| Autor: |
Emelianova, Elena Pavlovna, Linok, Larisa Vladimirovna, Karageziyan, Marina Valentinovna, Ushakov, Andrey Vladimirovich, Maslova, Olga Valeryevna, Kabanov, Oleg Vladimirovich, Bondarchuk, Marina Mikhailovna |
| Předmět: |
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| Zdroj: |
Procedia-Environmental Science, Engineering & Management; 2022, Vol. 9 Issue 3, p773-783, 11p |
| Abstrakt: |
The article is devoted to the actual topic of gamification in education. Today, video games and gaming technology are becoming a significant part of modern educational technology. The article analyzes gamification as an educational trend and states that there are significant discrepancies in the interpretation of this phenomenon in modern pedagogical literature and, accordingly, in the disclosure of ways to create gamified educational courses. Beyond education, gaming offers avenues for collective action and collaboration. Multiplayer and cooperative gaming experiences enable players to join forces, pool resources, and collectively work towards sustainable solutions. Such collaborations not only enhance social cohesion but also allow for the co-creation of innovative strategies and ideas that can address complex environmental and development challenges. The need for a clearer differentiation of gamification and didactic-oriented computer games is emphasized, their essential features are highlighted, the possibilities of teachers developing the simplest versions of such games using online services are highlighted. The characteristics of the mechanisms inherent in the gameplay for maintaining the internal and external motivation of the player are given and the insufficient study of the influence of their transfer on the process of managing the educational activity of the subject is noted. A comparison is made of the game and educational motives of the student's activity and their hierarchy in the context of gamification, the importance of his awareness of the priority of non-game tasks is emphasized. The similarity of the elements of gameplay and the point-rating system for assessing the educational achievements of students in the aspect of maintaining the motivation of educational activity is revealed, and the illegality of reducing gamification to this system is fixed. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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