Gamification as a New Format of Projects Method in Blended Learning Conditions Studying Disciplines of the Pedagogical Cycle

Abstract

The paper discusses the main issues of organizing the learning process based on the gamification. The publication analyzes the main provisions of the application of elements of gamification in the process of teaching students. The study proposes to consider gamification as a new format of the project method in the context of blended learning in the study of disciplines of the pedagogical cycle by students of humanitarian and natural specialties. We analyzed the main didactic Classcraft platform capabilities. Developed by students within the framework of the “Pedagogy” discipline a brief structure of the “Adventurers” quest was present. The algorithm of the students' work included following steps: choosing a project theme (name of the game); composition of the game (stages); development of the game as a digital product (elements); analysis of the implementation of the game as a digital product (difficulties and prospects); analysis of the results of joint digital project activities of students, indicating positive and negative aspects. We considered the positive aspects of using digital applications and platforms to improve teacher skills. The conclusions provide consolidated proposals for the use of gamification, such as: its implementation in the educational process is aimed at the development of intellectual, social, emotional, technological segments of the personal development of students; the use of gamification has a positive impact on the development of students and teachers soft skills and helps to improve their professional skills.

Effect of cloud computing on digital content skills and technology acceptance among secondary school students

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The Quality of Education in the Conditions of Forced Distance Learning Caused by COVID-19

“…An analysis of the scientific literature has shown that the problem of the quality of education has become highly relevant since the onset of the pandemic (Chick et al, 2020;Elumalai et al, 2021). Scientists consider various aspects of learning during a pandemic and online learning in general: satisfaction with the online learning process (Chen et al, 2020); adaptation and communication in the digital space (Dorsi et al, 2021;Plass & Pawar, 2020a;2020b;Vanherle, 2021); motivation in online learning environments (Dragon, 2019); new forms of forced online interaction (Bardus, et al, 2021;Nalyvaiko, et al 2021;Plass & Pawar, 2020a;Serhan, 2020); comparison of online and offline learning (Goss et al, 2021); monitoring in higher education (Lane & D'Mello, 2018); risks and prospects of forced distance learning (Neuwirth et al, 2021;Zhu & Liu, 2020); involvement in the learning process (Wang, 2020).…”