Modern Technologies and Gamification in Historical Education

Abstract

Background The study aims to consider the prospect possibilities of gamification in historical education and its influence on the development of key professional competencies of workers necessary in current condition of humanitarian sphere development. Methods An experimental study theoretically substantiates the prospects for the gamification of education on the example of history education, in which 40 students from the Рeoples’ Friendship University of Russia and Sechenov First Moscow State Medical University took part. A pedagogical model of gamified history study has been developed and implemented into a 3-month online learning course “Technology for constructing historical interpretations.” The following technological tools were used to support the implementation of gamified learning: the Academy Learning Management System (LMS), the Facebook social network, social media information resources, augmented and virtual reality technologies. A survey was conducted on the Academy LMS platform, in which students were asked to assess the promising opportunities for the impact of gamified learning on the development of key professional competencies in terms of the degree of influence. Results The research results confirmed that the creation of a joint creative and expanded gaming experience leads to the acquisition of practical knowledge and allows learners to acquire skills that are highly relevant for professionals of the 21st century. The students confirmed that educational progress was achieved due to the effective organization of their learning activities, group changeover at the stages of developing historical interpretations, and gamification, which caused a feeling of excitement and qualitatively influenced the desire to achieve the best educational results. Gamified learning allowed educators to keep students' interest in the subject of study. Conclusions According to the results of a survey of students at the end of the course, it was concluded that gamification in history education has a positive effect on the evolutionary development of a personality adaptive to the socio-economic conditions of the 21st century. A model of the evolutionary vertical and horizontal development of the personality has been described.

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

“…Within educational contexts, gamification promotes friendly competition, rewards effort, motivates and engages students using game elements, which they are already familiar with [7]. Therefore, gamification has already been implemented and evaluated within several educational subjects, such as science, technology, engineering, art and mathematics (STEAM) [106,107], language learning [108,109], medical and healthcare education [110][111][112], anatomy [113], sports and physical education [114,115], geometry [116], chemistry [117,118], physics [119], mathematics [120,121], astronomy [122], geography [123], environmental science [124,125], natural science [126], history and cultural heritage education [127,128], music [129], and vocational education [130].…”

Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)

“…In addition, the increasing share of communication in social networks contributes to the blurring of interethnic boundaries. The problem of intercultural competence and sensitivity is considered by most researchers in the context of postcolonial societies, which raises questions of interaction between indigenous and dominant ethnic groups, self-esteem and self-identification of their representatives (Azada-Palacios, 2021; Moseikina et al, 2022; Mu & Pang, 2021; Wei & Enslin, 2021).…”

“…Además, el peso creciente de la comunicación en las redes sociales contribuye a desdibujar las fronteras interétnicas. La mayoría de los investigadores abordan el problema de la competencia y la sensibilidad intercultural en el contexto de las sociedades poscoloniales, que plantean cuestiones como la interacción entre las etnias indígenas y las dominantes, su autoestima y la autoidentificación de sus representantes (Azada-Palacios, 2021; Moseikina et al, 2022; Mu & Pang, 2021; Wei & Enslin, 2021).…”

A Gamified Experiential Learning Intervention for Engaging Students Through Satisfying Needs

“…Gamified experiential learning approaches offer a framework for developing strategies that engage and excite students (Isabelle, 2020) particularly when used in conjunction with technological advances that open creative avenues for engaging students (Moseikina et al, 2022). We focus on one-the Student Response System (SRS; Liu et al, 2019) as a proof of concept for the gamified use of these experiential technologies.…”