UDC 378.091
DOI: 10.36871/ek.up.p.r.2024.12.11.025

Authors

Aza R. Ismailova,
Abdul G. Israilov,
Federal State Budgetary Educational Institution of Higher Education “Grozny State Oil Technical University named after Academician M.D. Millionshchikov”, Grozny

Abstract

Modern education requires innovative approaches that can improve learning ef-ficiency and attract students. One such approach is gamification, which allows the integration of game elements into the learning process to increase motivation and student engagement. At the same time, there is a need to study the level of awareness of teachers on gamification and its impact on the educational process. The purpose of this article is to study the level of awareness of teachers on gamification issues, to develop and test an author's course to prepare teachers for the effective use, design and implementation of gamification in an educational environment. The research uses the following methods: questionnaires, observation, analysis of literary sources, as well as methods of quantitative and qualitative analysis to assess the effectiveness of intro-ducing gamification into the educational process. The study of the level of awareness of teachers on gamification issues showed that respondents are aware of the relevance of the outlined prob-lem, are interested in obtaining high-quality information about the possibilities of gamification, see it as an improving factor for the motivation and involvement of students in learning, espe-cially in conditions of mixed and distance education, but for the most part have fragmentary ideas about gamification as a modern educational technology, it is confused with the organiza-tion of didactic games, they do not have a systematic understanding and experience of introduc-ing gamification into the educational process. The article proposes the organization of appropri-ate training for teachers within the framework of the discipline "Gamification of the educational process". The presented content, the organization of an electronic training course, monitoring the formation of competencies (cognitive, motivational, activity components) for the introduction of a gamified approach in education allowed us to conclude that gamification helps to increase motivation and involvement of applicants, as well as the development of critical thinking, team-work and other soft skills. Gamification has significant potential to improve the quality of the educational process, but requires a careful and balanced approach. Further research may focus on improving the content and methods of implementing gamification in the educational environ-ment.

Keywords

gamification, motivation, electronic educational resources, distance and blended learning, digital didactics