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<article article-type="research-article" dtd-version="1.3" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xml:lang="ru"><front><journal-meta><journal-id journal-id-type="publisher-id">infojournal</journal-id><journal-title-group><journal-title xml:lang="ru">Информатика и образование</journal-title><trans-title-group xml:lang="en"><trans-title>Informatics and education</trans-title></trans-title-group></journal-title-group><issn pub-type="ppub">0234-0453</issn><issn pub-type="epub">2658-7769</issn><publisher><publisher-name>Publishing House Education and Informatics</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.32517/0234-0453-2021-36-4-47-53</article-id><article-id custom-type="elpub" pub-id-type="custom">infojournal-680</article-id><article-categories><subj-group subj-group-type="heading"><subject>Research Article</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="ru"><subject>ПЕДАГОГИЧЕСКИЙ ОПЫТ</subject></subj-group><subj-group subj-group-type="section-heading" xml:lang="en"><subject>PEDAGOGICAL EXPERIENCE</subject></subj-group></article-categories><title-group><article-title>Когнитивно адаптированные мультимедийные учебные материалы для обучения информационным технологиям в многоязычной среде вуза</article-title><trans-title-group xml:lang="en"><trans-title>Cognitively adapted multimedia educational instructions for teaching information technologies in a multilingual university environment</trans-title></trans-title-group></title-group><contrib-group><contrib contrib-type="author" corresp="yes"><contrib-id contrib-id-type="orcid">https://orcid.org/0000-0002-7793-8895</contrib-id><name-alternatives><name name-style="eastern" xml:lang="ru"><surname>Тимирова</surname><given-names>А. М.</given-names></name><name name-style="western" xml:lang="en"><surname>Timirova</surname><given-names>A. M.</given-names></name></name-alternatives><bio xml:lang="ru"><p>Тимирова Анна Михайловна - кандидат педагогических наук, доцент, доцент кафедры информатики, информационных технологий и методики обучения информатике, Институт математики, физики, информатики и технологий.</p><p>620017, Екатеринбург, пр-т Космонавтов, д. 26</p></bio><bio xml:lang="en"><p>Anna M. Timirova - Candidate of Sciences (Education), Docent, Associate Professor at the Department of Informatics, Information Technologies and Informatics Teaching Methods.</p><p>620017, Yekaterinburg, prospekt Kosmonavtov, 26</p></bio><email xlink:type="simple">anna-loz@yandex.ru</email><xref ref-type="aff" rid="aff-1"/></contrib></contrib-group><aff-alternatives id="aff-1"><aff xml:lang="ru">Уральский государственный педагогический университет<country>Россия</country></aff><aff xml:lang="en">Ural State Pedagogical University<country>Russian Federation</country></aff></aff-alternatives><pub-date pub-type="collection"><year>2021</year></pub-date><pub-date pub-type="epub"><day>27</day><month>06</month><year>2021</year></pub-date><volume>0</volume><issue>4</issue><fpage>47</fpage><lpage>53</lpage><permissions><copyright-statement>Copyright &amp;#x00A9; Тимирова А.М., 2021</copyright-statement><copyright-year>2021</copyright-year><copyright-holder xml:lang="ru">Тимирова А.М.</copyright-holder><copyright-holder xml:lang="en">Timirova A.M.</copyright-holder><license license-type="creative-commons-attribution" xlink:href="https://creativecommons.org/licenses/by/4.0/" xlink:type="simple"><license-p>This work is licensed under a Creative Commons Attribution 4.0 License.</license-p></license></permissions><self-uri xlink:href="https://info.infojournal.ru/jour/article/view/680">https://info.infojournal.ru/jour/article/view/680</self-uri><abstract><p>Студенты, обучающиеся на русском языке как неродном в российских вузах в смешанных языковых группах, испытывают значительную когнитивную нагрузку в процессе выполнения практических заданий по дисциплинам информационного направления с использованием традиционных учебно-методических материалов. В статье анализируются важные аспекты когнитивных и мультимедийных теорий обучения в контексте разработки учебных инструкций, а также специфические проблемы педагогического проектирования мультимедийных материалов для использования в смешанных языковых группах на занятиях по информационным технологиям. В результате исследования сформулированы обобщенные рекомендации по разработке учебных мультимедийных материалов на когнитивной основе для обучения на неродном языке, относящиеся к семантико-контекстуальной формализации структуры (формулирование SMART-целей; логико-семантическое структурирование текста; представление содержания на нескольких уровнях свернутости; организация учебного материала в последовательности от декларативных знаний к процедурным; систематизация и обобщение значимой информации на промежуточных этапах рассуждений; обеспечение поддержки индивидуальных образовательных потребностей) и когнитивно-семантической адаптации мультимедийного содержания (последовательное разворачивание смысла; представление образцов выполнения заданий; графическое представление значимой релевантной информации; видео- / аудиодублирование трудных для понимания фрагментов учебного материала посредством динамичной графики; аудиодублирование трудных для понимания фрагментов учебного материала на языке-посреднике; оформление учебного материала с использованием продуманных наборов стилей, пиктограмм, цветов). Полученные результаты исследования имеют высокую практическую значимость: разработка мультимедийных учебных материалов, адаптированных для обучения на неродном языке в условиях многоязычной образовательной среды, на основе когнитивного подхода позволяет значительно снизить когнитивную нагрузку, улучшить понимание и запоминание материала, облегчить языковую и академическую адаптацию.</p></abstract><trans-abstract xml:lang="en"><p>Students studying at Russian universities in a non-native language in mixed language groups experience a significant cognitive load in the process of completing practical tasks in the disciplines of the information direction using traditional teaching materials. The article analyzes important aspects of cognitive and multimedia learning theories in the context of developing learning instructions, as well as specific problems of pedagogical design of multimedia materials for the use in mixed language groups in teaching computer science. As a result of the study, generalized recommendations were formulated for the development of educational multimedia materials on a cognitive basis for teaching in a non-native language, related to the semantic-contextual formalization of the structure (formulation of SMART goals; logical and semantic text structuring; presentation of content at several levels of collapse; organization of educational material in sequence from declarative to procedural knowledge; systematization and generalization of significant information at intermediate stages of reasoning; providing support for individual educational needs) and cognitive-semantic adaptation of multimedia content (consistent presentation of meaning; presentation of samples of assignments; graphical presentation of significant relevant information; video / audio dubbing of difficult to understand fragments of educational material through dynamic graphics; audio dubbing of difficult to understand fragments of educational material in the intermediate language; design of educational material using thoughtful sets of styles, pictograms, colors). The results of the study are of high practical importance: the development of multimedia educational materials adapted for teaching in a foreign language in a multilingual educational environment based on a cognitive approach can significantly reduce cognitive load, improve understanding and memorization of material, and facilitate language and academic adaptation.</p></trans-abstract><kwd-group xml:lang="ru"><kwd>разработка мультимедийных учебных материалов</kwd><kwd>обучение на русском как неродном языке</kwd><kwd>многоязычная образовательная среда</kwd><kwd>когнитивные процессы и нагрузка</kwd><kwd>вербальная и невербальная информация</kwd><kwd>ментальные модели знаний</kwd></kwd-group><kwd-group xml:lang="en"><kwd>development of multimedia teaching materials</kwd><kwd>teaching in Russian as non-native language</kwd><kwd>multilingual educational environment</kwd><kwd>cognitive processes and load</kwd><kwd>verbal and non-verbal information</kwd><kwd>mental models of knowledge</kwd></kwd-group><funding-group xml:lang="ru"><funding-statement>Автор статьи выражает признательность студентам-иностранцам Уральского государственного педагогического университета и Уральского государственного экономического университета за участие в собеседовании и анкетировании, профессору Тамаре Николаевне Шамало за обсуждение когнитивных проблем разработки образовательных материалов, а также рецензентам, рекомендации которых позволили улучшить данную статью</funding-statement></funding-group><funding-group xml:lang="en"><funding-statement>The author of the article is grateful to foreign students of the Ural State Pedagogical University and the Ural State Economic University for their participation in the interview and questioning, as well as to Professor Tamara N. Shamalo for the discussion of cognitive problems in the development of educational instructions, and to the reviewers, whose recommendations made it possible to improve this article</funding-statement></funding-group></article-meta></front><back><ref-list><title>References</title><ref id="cit1"><label>1</label><citation-alternatives><mixed-citation xml:lang="ru">Multimedia // Encyclopedia of the Sciences of Learning. Boston: Springer, 2012. DOI: 10.1007/978-1-4419-1428-6_2284</mixed-citation><mixed-citation xml:lang="en">Multimedia. Encyclopedia of the Sciences of Learning. Boston, Springer, 2012. DOI: 10.1007/978-1-4419-1428-6_2284</mixed-citation></citation-alternatives></ref><ref id="cit2"><label>2</label><citation-alternatives><mixed-citation xml:lang="ru">Niegemann H. M., Heidig S. Multimedia learning // Encyclopedia of the Sciences of Learning. Boston: Springer, 2012. DOI: 10.1007/978-1-4419-1428-6_285</mixed-citation><mixed-citation xml:lang="en">Niegemann H. M, Heidig S. 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