Keyword: «game mechanics»

The importance of compliance of visual educational tools and mentally retarded primary school students needs is considered in the article. A technology of visual information at speech therapist work is shown as an example of modern visual educational tools. The appliance of this technology provides higher student engagement in corrective and developing process.

Gamification of the cognitive process in a higher educational institution contributes to the development of students’ communication skills, increasing their professional motivation, self-realization through the playing activities of didactic purpose. The inclusion of a quest as a technology that combines the ideas of problem-based and game-based learning is in line with the recommendations of UNESCO, the essence of the communicative approach in education. The authors study the issue of assessing the impact of graduate students' activities in designing educational space of escape rooms on the formation of their communicative competence. The purpose of the study is to examine the influence of the graduate students’ activities in designing the socio-cultural space of the escape room for the development of their communicative competence. The scientific novelty lies in revealing the characteristic aspects of the stage-by-stage work of specialists in the socio-cultural sphere in creating educational space of escape rooms: information-analytical; communicative; professionally oriented; collaborative. The theoretical significance of the study lies in the fact that the essence of the concept of an educational "escape room" for the training of specialists in the socio-cultural sphere has been concretized. The methodology is based on the analysis of the potential of the "quest" technology as a form of learning in the information environment. The concretization of methods of work with program resources for the area of training "Socio-cultural activity" (master’s degree level) was carried out. To design quest escape rooms, students used Power Point, MS Word, AXMA Story Maker, Learnis, Quandary, etc. When diagnosing the level of students' communicative competence, the "Communicative and organizational inclinations" method was used. The stages of graduate students’ work on the design of educational space of escape rooms are described in the results section: analysis of the demands of the digital society, the potentials of software resources; application of technology; thinking through the plot component; drawing up routes for the participants, a plan for dialogues between characters, etc. Bases of practice: the Museum of collectible dolls, the literary museum of I. S. Turgenev, the Art-Orel house, the house-museum of V. A. Rusanov, etc. The difficulties of innovations are formulated: the creative nature of the activity in the development of the socio-cultural plot and the content of the playing space; dependence on software support in cultural institutions; team-building problems. The practical significance lies in the fact that the results of the study can be used for gamification in sociocultural activities.

The effectiveness of the library as a sociocultural institute depends not only on professionalism, but also on the emotional abilities of librarians (their sociability, response to unforeseen situations, the ability to "read" the needs, expectations and interests of others), and the skills of using digital technologies in library collaboration. The authors study the problem of justifying the effectiveness of the use of gaming applications in the context of the formation of an emotionally-comfortable library environment. The purpose of the study is to examine the potential of gamification tool AhaSlides for the development of emotional intelligence of participants in library-information interaction. The methodology is based on identifying the opportunities of library collaboration and digital technologies for the development of personal emotional intelligence; on clarifying the options and forms of gamification services application in the work of libraries. Scientific novelty: the potential of using gaming applications to build the skills that form the basis of emotional intelligence (emotional awareness, managing your emotions, self-motivation, empathy) is justified. Theoretical significance – the factors have been identified that affect the quality of using gamification tools for the development of emotional intelligence of participants in information and library interaction. Students of the Orel State Institute of Culture, employees and users of the Centralized Library System of the city are involved in experimental work. AhaSlides is a means of gamifying for interaction of employees, readers, visitors and partners of libraries. The N. Hall test was applied at the stage of diagnosis and assessment of emotional intelligence formation. Pearson's χ2 test was used as a statistical processing method. The results present a methodological approach containing: a description of the program for training library specialists; ideas and principles of including digital tools of gamification in the design of the library-information collaboration environment for the development of the emotional intelligence of its participants. The prospects for gamification of the library environment have been determined: the involvement of new users, the use of neural networks, support for career guidance, etc. The results obtained can be used in the training of specialists in the library and information sphere, in the work of libraries and other institutions of a cultural and educational nature.

The relevance of the work lies in the analysis and practical application of gamification techniques for the development of foreign language dialogical speech skills of 1st year students - Linguistics majors. The aim of the study is to determine the effectiveness degree of using gamification techniques in teaching and developing students’ foreign language dialogic speech skills. To achieve this goal, the tasks were defined as following: analyze the literature on the research topic, develop training sessions that include elements of gamification, evaluate the effectiveness of gamification techniques in a practical experiment, compare the results of the experimental group using gamification for education and the control group using traditional learning methods. The research consists of the experiment with the participation of 1st year students - Linguistics majors. The authors highlight the main characteristics of foreign language dialogic speech that influence the development of speaking skills in the article. Particular attention is paid to linguistic aspects and the use of gamification techniques and traditional teaching methods. Based on the results of the analysis, the following conclusions can be drawn: the introduction of gamification elements into the educational process demonstrates the positive dynamics of the development of foreign language dialogic speech skills among higher school students; through the use of gamification techniques during training sessions, a comfortable atmosphere for interaction was created, which also has a positive effect on educational outcomes. The theoretical significance of this work lies in important contribution to the study of the use of gamification techniques in foreign language teaching. The practical significance lies in the potential use of the materials of this study by teachers as a support for increasing the efficiency of foreign language teaching methods used in conducting classes. The introduction of gamification elements into the educational process can contribute to greater student interest, which leads to positive dynamics in the educational outcomes.

The relevance of the research problem is due to the digital transformation of education, which fundamentally changes the nature of pedagogical communication, making it multi subject, hybrid, and technologically mediated. According to the demand of modern society, effective interaction not only in real but also in digital space, including interaction with artificial intelligence, is one of the necessary skills of a contemporary teacher. Meanwhile, traditional teaching technologies are increasingly failing to meet the needs of Generation Z and Alpha students, for whom gaming culture, interactivity and high-speed feedback are a natural environment. Gamification, understood as the use of game elements and mechanics in non-game contexts, is considered a promising pedagogical technology capable of translating learning content into a language understandable and attractive to new generations of learners. However, its application in higher pedagogical education for the purpose of forming student teachers’ communicative competence remains fragmented and episodic; there are no systematic methodologies based on the structure of the competence itself as a target basis for designing a gamified environment. The aim of the article is to theoretically substantiate the structure of the preservice teacher’s communicative competence as a basis for designing gamification technology. The leading methodological approaches were the competency-based approach, Self Determination Theory (SDT), the concept of game elements by K. Werbach and D. Hunter, and Flow Theory by M. Csikszentmihalyi. The study identified and substantiated a four-component structure of communicative competence, including value motivational, cognitive, practical operational and reflective evaluative components. A six-stage model for designing gamification technology was developed, each stage of which relies on the identified components as target benchmarks. A compliance matrix “competence component – game mechanics – expected educational outcome” is proposed, as well as a comparative analysis of instrumental solutions (SaaS platforms, LMS, no code/low code constructors and custom development). The theoretical significance lies in expanding scientific understanding of gamification design: unlike the traditional approach, the starting point is not the content of a discipline but the structural components of the competence being formed, which ensures targeted and systematic selection of game mechanics. The practical significance is that the proposed model and analytical tools can be used by university teachers in pedagogical education when creating gamified courses aimed at the holistic development of students’ communicative competence.