АННОТАЦИЯ
The article considers gamification as a technology that involves the use of game elements in the educational process to enhance the motivational, value and practice-oriented of teaching students. The motivational, communicative, developmental, diagnostic, emotional, and correctional functions of gamification are highlighted, based on the peculiarities of professional training of specialists in higher education institutions. The didactic conditions under which the educational process acquires the characteristics of a learning and gaming environment are determined. The relevance of such training is due to the fact that game elements, diversifying the process of acquiring knowledge, encourage students to be motivated to carry out educational and cognitive activities. The structure and content of the discipline «Gamification in Education» are described and a corresponding distance course on the Moodle platform is developed in such a way that gamification is both an object of study and a means of learning. Attention was paid to the organisation of practical and laboratory classes, where students acquired knowledge and skills in working with Kahoot, Canva, LearningApps, Wordwall, Scratch, Minecraft and other software environments. A scheme for organising and implementing the educational process using the Moodle platform was developed. The effectiveness of the use of gamification in the process of professional training of specialists has been experimentally confirmed through the approbation of a distance course. A direct correlation between students' motivation to learn using game technologies and the results of their study and readiness to apply them in further education and professional activities has been established. To this end, the results of a pedagogical experiment involving 124 students of Rivne State University of the Humanities are presented.
ЦИТАТА
Pavlova, N. GAMIFICATION AS A EDUCATIONAL TECHNOLOGY FOR PROFESSIONAL TRAINING / N. Pavlova, T. Shrol, N. Poliukhovych // Мiждисципрлiнарнi дослiдження складних систем. – 2024. – № 24. – P. 146-163
