Keyword: «геймификация»

The development of cognitive interest in primary school students is considered a significant problem in the field of modern pedagogy. This article examines the use of gamification as a pedagogical tool for developing cognitive interest in primary school students in English language lessons. The most important elements of gamification and the digital educational platforms WordWall and LearningApps, which were used during the experimental work, are described. It was found that the regular use of game elements in foreign language lessons promotes an increase in the level of cognitive interest among students. Gamification can be recommended by primary school teachers as an effective tool for enlivening educational activities.

This article examines the possibilities of applying interactive immersive learning technologies at English language lessons in secondary school. It analyzes such technologies as virtual and augmented reality, artificial intelligence, as well as game-based and role-playing learning methods. The interconnection between these approaches and traditional pedagogical practices is substantiated. The main advantages of immersive learning are identified. The attention is focused on a positive impact on student motivation, development of communicative skills, and formation of intercultural competence. The challenges of implementation related to technical and methodological aspects are highlighted. Recommendations for the effective use of these technologies in the educational process are presented.

The article discusses the possibilities of using artificial intelligence (AI) when planning a foreign language lesson as a means of increasing students' learning motivation. Based on the analysis of modern research and pedagogical experience, the effectiveness of the use of AI tools at various stages of lesson preparation is substantiated. A model of integration of artificial intelligence is described, including diagnostics, generation of educational content, differentiation and organization of communicative practice. A model of AI integration is presented that takes into account the psychological mechanisms of motivation formation and current trends. The results of the pedagogical experiment, confirming the growth of student engagement and a decrease in language anxiety are presented. In conclusion, the transformation of the teacher's role in the context of digitalization of education is discussed.

The relevance of the research problem is driven by the need to find effective pedagogical tools for maintaining student engagement when learning French grammar as a foreign language at the university level. Traditional teaching methods often fail to provide sufficient motivation and do not enable students to successfully transform declarative grammatical knowledge into procedural oral skills. The aim of this study is to evaluate the impact of gamified digital activities on student engagement and the acquisition of French grammatical structures (imperfect tense, subjunctive mood, active and passive voice) in a university educational context. The leading method of the research was a convergent mixed-methods design (quantitative and qualitative analysis), which included a 14-week pedagogical intervention involving 26 linguistics students at Novosibirsk State Technical University. The gamified platforms Wordwall (Spin the Wheel), Baamboozle, and Quizlet were used during the classes. Data collection was carried out through pre- and post-tests, a 24-item engagement questionnaire on a 5-point Likert scale, open-ended questions (Yandex Forms), and classroom observation. The main results of the study demonstrate a significant improvement in academic performance: all participants achieved maximum scores on the post-test (10/10) with a very large effect size (Cohen's d = 1.37). Gamification-specific engagement was the strongest predictor of learning outcomes (β = 0.48), explaining 62% of the variance in post-test scores. Students demonstrated high levels of behavioural (4.2/5), emotional (4.0/5), and social engagement (4.3/5). Thematic analysis of qualitative data revealed four main themes: positive affective response (52%), interactivity and novelty (40%), listening comprehension and grammar difficulties (32%), and suggestions for improvement (24%). The theoretical significance of the work lies in deepening the understanding of the mechanisms by which gamification influences multidimensional student engagement in the context of learning French, thereby complementing existing research that is predominantly focused on English. The practical significance consists in the development of six concrete recommendations for university instructors on implementing gamified activities in the educational process, including principles of instructional sequencing, multi-platform integration, and attention to learner choice.

The article examines the possibilities of integrating national values into the process of teaching mathematics using artificial intelligence (AI) technologies. The necessity of transforming traditional teaching approaches in the context of digitalization of education and the active implementation of AI is substantiated. It is shown that the combination of gamification, adaptive technologies, and elements of ethnomathematics contributes to increasing students’ motivation and the formation of cultural identity. A practical case is presented – the educational platform “Math Universe.”