заві-
дувача кафедри української мови та мовної
комунікації, Національний аерокосмічний
університет «Харківський авіаційний інсти-
тут», Харків, Україна
email: m.shleneva@khai.edu
e-ISSN-2709-1805
DOI https://doi.org/10.34142/27091805.2025.6.02.01
6
This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License
Statement of the problem and its connection
with important scientic and practical tasks.
In the digital educational space of a modern
university, new teaching paradigms are emerging
that prioritize exible, multimodal, personalized,
and interactive approaches. At the same time, there
is a growing need for adaptive learning for future
specialists in information, library, and archival
studies, a eld that is rapidly transforming under
the inuence of digital modernization and the
intellectualization of documentary practices. In
this context, the educational screencast appears not
merely as a technical tool or supplementary resource,
but as a holistic didactic medium that inuences
the organization of students’ cognitive activity, the
formation of their professional competence, and
their autonomy within the learning environment.
A key vector of such training is research-based
learning, an approach in which the student evolves
from a passive consumer of ready-made knowledge
Professional Art Education Volume 6 (2) 2025
Scientic Journal
СКРІНКАСТ ЯК ІНСТРУМЕНТ ДИДАКТИЧНОГО ДИЗАЙНУ У ПІДГОТОВЦІ
МАЙБУТНІХ ФАХІВЦІВ іЗ БІБЛІОТЕЧНОЇ, ІНФОРМАЦІЙНОЇ ТА АРХІВНОЇ СПРАВИ
У ЗАКЛАДАХ ВИЩОЇ ТЕХНІЧНОЇ ОСВІТИ В УМОВАХ ДОСЛІДНИЦЬКО-
ОРІЄНТОВАНОГО НАВЧАННЯ
Мета дослідження. У статті здійснено комплексне дослідження дидактичного потенціа-
лу навчального скрінкасту як інструменту професійної підготовки майбутніх фахівців з інфор-
маційної, бібліотечної та архівної справи. Актуальність теми зумовлена переходом вищої освіти
до гнучких, персоналізованих та інтерактивних моделей навчання, що відповідають вимогам
цифрової трансформації галузі.
Методи та методологія. Теоретичну основу становлять принципи когнітивної теорії
мультимедійного навчання (CTML), моделі когнітивних стилів Field Dependent / Field Independent
та VARK. Визначено, що мультимодальний дизайн скрінкастів з урахуванням індивідуальних
відмінностей студентів зменшує когнітивне навантаження, оптимізує сприйняття інформації та
забезпечує ефективну інтеграцію в навчальне середовище. Емпіричну частину присвячено до-
свіду Національного аерокосмічного університету «ХАІ», де скрінкасти впроваджено у навчальні
курси спеціальності 029 як лекційні матеріали, супровід практичних занять і цифрові інструк-
ції. На прикладі дисциплін «Архівознавство» та «Бібліотечно-інформаційне забезпечення науко-
во-технічної галузі» показано ефективність мікроскрінкастів для поетапного опанування про-
грам Archivematica і Koha.
Результати. Доведено, що навчальний скрінкаст виступає не лише технічним засобом,
а цілісним дидактичним конструктом, який активізує когнітивну діяльність студентів і сприяє
розвитку професійної автономії. Особливу увагу приділено ролі скрінкастів у впровадженні до-
слідницько-орієнтованого підходу та моделі «перевернутого класу». Створення студентами влас-
них навчальних відео сприяє розвитку цифрової грамотності, критичного мислення й комуніка-
тивних умінь. Практика взаємного рецензування через Moodle формує академічну взаємодію та
підтримує «педагогіку присутності» викладача у цифровому просторі.
Висновки. Поєднання скрінкастів з інтерактивними методами підвищує рівень засвоєння
матеріалу на 26–31%. У підсумку обґрунтовано, що навчальний скрінкаст у практиці ХАІ є склад-
ником академічної культури та чинником якісної трансформації професійної підготовки фахів-
ців у цифрову добу.
Ключові слова: скрінкаст, освітні інструменти, професійна підготовка, цифрова освіта,
бібліотечна, інформаційна та архівна справа, майбутні фахівці, дослідницько-орієнтоване нав-
чання, вища освіта, технічні університети.
7
Марина Шленьова
8
into an active participant in the educational process,
engaged in independent inquiry, critical analysis of
information, and the creation of original intellectual
products.
Analysis of key research and publications.
A screencast is a digital video recording that captures
on-screen actions accompanied by synchronous
voice narration or textual commentary. As noted by
L. Dorogan-Pisarenko et al. (2024), the effectiveness
of an educational screencast is not universal for
all students, as it depends on individual cognitive
and learning styles. This characteristic, which
requires precise pedagogical calibration, opens up
wide opportunities for the development of original
innovations within the teaching of specialized
disciplines.
Accounting for students’ cognitive styles is
a fundamental principle that should underlie
screencast design. R. Riding & E. Sadler-Smith
(1997) distinguish two cognitive style types:
Field Dependent (FD) and Field Independent (FI).
Students with an FI style are generally capable of
independently structuring material, breaking down
complex tasks into separate elements, and thinking
analytically, whereas FD students learn more
effectively in socially interactive environments,
relying on external cues. This implies that, when
designing educational screencasts for future
library and information professionals, it is
essential to vary modes of information delivery,
combining individual (asynchronous) learning
with opportunities for discussion, reection, and
collaborative analysis of results.
Another important factor is the learning style
described by the VARK model, according to which
students can be classied as visual, auditory,
reading/writing, or kinesthetic learners (Fleming &
Baume, 2006). This variability underscores the need
for a multimodal screencast design. As noted by
L. Dorogan-Pisarenko et al. (2024), combining video,
text, graphics, and audio helps balance cognitive
load and enhances learning effectiveness within the
limits of working memory capacity.
Within the framework of the Cognitive Theory
of Multimedia Learning (CTML), O. Grybyuk
(2015) identies several principles that help
reduce extraneous cognitive load on students’
memory. Among these are the coherence principle
(eliminating unnecessary elements), signaling
(highlighting key information), spatial and temporal
contiguity (simultaneous and localized presentation
of text and visuals), and the redundancy principle
(avoiding duplication of on-screen text and
narration).
In previous works, M. Shlenova (2025a; 2025b;
2025c) researched the screencast as an instrument
of didactic design. This inquiry is expanded through
a foundational analysis of the didactic principles
required for training information specialists in
technical universities, adapting them for digital tools.
Building on this framework, the author explores
specic platforms: Instagram is examined for
developing visual literacy and student engagement,
while WhatsApp Messenger is presented as a
pedagogical tool for microlearning, mentoring, and
maintaining educational continuity during national
crises.
In the context of training future specialists in
library, information, and archival studies, where
a signicant portion of the curriculum involves
technological processes (working with electronic
catalogs, information systems, and archival
platforms), the screencast with narrated software
demonstration (Screencast + Narration) proves to
be the most relevant format. According to Carr &
Ly (2009), this approach facilitates the formation
of stable mental models of software operation
among students. In contrast, the addition of textual
elements (Screencast + Narration + Text), while
seemingly helpful, may overload the cognitive
system and diminish learning eciency.
Integrating screencasts into the educational
process also entails a rethinking of the instructor’s
role. In the traditional model, the instructor delivers
knowledge frontally; in the screencast-based model,
they act as a curator of self-directed learning,
guiding students in developing their individual
educational trajectories. Professional training of
future information specialists should thus focus on
fostering information autonomy, self-learning skills,
and critical thinking, all of which require access to
educational resources that allow students to revisit
content, pause, analyze, and model their actions.
The segmenting principle helps reduce the
temporary load on students’ working memory
by dividing a screencast into logically structured
sections, each supplemented with intermediate
tasks or self-assessment questions.
The effectiveness of an educational screencast
is not limited to the appropriate choice of technical
Maryna Shlenova
Volume 6 (2) 2025Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
tools, it lies primarily in precise didactic design.
N. Dobroshtan & O. Kulish (2020) emphasize that
for information to transfer from short-term to
long-term memory, it is not enough to activate dual-
channel processing (visual and auditory); it is also
necessary to facilitate the creation of mental models
through active cognitive engagement. Following
this view, a screencast as a media format can act
as a catalyst for such cognitive processes, provided
that information delivery is neither overloaded nor
chaotic.
Formulation of the article’s aims and
objectives. The purpose of this article is to provide a
theoretical justication and practical demonstration
of the didactic potential of educational screencasts
as a key tool for implementing research-based
learning. Drawing on the experience of the National
Aerospace University «Kharkiv Aviation Institute»
(KhAI), the study explores the specics of training
future specialists in information, library, and
archival studies within a technical higher education
environment. To achieve this goal, the paper
analyzes the current state of multimedia technology
use in higher education, outlines the advantages
of the research-based approach to developing
professional competencies, and identies the
distinctive features of training students in specialty
029 within an engineering academic context. Using
concrete examples of assignments, case studies, and
projects, the article highlights the methodological
aspects of integrating screencasts into the learning
process that promote students’ research autonomy.
Summarizing the ndings, the study demonstrates
that the screencast is not merely a technical aid
but a comprehensive element of didactic design
capable of signicantly enhancing the eciency of
the educational process by transforming the student
from a passive learner into an active researcher.
Presentation of the main material. In the
context of the transformation of higher education
driven by digitalization, distance learning, and the
pursuit of innovative dynamics, the use of screencasts
as a didactic tool in the professional training of a new
generation of specialists is becoming increasingly
relevant. This issue is particularly signicant in
the formation of information-communication and
research competencies among future professionals
in library, information, and archival studies, who
must operate within a hypermedia, digital, and
hybrid information environment. The problem
becomes especially important in the context
of technical universities, where the training of
socio-humanitarian specialists, particularly those
majoring in specialty 029, takes place within a
unique academic environment.
Students immersed in engineering and IT
culture often possess well-developed analytical
thinking and a preference for perceiving information
through clear algorithms. Under such conditions,
the screencast becomes not merely a supplementary
tool but a key didactic instrument that allows
complex humanitarian and technological processes
(for instance, working with archival platforms or
bibliographic managers) to be “translated” into a
comprehensible language of visual, step-by-step
instructions. This approach harmoniously combines
humanitarian knowledge with technical pragmatics.
Within this context, the academic community
of the National Aerospace University “KhAI” is
implementing innovative educational practices
related to the systematic integration of screencasts
into the educational programs of specialty 029.
A screencast, as a multimedia tool for
visualizing and voicing actions on a computer
screen, is, according to A. Gritchenko et al. (2020),
a powerful means of knowledge transmission,
organization of independent and project-based
student activities, and facilitation of interactive
communication within digital pedagogy. Its
integration into the educational process at KhAI
includes the use of original screencasts as lecture
materials, demonstration tools for practical classes,
instructions for laboratory work, and as a format
for creating student learning products. For instance,
within the course “Archival Studies”,students
work with the Archivematica platform through
a series of ve thematic screencasts, mastering
the process of creating SIP, AIP, and DIP packages,
while simultaneously completing control tables for
metadata analysis.
The Didactic Effectiveness of Screencasts Used
at KhAI is evidenced by their ability to compensate
for the limitations of traditional educational
environments, particularly in distance or blended
learning formats, while promoting personalized
learning and ensuring exible material acquisition.
Within the courses «Library and Information
Support for the Scientic and Technical Field»,
“Archival Studies,” and «Electronic Document
Management and E-Governance», the faculty of the
9
Марина Шленьова
Professional Art Education Volume 6 (2) 2025
Scientic Journal
department create series of screencasts that clearly
demonstrate the algorithms for working with
specialized software, including electronic document
management systems, bibliographic databases,
archival recorders, and digital metadata services.
For instance, in the course “Library and
Information Support for the Scientic and Technical
Field,” within the module on the Koha library system,
seven screencasts lasting 4–6 minutes each were
used. These covered tasks such as entering a new
record, importing MARC les, editing authority les,
and generating reports. Each video segment was
accompanied by an interactive form for assessing
comprehension.
The innovative aspect also lies in using
screencasts as a tool for developing students’
research autonomy, reective thinking, and self-
organization skills. Twenty-rst-century pedagogy
envisions learning as a process of self-construction
of knowledge. In this regard, KhAI employs a
modular course structure that incorporates micro-
screencasts, short instructional videos designed to
guide learners step by step through specic actions
or skills. This approach enables differentiation of
educational content and its adaptation to individual
learning pace.
Within the “Library and Information Support
for the Scientic and Technical Field” module,
each student is invited to watch video instructions
on creating a bibliographic record in Zotero, then
independently compile an original bibliography on
a given topic, record a screencast of their process,
and submit it for peer review via the Moodle
(Mentor) platform.
It is important to note that in the professional
training of future specialists in library, information,
and archival science, a crucial role is played by
the ability to work with digital content, as well
as to create, analyze, and transform information
into a visual format. For this reason, the curricula
include specic assignments for students to
develop their own original screencasts. This allows
not only for assessing the level of mastery of the
program material but also for developing key
research competencies. In this context, the creation
of an original screencast is regarded as a form of
scholarly documentation and reection: the student
does not merely reproduce an action mechanically
but learns to structure the process, explain its logic,
and present the results of their own micro-research.
For example, within the project-based module of
the «Archival Science» discipline, students create
screencasts on organizing a digital archive, creating
metadata, and optimizing searches in an electronic
environment. One of the most successful practices
was an assignment to create a video tutorial for new
archive employees, in which a student explains the
stages of entering a document into the electronic
records system; this product was later used in the
university’s actual archive for staff training.
Technological support for this process is
provided by software products such as Camtasia
Studio, OBS Studio, Loom, Bandicam, and Screencast-
O-Matic, which offer a wide range of functionalities
for recording, editing, and publishing screencasts.
The use of the Moodle (Mentor) platform, integrated
into the university’s educational environment,
deserves special attention. It enables the effective
distribution of learning modules with video support,
the organization of forum discussions about
screencasts, and the didactic modeling of situations
based on visual case studies. For instance, in the
course «Library and Information Support for the
Scientic and Technical Field», a problem-based
scenario (a failure case) was implemented where a
student rst watches a screencast demonstrating an
incorrect search in the Scopus database and then, in
a video format, shows how to properly implement
the search strategy.
This approach serves as a vivid illustration of
research-based learning in action. It models a real-
life scientic inquiry situation, where the ability to
identify errors in one’s own or another’s research
strategy, analyze them, and nd optimal solutions is
a key competency of a researcher.
The scientic and methodological foundation
for the use of screencasts in the educational process
at KHAI is based on the ideas of constructivism,
social learning (Bandura, 1982), the concept of
multimodal learning (Kress & Leeuwen, 2004),
digital hermeneutics (Mallery et al., 1986; Marres,
2017; Akker et al., 2011), and the Cognitive
Theory of Multimedia Learning (Mayer, 2014).
According to Mayer’s approach, the effectiveness of
material assimilation depends on the harmonious
combination of visual and verbal channels of
perception, which in screencasts is realized through
the synchronization of video, audio commentary,
and accompanying subtitles or text annotations.
At KhAI, special attention is given to the
10 Maryna Shlenova
Volume 6 (2) 2025Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
principles of accessibility and inclusion in the
development of screencasts. This includes ensuring
compatibility with mobile devices, adding subtitles,
and providing textual duplication of key functions,
which aligns with the recommendations of the
European Agency for Special Needs and Inclusive
Education. Specically, adapted versions of
educational materials are created for students with
hearing or visual impairments, and faculty are
trained in digital inclusivity.
The innovativeness of the approach also lies in
the interdisciplinary combination of screencasting
with elements of storytelling, video essays, and
educational dramaturgy. This creates an effect of
emotional engagement among students, actualizes
their intrinsic motivation for learning, and promotes
a deeper understanding of the informational
content. Experimental studies conducted at KhAI
have established that combining screencasts with
interactive tasks in the format of quests, quizzes, or
digital simulations increases the level of material
assimilation by 26–31% compared to traditional
text-based sources. Among the successful practices
is the use of screencasts in the «Electronic Reading
Room» role-playing game, where students took on
the roles of users and librarians, modeling situations
of inquiry, search, and digital document delivery
through video clips.
At the National Aerospace University «KhAI,»
the Department of Documentation and Ukrainian
Language is engaged in continuous and systematic
work aimed at rening the methodologies for using
screencasts in the educational process. This process
is not merely technical or auxiliary in nature; on the
contrary, it has become an integral component of
the didactic environment, where every step, every
video fragment, and every intonation carries the
weight of a pedagogical tool inuencing the student.
In this context, the methodological and content-
related substance of an educational screencast
is viewed as a complex cognitive construct. It is
crucial to consider not only the content but also
the structural logic, semantic connections between
blocks, pacing of delivery, degree of informational
density, rhythm of visual changes, vocal tonality,
and points of emphasis.
The process of creating a screencast is
conceptualized not as a simple recording of
screen activity, but as a form of the instructor’s
presence in the digital environment. It is a unique
pedagogical act that simultaneously operates on
several levels: cognitive, emotional, communicative,
and motivational. Therefore, special attention is
focused on the preparatory stage: selecting a topic,
analyzing potential diculties students may face
in mastering it, and constructing a script where
the sequence of frames correlates with the logic of
perception. This includes anticipating moments of
cognitive strain, integrating feedback mechanisms,
and incorporating problematic questions or
hypothetical situations. The department’s faculty
operate in the genre of «intellectual directing,»
where each fragment of the screencast is not just
a visual gesture but a planned stimulus for active
comprehension.
Modern educational video within the scope
of library and information education must adhere
not only to technical quality standards but also to
the principles of cognitive economy: information
should be accessible, concise, logical, and exible
to accommodate individual learning paces. In
this regard, the instructor’s internal pedagogical
reection becomes particularly important. While
creating a screencast, the instructor effectively
re-experiences the content of the discipline:
reconsidering priorities, identifying common
barriers to perception, and determining what truly
needs to be visualized versus what can be left off-
screen. This process also involves elements of
pedagogical self-analysis, prompting the instructor
to consider what they are conveying not only in
terms of content but also stylistically, ethically, and
rhetorically.
A special place is occupied by the tonality of
the screencast, the way the material is presented
and the manner in which the delivery is conducted.
The instructor does not merely narrate the screen;
they must enter into an invisible dialogue with
the student, engaging their attention, sometimes
addressing their doubts or diculties, and
providing comments, interpretations, and support.
Such a format transforms a one-way message into
a two-way act of communication, even within
asynchronous learning. This is precisely where
pedagogical empathy manifests: the ability to
anticipate reactions, sense the rhythm of perception,
and pause at the right moment to allow the student
to comprehend what they have just seen. This is, in
fact, the pedagogy of presence in the digital space.
The faculty of the Department of Documentation
11
Марина Шленьова
Professional Art Education Volume 6 (2) 2025
Scientic Journal
and Ukrainian Language do not just develop
educational videos; they are forming a holistic
pedagogical ecosystem. In this ecosystem, the
screencast is not a technical tool but a pedagogical
event, a meeting point for content, intonation, form,
logic, and attention to the student’s personality.
This activity will acquire special signicance in
the context of blended learning, where the digital
component is not an isolated episode but a fully-
edged constituent of the educational space. Under
such conditions, a high-quality, well-prepared
screencast is capable of becoming that «pedagogical
bridge» which connects the student and the
instructor in a shared process of thinking, research,
and understanding.
No less important is the social function of the
screencast, which is realized by engaging students
in collaborative digital creation, discussion, and
peer review of each other’s video work. This
fosters an environment of academic interaction,
partnership, and responsibility for the outcome.
Thus, at KhAI, the screencast is not merely a
technical tool but a comprehensive element of
didactic design, a part of the academic culture, and
an instrument of pedagogical interaction amid the
digital transformation of higher education.
Given the strategic orientation toward
preparing specialists to work in an information-
rich and technologically complex environment,
KhAI is continuing its research and methodological
work to expand the potential of screencasting. This
includes its use in virtual laboratories, adaptive
educational platforms, and intelligent learning
environments. In the future, there are plans to
implement a screencast analytics system, which
will make it possible to evaluate student behavioral
patterns, assess content effectiveness, and model
personalized learning trajectories.
Thus, the use of screencasting in the training
of future specialists in library, information,
and archival science at the National Aerospace
University «KhAI» is a manifestation of an innovative,
prognostic, empathetic, and constructivist approach
to forming an educational environment.
This environment is capable of meeting
the challenges of the digital age and ensuring
a high-quality transformation of professional
training within the paradigm of education for
sustainable development, effectively implementing
the principles of research-based learning and
transforming the student into an independent
researcher of their own educational and future
professional trajectory.
Conclusions. Based on the analysis conducted,
it can be concluded that the use of educational
screencasting in the training of future specialists
in information, library, and archival science at
the National Aerospace University «KhAI» is a
manifestation of an innovative and constructivist
approach. This technology transcends the scope of a
simple technical tool and becomes a comprehensive
element of didactic design and an instrument
of pedagogical interaction amid the digital
transformation of education.
The practical experience of KhAI demonstrates
that the systematic integration of screencasts,
which requires «intellectual directing» from the
instructor, effectively implements the principles of
research-based learning. Engaging students in the
creation and analysis of their own video products
transforms them from passive consumers of
information into active constructors of knowledge,
thereby developing their research autonomy and
critical thinking.
This approach proves to be particularly
effective within the context of a technical higher
education institution, where the visualization of
complex algorithmic processes of working with
software aligns with the students’ cognitive styles.
Thus, the screencast acts as a «pedagogical bridge»
connecting the instructor and the student in a shared
process of research and understanding, ensuring a
high-quality transformation of professional training
in response to the challenges of the digital age.
Future research directions. Prospects for
further research lie in expanding the potential of
screencasting and deepening its integration into
educational technologies. The implementation of
an analytics system for viewing educational videos
is planned, which will allow for the assessment
of student behavioral patterns and content
effectiveness for the subsequent modeling of
personalized learning trajectories. Methodological
work is underway to expand the use of screencasts
in more complex environments, such as virtual
laboratories, adaptive educational platforms, and
intelligent learning systems. These directions align
with the strategic goal of training specialists capable
of working effectively in a technologically saturated
information space.
12 Maryna Shlenova
Volume 6 (2) 2025Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
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13
Марина Шленьова
Professional Art Education Volume 6 (2) 2025
Scientic Journal
СПИСОК ЛІТЕРАТУРИ
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papers/Akker11a.pdf
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https://doi.org/10.1037/0003-066X.37.2.122
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37(4), 408-420. https://doi.org/10.1108/00907320911007010
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communication, Language in Society, 33(1), 115-118. https://doi.org/10.1017/S0047404504221054
Mallery, J. C, Hurwitz, R., Duffy, G. (1986). Hermeneutics: From Textual Explication to Computer
Understanding?. Articial Intelligence Laboratory, MIT, Cambridge. https://www.scribd.com/
document/499481069/Hermeneutics-From-textual-explication-to-computer-understanding
Marres, N. (2017). Digital Sociology: The reinvention of social research. Cambridge: Polity Press.
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge
handbook of multimedia learning (2nd ed., pp. 43–71). Cambridge University Press. https://doi.org/10.1017/
CBO9781139547369.005
Riding, R. J., & Sadler-Smith, E. (1997). Cognitive style and learning strategies: Some implications for
training design. International Journal of Training and Development, 1(3), 199–208. https://doi.org/10.1111/1468-
2419.00020
Shlenova M. H. (2025b). Using Whatsapp messenger in the professional-oriented training of future
library, information, and archival studies specialists at higher technical universities. Теорія та методика
навчання та виховання. № 58. С. 98-112. https://doi.org/10.34142/23128046.2025.58.09
Shlenova, M. (2025a). Instagram as an innovative tool for professional training in library, information,
and archival studies at higher technical education institutions. Professional Art Education, 6(1), 107–115.
https://doi.org/10.34142/27091805.2025.6.01.10
Shlenova, M. (2025c). Didactic Principles for Integrating Innovative Technologies in the Professional
Training Library, Information, and Archival Science Specialists at Technical Universities. Pedagogical
Education: Theory and Practice. Psychology. Pedagogy, 43(1), 38–45. https://doi.org/10.28925/2311-2409.2025.436
14 Maryna Shlenova
Volume 6 (2) 2025Professional Art Education p-ISSN-2709-1791e-ISSN-2709-1805
Надійшла до редакції / Received: 16.09.2025
Рекомендовано до друку / Accepted: 03.11.2025
