Irida I. Enikeeva

This article presents an overview of gamification practices in Russia and abroad. Play is a vital component of human development and its competent application is of great importance for the actors in the educational process. The authors' goal was to examine relevant Russian and international practices, rethink gaming technologies in the context of education, and develop alternative models for future practical application. The research methodology utilizes a theoretical analysis of the works of Katrin Becker and Emily Ann Naul's studies of games in education. Multiple domestic approaches were examined, including D.B. Elkonin's psychological analysis of games, which summarized various concepts of understanding play, their significance for student development, and explored the "seriousness" of game in V. Stern's concept. The authors' approach to analyzing the recursion of the game and the real world is a key methodology, necessitated by the specific nature of research into the potential of gaming technologies and the modeling of alternatives, allowing for the discovery of meaningful content for the everyday life of players. Data from a sociological survey of students majoring in pedagogical fields in the Republic of Bashkortostan (Bashkortostan State Pedagogical University named after M. Akmulla, Ufa) on the involvement in gaming activities was used to identify the type of gaming motivation. The following results were obtained: current models of gamification in foreign and domestic practice were examined; non-classical models for applying games for the education and development of adolescents and young adults in the "university-school" system were developed; a model for applying gaming technologies within the framework of the activities of a humanitarian quantorium was proposed. Theoretical significance of the study: a new concept is proposed for application in the realities of domestic educational spaces as an alternative to well-known gamification strategies, primarily in the didactics of pedagogical quantoriums specializing in various competences. The developed model for applying gaming technologies in humanitarian quantoriums can be used to develop various competences among young people and adolescents. Practical significance of the study: specific recommendations and models for the implementation of gaming methods in the educational process to increase student motivation and learning effectiveness.

This article examines the development of practice theory as a philosophical basis for interdisciplinary educational research. The aim of the study is to present a systematic analytical review of the theory of practice by philosophers and social theorists, which is the foundation of interdisciplinary pedagogical research. The socio-philosophical methodology of practice theory involves the substantiation, first of all, of scientific approaches, methods and means of research activities in the field of pedagogy, possible on the platform of an interdisciplinary approach. From the authors’ point of view, interdisciplinary pedagogical research is a systemic area of scientific research that unites various disciplines and methods to study pedagogical phenomena and processes, allowing us to consider pedagogical reality from different points of view and in a structural relationship, as well as take into account the influence of sociocultural, psychological, economic and other factors. The philosophical theory of practice is one of the theoretical and methodological foundations of interdisciplinary pedagogical research. It is a philosophical system that explores the essence and structure of practical activity and its role in the formation of knowledge, values and skills of both students and teachers. The results of the study demonstrate that the development of a philosophical theory of practice is an important aspect of the pedagogical system. A general analytical review of the development of the socio-philosophical theory of practice showed that practice plays a key role in the formation of social relations, individual subjects and social structures including the system of education. Research in this area will help to better understand the interaction between power, education and social processes, as well as the ways in which the educational practices change and transform in modern society. The theoretical and practical significance of the study is determined by the appeal to the fundamental bases of the historically formed and differently manifested diversity of mechanisms for transmitting social experience based on the theory of practice. The presented analysis of philosophical theories can provide an epistemological basis for both the academic theoretical study of education and its empirical use by practicing teachers.