Theoretical economics Theoretical economics Теоретическая экономика 2221-3260 88295 10.52957/2221-3260-2024-7-39-58 НОВАЯ ИНДУСТРИАЛИЗАЦИЯ: ТЕОРЕТИКО-ЭКОНОМИЧЕСКИЙ АСПЕКТ NEW INDUSTRIALIZATION: THEORETICAL AND ECONOMIC ASPECT НОВАЯ ИНДУСТРИАЛИЗАЦИЯ: ТЕОРЕТИКО-ЭКОНОМИЧЕСКИЙ АСПЕКТ Features of the application of semantic and sentiment analysis methods in the process of evaluating the effectiveness of digital educational technologies in Russian universities Особенности применения методов семантического и сентимент-анализа в процессе оценки эффективности цифровых образовательных технологий в российских университетах https://orcid.org/0000-0002-7740-5458 Онвусирибе Чигоризим Ндубуиси Onvusiribe Chigorizim Ndubuisi onvusiribe@urfu.ru

доктор философских наук;

doctor of philosophical sciences;

 https://orcid.org/0000-0002-3579-4440 Астратова Галина Владимировна Astratova Galina Vladimirovna galina_28@mail.ru

доктор экономических наук;

doctor of economic sciences;

 https://orcid.org/0000-0001-8364-2313 Симченко Наталия Александровна Simchenko Nataliya Aleksandrovna nataly.simchenko@gmail.com

доктор экономических наук;

doctor of economic sciences;

 Уральский федеральный университет им. Первого Президента России Б.Н. Ельцина Ural Federal University named First President of Russia B. Yeltsin Санкт-Петербургский государственный университет Санкт-Петербург Россия St. Petersburg State University Saint Petersburg Russian Federation 06 09 2024 06 09 2024 7 39 58 17 07 2024 19 07 2024 https://theoreticaleconomy.ru/en/nauka/article/88295/view

Цифровые образовательные технологии (DET) уверенно заняли позиции структурного элемента современной системы высшего образования. Несмотря на успехи цифровизации вузов, остаются проблемы, связанные с большими затратами и техническими аспектами внедрения удобных в пользовании и высококачественных цифровых платформ. Это актуализирует проблему оптимизации университетских бюджетов на цифровизацию. Целью статьи является исследование инструментов комплексного семантического анализа и анализа настроений в российских вузах как инструмента оценки эффективности DET. Задачами исследования явились: обзор литературы по заявленной проблеме; разработка методологии исследования; проведение комплексного семантического анализа и анализа настроений в российских вузах; оценка эффективности DET; разработка рекомендаций для повышения эффективности DET. Методы исследования: использован гибридный количественный и качественный подход; включая систематические обзоры, использование лексики и обработку естественного языка (NLP) для анализа настроений и семантики. Результаты исследования показывают, что, хотя 88% вузов имеют системы управления обучением (LMS), только 45% эффективно используют их в образовательных целях. Только 44% университетов имеют лицензии на программное обеспечение для совместной работы (Zoom), а 13% не имеют необходимой цифровой инфраструктуры (высокоскоростной Интернет). Эти пробелы указывают на значительные препятствия к эффективному использованию DET. Результаты анализа настроений показывают, что учащиеся в целом положительно относятся к цифровым учебным платформам, а методы анализа настроений, основанные на глубинном обучении, демонстрируют высокую эффективность DET. Авторы рекомендуют совершенствовать цифровую инфраструктуру, повышать уровень подготовки ППС и студентов, а также разрабатывать целевые стратегии для лучшей интеграции DET. Исследование дополняет существующую литературу, предоставляя всестороннюю оценку DET в российских вузах с использованием передовых аналитических методов. Подчеркивается необходимость постоянных инвестиций и стратегического планирования для полной реализации преимуществ DET.

Digital educational technologies (DET) have confidently taken the position of a structural element of the modern higher education system. Despite the success of digitalization of universities, there remain problems associated with high costs and technical aspects of the introduction of user-friendly and high-quality digital platforms. This actualizes the problem of optimizing university budgets for digitalization. The purpose of the article is to study the tools of complex semantic analysis and sentiment analysis in Russian universities as a tool for evaluating the effectiveness of DET. The objectives of the study were: a review of the literature on the stated problem; development of a research methodology; conducting a comprehensive semantic analysis and sentiment analysis in Russian universities; evaluating the effectiveness of DET; developing recommendations to improve the effectiveness of DET. Research methods: a hybrid quantitative and qualitative approach was used; including systematic reviews, the use of vocabulary and natural language processing (NLP) for sentiment analysis and semantics. The results of the study show that although 88% of universities have learning management systems (LMS), only 45% effectively use them for educational purposes. Only 44% of universities have licenses for collaboration software (Zoom), and 13% do not have the necessary digital infrastructure (high-speed Internet). These gaps indicate significant obstacles to the effective use of DET. The results of sentiment analysis show that students generally have a positive attitude towards digital learning platforms, and sentiment analysis methods based on deep learning demonstrate high effectiveness of DET. The authors recommend improving the digital infrastructure, raising the level of training of teaching staff and students, as well as developing targeted strategies for better integration of DET.

 Цифровые образовательные технологии (DET); Системы управления обучением (LMS); Цифровая грамотность; Анализ настроений; Сентимент-анализ; Семантический анализ; Цифровая инфраструктура; Высшее образование в России; Конструктивистская теория обучения (CLT); Эффективность цифровых образовательных технологий; Эффективность DET Digital Educational Technologies (DET); Learning Management Systems (LMS); Digital Literacy; Sentiment Analysis; Semantic Analysis; Digital Infrastructure; Higher Education in Russia; Constructivist Learning Theory (CLT); Effectiveness of digital educational technologies; Effectiveness DET

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