Analysis of the experience of introducing gamification into the educational process

author: Dmytro Verbovetskyi

Urgency of the research. In connection with the rapid development of digital technologies, there is a need to improve the processes of acquiring new knowledge. Since the modern generation of young people is fond of computer games, gamification allows to bring elements of novelty to the educational process and interest pupils and students.

Target setting. Studying computer science can be an extremely complex and interesting activity, and the use of gaming technologies in the process of studying computer science is one of the methods that complement the learning process. Motivation and self-confidence in the study of computer science have always been the focus of attention of teachers and researchers, as modern society is constantly changing and developing new technologies

Actual scientific researches and issues analysis. Theoretical and practical developments can be found in the works of V. Bykov, H. Alekseeva, N. Kravchenko, O. Antonenko, L.  Horbatyuk, N. Machynska, M. Barber, K. Werbach, D. Soman and V. Hsin-Yuan, D. Clark, E. Corcoran, D. J. Lee, D. Hammer, M. Laskowski, J. McGonigel, Lee Sheldon, and others. In their works, scientists claim that the field of gamification of education is a complex process that has not yet been researched and has great potential for application in educational activities. Research shows that gamification stimulates interest in learning, encourages students to communicate productively, discuss a common problem, and defend their own point of view on solving this or that problem in front of colleagues.

The research objective. The purpose of the research: conducting an analysis of research on the use of gamification in the educational process.

The statement of basic materials. Analyzing works in the field of gamification of education, it can be said that the use of gamification methods helps bring the educational process closer to real practical activity. This approach allows students to learn the material more effectively and improve their skills. Game technologies are closely related to the self-realization of students' personalities, significantly increase the quality of education, and their implementation in the educational process is an important element in the development of the student's professional competencies. The game should be considered one of the types of interactive learning methods, which, among other things, aims to implement the psychological processes of student self-realization. During the pedagogical game, students take an active position, and their interest in the object of knowledge increases. At the same time, the teacher's role is transformed, he becomes the organizer, the leader of the process. To implement pedagogical interactive games in the educational process, the teacher is required to be competent in the use of appropriate technologies.

Conclusions. The article examines the work of domestic and foreign researchers on the introduction of game technologies into the educational process. The analysis of the latest research in the field of gamification of education confirms the importance of the introduction of game tools, allows them to form algorithmic thinking and programming skills, and develop professional competences.

Keywords: digitalization, gamification, game learning, motivation, digital educational environment, information and communication technologies, digital competence 

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