Artificial intelligence application for reflection development through the implementation of the orienting basis of reflective action for students of the pedagogical departments

This article considers the actual issue about reflection development because despite various reflection development practice existence there are no precise tools for reflective action formation. The method of stage-by-stage formation was considered as the foundation for the process and tools of reflective action formation, which is the essence of every mental action interiorisation, including reflective action. The research describes stage-by-stage formation action content for reflective action formation and offers a tool to embody it in the form of narration. The research considers educational dialog with an AI-partner (online-assistant based on artificial intelligent technology) as the way to embody narration to the educational process. The novelty of the concludes in detailed description of forming a reflexive action process through the prism of the orienting base of the action, which is the key mechanism for the interiorization of mental processes. The practical significance of the study lies in the description of the developed criteria for assessing the orienting basis of the reflexive action, as well as the proposal of a method for forming the orienting basis of the reflexive action using artificial intelligence systems. Purpose. The purpose and objectives of the study are to conduct and confirm the conjecture with concludes in the following: educational dialogues with an AI-partner, which contain the entire complex structure of the orienting basis of action, will increase defining and essential reflection level. Materials and methods. There was an experiment constructed to prove the conjecture. In the experiment students participated in educational dialogues with online-assistant based on artificial intelligent technology, which were structured as orienting activity of teacher reflection action in relation to application and evaluation of digital technologies in lesson. Educational dialogues were constructed not like a real dialogue but like dialogue between student and digital assistant in online mode. Results. Experiment results show that the experimental group of students actually perform the characteristics on reflective action in contradistinction to the control group. It allows us to prove the conjecture that educational dialogues with an AI-partner, which contain the entire complex structure of the orienting basis of action, will increase defining and essential reflection level.