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The problem and the aim of the study. The transformation of the educational environment identified the following development priorities for the didactic system: support for lifelong learning; personal orientation and taking into consideration the individual students’ personality structure; use of digital technologies to provide training of the sought-after professionals of the future. The authors propose to implement these requirements with the means and capabilities of modern information technologies that maximally take into account the characteristics of personification. Research methods. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of test results, problem solving, student’s choice (digital technology, appropriate software, functionality, sequence of tasks) were applied. The pedagogical experiment was attended by 101 students (35% of girls and 65% of boys) of the Law Institute of Vyatka State University of Kirov, Russia. The Fisher's criterion (angular transformation) was used as a statistical processing method. Results. The essence of the concepts "personal educational trajectory", "personal educational route" has been clarified. The challenges associated with the digital educational environment and a focus on training of the required professionals of the future were taken into account. The problems of personalization of learning (awareness of choice, determination of characteristic factors of the educational model, gradation of the task system) are identified, the content of which is described from the standpoint of the formal scheme of information interaction. An example of designing a personalized educational model is presented by studying the technology of processing spreadsheets (a system of educational problems that guide the trajectory of cognitive performance). At the control stage of the experiment, statistically significant differences were revealed between the experimental and control groups in terms of the level of formation of digital skills and skills that are in demand in the information society (φcrit=1.64<φemp=2.492). Conclusion. Work with digital technologies offers the opportunity to take into account the orientation of the modern educational space towards personalization, the continuity of learning due to the implementation of the described formal scheme of information interaction between a teacher and a student in educational and cognitive activities; designing a differentiated system of tasks; supporting the student's informed choice; social and professional orientation of action.

The problem and the aim of the study. Formation of programming skills, communication with artificial intelligence and other people, the level of thinking development are the basic indicators that determine effectiveness of the didactic system. Within the framework of e-learning, digital technologies, gamification elements, cyber-physical devices, etc. are actively used to support the quality of learning. The authors investigate conditions for effective inclusion of gamification elements in algorithmization and programming activities to increase the level of educational achievements of pupils. Research methods. The analysis and generalization of scientific literature on the problems of gamification of learning and cognition processes, the study of the basics of algorithmization are used. For development of game projects, debugging and testing applications, the ideas of structural programming, the method of step-by-step detailing are used. The programming technology is supported by the principles and techniques of gamification. Empirical methods that were used are observation, analysis of the results of work in the Logo program (user interface, game design, choice of algorithmic constructions, etc.). The study involved 48 pupils who study in grades 5-6 in Kirov school №11. The Pearson’s χ2 (chi-square) criterion was used as a method for statistical processing of the experimental data. Results. The pupils of the experimental group were involved in the purposeful cognitive activity on development of game projects using the Logo programming language (studying fundamental concepts, graphical capabilities, managing a Turtle in the object-oriented environment, research, collaboration, social activity). Statistically significant differences were found between the experimental and control groups in the level of educational achievements χ2emp.2 > χ2crit0.05 (7.885 > 7.815). In conclusion, the conditions under which the gamification of learning the basics of algorithmization and programming is maximally effective for improving the quality of academic achievements of schoolchildren are summarized: correlation of the didactic goal and the result of the game form of work, the choice of the plot for the game project, thinking through the mechanisms of feedback and interactivity, the distribution of roles, etc.

Formation of skills of youth of the XXI century dictates certain conditions for the organization of educational space. The article proposes as one of the conditions — the implementation of network design and research activities of students, during which the formation of skills of the XXI century takes place. The concept of “educational network project” is explained, and the tools and tools that allow it to be implemented are described.

The problem and the aim. The formation of skills in working with information, its critical assessing and analysing, using it for managing actions, communicating with artificial intelligence and other people. These skills serve as important indicators that determine the effectiveness of the didactic system. The inclusion of gamification elements in the educational space of a digital school allows you to create additional conditions for the development of relevant skills. The purpose of the article is to research the conditions for the use of metagames by studying theoretical informatics to improve the quality of educational results of pupils. Research methods. The metagame is applied in different forms such as a series of role-playing games united by a didactic goal, an integrating multisubject educational environment, a game situation involving the obligatory application of external knowledge (information) for the development of the plot. 60 students from Lyceum No. 21, the Railway Educational Centre of Kirov (Russian Federation) took part in the research. The average age of respondents was 16 years (55% of girls and 45% of young people). Metagames are included in the study of theoretical questions on the topics "Information and Knowledge," "Information Perception and Presentation", "Information Processes," "Measurement and Information". The authors have developed materials for a control test, including 45 tasks. Digital services, a graphic editor, interactive simulators are used. Pearson’s criterion χ2 (chi-squared) was used for statistical data processing. Results. The author's approach to understanding the essence of a metagame as a system of story-role-playing or board games united by a common didactic goal is formulated. The results of each stage/round of the metagame are taken into account in a following iteration in some form. Pupils studied an experimental group of topics related to theoretical informatics. This study was supported by the metagames "Counting on Trust," "From Code to Code," "Information Lotto," "Smart Car". Statistically significant differences in the qualitative changes in the pedagogical system were revealed, (χ2 = 9,162; p < 0,05). In conclusion, clarifies the conditions for the use of metagames when studying the foundations of theoretical informatics to improve the quality of educational results. The age characteristics of pupils were taken into account when formulating message texts. Digital services were enabled. The metagames included combination of oral, written communication, interaction over a computer network.